By Tony Iyoob

ID Problem Solving Tim eline Duration

1 Welcom e To Problem Solving 20 mins

2 Course Outline 2 m ins

3 Course Objectives 2 m ins

4 Farmer Land Activity 5 m ins

5 Activity Ans wer Key 1 m in

6 Definition Of Term s 2 m ins

7 Problem Solving Video 24 mins

8 Problem Solving Process Debrief 3 m ins

9 Step #1 Define The Problem 5 m ins

10 Asking Why, Battery 2 m ins

11 Other Tips 5 m ins

12 Step #2 Analyze The Problem 2 m ins

13 Gap Analys is Activity 10 mins

14 Drivers & Barriers Activity 10 mins

15 Step #3 Develop Solutions 3 m ins

16 Brains torm ing Ideas 3 m ins

17 Brains torm ing Rules 3 m ins

18 Brains torm ing Activity 15 mins

19 Idea Stimulators 3 m ins

20 Questioning 2 m ins

21 Mind Mapping Intro 3 m ins

22 Mind Mapping Visual 3 m ins

23 Mind Mapping Example 5 m ins

24 Mind Mapping Activity 15 mins

25 Step #4 Evaluate Solutions 3 m ins

26 Evaluating Solutions 3 m ins

27 Evaluating Solutions Activity 10 mins

28 Advantages & Disadvantages 10 mins

29 Step #5 Choosing The Bes t Solution 3 m ins

30 Impact/Implementation 8 m ins

31 Low Hanging Fruit Matrix 8 m ins

32 Step #6 Follow Up And Evaluate 3 m ins

33 Sum mary Steps 5 m ins

34 Los t On The Moon Set Up 3 m ins

35 Los t Directions 3 m ins

36 Los t Activity 15 mins

37 Los t Answer Key 5 m ins

38 Los t Answer Scoring 2 m ins

39 Problem Solving Tips 2 m ins

40 Thank You 1 m in

41 Questions 1 m in

Welcome & Introductions

0 10 20 30 40 50 0 10 20 30 40 50 0 10 20 30 40 50 0 10 20 30 40 50

1:00 PM 2:00 PM 3:00 PM 4:00 PM

Problem Solving & Decision Making

Leader’s Guide

Purpose: This course is designed to help participants explore the best practices for problem solving & decision making in the midst of complex and chaotic environments.

Audience: This class is designed for employees at all levels of development. Class Size: Approximately 12 to 24 participants. Workshop Timeline:

The above Gantt Chart shows a visual of the class timeline. Blue bars represent lecture, Red bars represent group activities or interaction, and Purple Bars represents Video Component.

Materials/ Equipment:

The following materials are recommended for this course:

♦ Video: Problem Solving & Decision Making

♦ Flipchart stand and paper or dry erase board

♦ Notepaper

♦ Tent cards or name tags

♦ Edge Problem Solving & Decision Making Workbook, PowerPoint & Projector

Organization: The Leader’s guide is designed to be used with the supporting

Participant Course Book and the video titled Problem Solving & Decision Making. Leader’s notes are to the right of the corresponding slide

Duration: Summary

2 to 4 hours. The activities in this Course Book are designed to allow the instructor to tailor the curriculum to fit specific class needs. Some activities may be altered or omitted. Depending on time allotment and participant needs, instructors may wish to omit certain activities. Additionally certain activities can be expanded to include individual, partner, small group or whole class options.

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Problem Solving &Decision Making

Achieving Desired Results

Edge Training Systems Inc.

Welcome the group to Problem Solving & Decision Making developed by Edge Training Systems Inc. Have participants sign in using the edge workshop sign in form. 30 Minutes allowed for group introductions depending on the size of the group. 2 Minutes - 30 Minutes Opening Slide

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Course Outline� Definition Of Terminology

� Six Stage Problem Solving Process

� Techniques Of Problem Solving�Gap Analysis, Brainstorming

� Tools Used In Evaluating Ideas�Knowledge Ranking Ideas, Pro-Con, Check Sheets, Impact / Implementation Analysis, Low Hanging Fruit Matrix

Cover course outline in detail. This outline should be specific to your company needs. You can also add or take away optional activities to narrow down the length of this program. 2 Minutes Page #1

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Course ObjectivesAfter This Session, You Will Be Able To…

Understand how to define problems and the objectives for solving them

Learn how to creatively solve problems through the use of various techniques

Demonstrate how to choose the best idea that will yield measurable results

Take away a number of ideas that will become actionable items

Discuss the course objectives. This would be a good time to ask participants if there are any other objectives they would like to see covered in this class. List those on a flip chart in order to cover later in the class. 2 Minutes Page #2

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Farmer’s Land Bequest

Subdivide a farmer’s property upon his death into four pieces of equal size and shape for distribution to his four offspring. All land given to each offspring must be adjoining itself, and it can not be distributed piecemeal.

Activity The Farmer’s Land Bequest, follow directions on screen. When participants finish the activity, draw the correct solution on the board. Explain that the purpose of this exercise was to encourage creative thought and to put them into a frame of mind to solve problems as a team. 5 Minutes Page #3

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Answer Key: Explain we are probably stuck in a paradigm of how to solve this. This forced you to think outside the box for the solution. What previous experiences have you had that made it more difficult/easier to solve this problem? What general type of problem is this? What general principles could you invoke to aid you in solving future problems of similar nature?

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Definition Of Terms� Problem

� A question or situation that presents doubt, perplexity or difficulty - something that needs to be corrected

� Symptom� A phenomenon or circumstance considered as an

indication or characteristic of a condition or event

� Cause� Something that produces an effect, result, or

consequence

� Solution� The method or process of solving a problem

It is important for participants to understand the terminology before we begin. People think of problems and solutions going hand-in-hand. We are driven to find solutions when we are confronted with problems. We often mistake symptoms for problems. We will talk about how to drill down deeply to find the real problem and the cause so you can begin to try to find solutions. Solutions are possibilities, ideas, strategies, desired results. 3 Minutes Page #4

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Problem Solving Video

As You Watch The Video, Please Take Note Of The Six Steps In The Problem Solving Process

Record Your Ideas On Page #5 Of Your Workbook

Show the Problem Solving & Decision Making Video. Prep participants to take notes regarding the 6-step process in their workbook on page #5. Video 24 Minutes Page #5

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Problem Solving Process1. Define The Problem

� Identify Root Cause, What Needs To Be Fixed?

2. Analyze The Problem� Define Current State & Future Desired State

3. Develop Solutions� Brainstorm Ideas

4. Evaluate Solutions� Systematically Identify Drivers & Barriers

5. Choose & Implement The Best Solution� Create Action Plans, Timelines, Measurable Results

6. Follow Up & Evaluate Progress� Evaluate & Adjust Solutions

Review the six step process of solving problems. We will cover steps 1 - 6 in more detail in this class. 3 Minutes Page #6

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Problem Solving Process1. Define The Problem

� Get the facts, who, what, when, where, why, and how

� Make sure that what looks like a problem is not just a symptom

� Drill down to the cause of the problem by asking “why” a number of times

� Look for something that changed at the same time the problem arose

Step #1Defining The Problem This step allows us to determine the root cause and treat the problem, not the symptom Asking “why?” is the backbone of creative problem solving. You are usually faced with symptoms and we try to solve the symptoms not the root problem. If you don’t ask why and dig deeper, you won’t be solving the real problem or finding the real cause of the problem. 5 Minutes Page #7

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Root Cause - Ask Why?“My car doesn’t start.”

� Is that the problem? No, that is a symptom.

“Why didn’t the car start?” The battery is dead.

� Is that a problem or a symptom? Probably a symptom.

“Why did the battery go dead?”

�This forces you to think of all the things that would kill a battery, like a bad alternator, a loose belt, lack of fluid in the battery, bad connection, left the lights on, etc, etc.

�You check out all of these possibilities and you fix the true problem. If you had a bad alternator and had only replaced the battery, did you solve the problem?

My car doesn’t start. Is that the problem? No, that is a symptom. “Why didn’t the car start?” The battery is dead. A dead battery is probably a symptom of the true problem. “Why did the battery go dead?” This forces you to think of all the things that would kill a battery, like a bad alternator, a loose belt, lack of fluid in the battery, bad connection, left the lights on, etc, etc. You see the value of asking why? 2 Minutes Page #8

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Other Tips / SummaryAsking “why” numerous times is the backbone of problem solving

This helps you in determining root cause, to treat the true problems, not symptoms

Break complex problems into smaller parts and solve the small parts

When having difficulty, step away, let it sink in and go back to it when you are fresh

Involve other people with different points of view

Asking why is the backbone of problem solving. Break complex problems into smaller parts and solve the small parts. When there is disagreement about the problem, get all the data and facts. When you are having difficulty in understanding the problem, leave it for a while, let it sink in, go back to it when you are fresh. Involve other people with different points of view. 5 Minutes Page #8

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Problem Solving Process

2. Analyze The Problem� Conduct a gap analysis

� What are we trying to accomplish

� Define the current & the desired state

� This shows you where you are and where you want to be

� Prioritize if more than one objective is identified to solve the problem

What are you trying to achieve by solving this problem? Involve the people who have a stake in solving the problem. Get their input. Make sure that everyone fully understands the problem or you may find that you are getting different solution objectives. The objectives should be specific & measurable. Paint a picture of the desired result, so that everyone involved can visualize it. 2 Minutes Page #9

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Gap Analysis ActivityComplete A Gap Analysis

“Increase In Profitability”

Efficient productivity

Tighten belts on expenses

Additional staffing

Inefficiencies in productivity

Wasted resources, supplies

Too much overtime

Desired State

Where You Want To Be

Current State

Where You Are

Activity Gap Analysis, Where we are vs. where we want to be You are not trying to solve this problem, you are performing a gap analysis to determine where we are now and where we want to be. We want to move from the current state to the future desired state. 10 Minutes Page #10

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Drivers & BarriersThink Of The Forces That Will Support Or Block The

Implementation Of Your Plan.

List These “Drivers” & “Barriers” Below

Vendors Reducing Costs

Higher Repairs & Maintenance

New Training On Equipment

Increase In Productivity

Accounting Support

More Efficient Equipment

BarriersForces That Will Block Your Plan

DriversForces That Will Support Your Plan

Activity Drivers & Barriers In this activity you are thinking of the forces that will support your plan (Drivers) and the forces that will block your plan (Barriers). Driver could be, support people, products, equipment, etc. Barriers could be, non-supportive people, high cost products, etc. 10 Minutes Page #10

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Problem Solving Process

3. Develop Solutions� Brainstorm all possible solutions

� Requires group commitment

� Groups made up of people with different points of view are more productive

� Encourage participation and think the impossible is possible

Step # 3 Developing Solutions begins with brainstorming all possible ideas. You goal is to go for quantity of ideas. 3 Minutes Page #11

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Brainstorming Ideas� Allow time to think about the topic

� Break the group up into smaller groups

� Realign groups to expose people to new ideas

� Encourage people to speak their mind freely

� Incorporate activities that encourage movement

� Introduce a new train of thought or activity

� Actively engage people through questioning

� Sidestep to another thought on the same topic

� Take a break, add energy, humor or stimulation

Some people are more comfortable sharing their ideas in smaller groups. Realign groups, people who spend a lot of time together begin to think alike, promote creativity. Encourage people who are hesitant, otherwise, they will just go along with the group to avoid making waves. Incorporate activities. Stimulate the energy in the room by introducing a new train of thought, taking a break, stretch, joke, throw a ball around. 3 Minutes Page #11

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Brainstorming Rules� No judgment – Do not criticize anyone’s ideas

� Everyone must understand the objective

� Everyone must participate

� Quantity - Go for as many ideas as possible

� Wild ideas accepted - get playful, far-out

� Hitchhiking on other ideas is desired

� Switch your point of view. What if . . . ?

� Record all ideas

Explain the rules of brainstorming. When running a brainstorming session, it is wise to set up ground rules. The main objective is to set rules that encourage free thinking and participation. 3 Minutes Page #12

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Brainstorming ActivityGenerate As Many Ideas As Possible

How Do We Increase Profitability?

Record Your Ideas On Page #13

Be Prepared To Report Out To The Group

Activity How do we increase profitability? Generate as many ideas as possible. Give participants 15 minutes to record all of their ideas. Then, ask participants to share their ideas and compare if the others had anything different. 15 Minutes Page #13

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Idea Stimulators� In a perfect world, what would this look like?

� What if . . . ?

� What if a famous or historical person were solving this problem?

� Asking Why? Why? Why?

� How else could this be done?

� What does this look like to the customer ?

�. . . to another department ?

�. . . to a newcomer?. . to a child ?

Cover Idea Stimulators, emphasize to participants they sometimes need a fresh outlook in order to change perspectives on problem solving. This helps them step outside the box and look for new, innovative ways of solving problems. 3 Minutes Page #14

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Questioning ? ? ?� The key to generating a lot of ideas is to ask a

lot of questions

� Questions provoke a search for knowledge and for understanding

� Ask who, what, where, when, why, and how about all aspects of the problem to be solved

� Questions lead to new thoughts, ideas and possibilities

Questioning is the quickest and most direct way to stimulate creativity. Try to avoid questions that go into an endless loop, going nowhere, such as Why me? And Why did it have to happen? Rather, ask questions that open the mind, that search for information, alternatives. Questions are empowering because of this. They lead to new thoughts, new ideas, new possibilities, new solutions. 2 Minutes Page #14

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Mind Mapping� Helps you to see the big picture visually.

� Helps you to identify the relationships between processes and ideas.

� Helps you to organize your ideas into groups/topics.

� Can be used with the other problem solving techniques.� Notes, Presentations, Planning

� Pondering Alternatives

� Starting A Project, Search Mode

There are many ways to use Mind Maps? Mind maps give you a visual picture of flow charts, processes and procedures. Mind maps can be used anytime you are in a search mode, pondering alternatives, or trying to start a project. 3 Minutes Page #15

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Mind Mapping Tips

Problem

New Idea

New Problem

New Idea

New

Problem

Idea

Idea

Idea

Idea

Explain the mind mapping procedures, cartwheel method, start with problem, then generate ideas. This creates a visual and separates ideas into categories. As you click through this slide, illustrate how visually mapping the problem, we can sometimes see the problem leads us to an alternative solution. 3 Minutes Page #16

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Mind Mapping

How Can We Increase Profitability?

Cut Expenses

Inventory

Supplies

Products

Advertising

Cross Sell

Up SellRaise Prices

New Accounts

Cut Production

Explain the process and show this example of mind mapping, emphasize the different categories or causes that might be affecting our problem. You can alter this slide to the specific needs of your organization. As you click through this slide, the various categories will appear on the screen. 5 Minutes

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Mind MappingDraw A Mind Map To Generate Ideas To Solve A Problem.

How Can We Increase Profitability?

Use Page # 17 To Draw Your Mind Map

Activity Draw a mind map to generate ideas for this problem. How can we increase profitability? Or any other problem you would like to solve. Move people around again to form new groups. Allow 10 minutes to draw a mind map of ideas. Have each group present their mind maps. 10 – 20 Minutes (Optional) Page #17

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Problem Solving Process

4.Evaluate Solutions

� Compare your ideas to your solution to determine which idea will most completely satisfy the objectives

� Be scientific by utilizing the methods of developing criteria

� Make your solutions actionable

� Rate the potential of each item

Step #4 Evaluate Solutions Choosing the best solution is usually easy if the previous steps are done well. It will probably be obvious. But, sometimes the problem is more complex and requires more consideration. Then, you would probably want to take more time and give more thought to choosing. Be scientific by utilizing the method of developing criteria. 3 Minutes Page #18

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� Today’s Methods:� Rank The Ideas Using Current Knowledge

� Identify Advantages And Disadvantages

� Impact/Implementation Difficulty Analysis

� Complete A “Low Hanging Fruit” Matrix

� Compare Our Findings Based On Results

Evaluating Solutions

The Obvious Choice Would Be The Idea That Ranks The Highest Using All The Methods

The Obvious Choice Would Be The Idea That Ranks The Highest Using All The Methods

Explain the methods we will cover today. You can practice a few of these, or all of them, depending on the time allotted for your workshop. Examples are provided in this workshop, however, feel free to add your own evaluation methods, or use the examples provided. 3 Minutes Page #18

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Evaluating SolutionsHow Do We Increase Profitability?

Refer To Your Ideas On Page #13

Rank Your Ideas From 1 – 5

(Using Your Current Knowledge Base)

Record Your Top 5 Ideas On Page #19

Activity Choose the best solution to the original problem: or chose an idea of your own. How do we increase profitability? List your top 5 ideas in order of preference using your current knowledge base. 10 Minutes Page #19

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Evaluating SolutionsHow Do We Increase Profitability?

Using Your Ideas On Page #19

Pick Your Top 3 Ideas

List The Advantages & Disadvantages

Instruct participants to list the advantages & disadvantages of their selected problem. This method should help them see the drivers & barriers to their problem. 10 Minutes Page #20

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Problem Solving Process

5.Choose & Implement Best Idea

� Choose the best idea based on evaluation

� Design an implementation strategy

� Create action plans, time lines, etc

� Assign tasks, goals & objectives

� Determine measurable results

� Create a contingency plan

Choosing the best solution is usually easy if the previous steps are done well. It will probably be obvious. After evaluating the criteria, this will help you in your decision making process. Criteria will change based on the organization, resources, and problem. Now the work of planning, delegating, setting time lines will be critical in the implementation plan. 3 Minutes Page #21

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Impact / Implementation

LHCut Expenses1

Implementation Difficulty

Business ImpactTask or ActionIdea #

L = Low, M = Medium, H = High

Explain the Impact/Implementation Difficulty Analysis. This method allows you to list your ideas, and using your current knowledge base, helps determine the level of business impact and the level of implementation difficulty. The ideal solution will have a high level of business impact and a low level of implementation difficulty. 8 Minutes (Optional Activity) Page #22

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Low Hanging Fruit Matrix

HighMediumLow

1Low

Medium

High

Level of Business Impact

Level of Difficulty

The Low Hanging Fruit Matrix allows you to take your Business Impact and Implementation Difficulty and plot in on the matrix to catch the “Low Hanging Fruit”. Plot your ideas in the matrix as it relates to difficulty & impact. The example here shows idea #1 has a low level of difficulty with a high level of impact. Again you are looking for the lowest level of difficulty with the highest business impact. 10 Minutes (Optional Activity) Page #23

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Problem Solving Process

6.Follow Up & Evaluate Progress

� Follow through with solutions

� Establish accountability

� Monitor and track progress

� Evaluate results and adjust solutions

� Fall back on your contingency plan if needed

The final step is to follow up and evaluate progress. This is key to the successful implementation of your solution and probably the area we most often forget. Follow up by explaining the importance of evaluating your ideas and tracking progress. If our solution does not work, we may be forced to fall back on our contingency plan to achieve the desired results. 3 Minutes Page #24

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Problem Solving Process1. Define The Problem

� Identify Root Cause, What Needs To Be Fixed?

2. Analyze The Problem� Define Current State & Future Desired State

3. Develop Solutions� Brainstorm Ideas

4. Evaluate Solutions� Systematically Identify Drivers & Barriers

5. Choose & Implement The Best Solution� Create Action Plans, Timelines, Measurable Results

6. Follow Up & Evaluate Progress� Evaluate & Adjust Solutions

Final review the six step process of solving problems. Explain the importance of following each step and not taking any shortcuts in this process. This also might be a good time to check for understanding or answer any questions the participants may have on the six-step process. 3 – 10 Minutes (Depending on questions) Page #25

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Decision Making Skills

Your spaceship has just crash-landed on the dark side of

the moon. You were scheduled to rendezvous with a

mother ship 200 miles away on the lighted side of the

moon, but the rough landing has ruined your ship and

destroyed all the equipment on board except for 15 items.

Your crew’s survival depends on reaching the mother

ship, so you must choose the most critical items aboard

for the 200 mile trip to the rendezvous point.

Lost On The MoonLost On The Moon

This is a fun activity to test your participants’ ability to solve a problem as a group. Depending on group size, break the participants into teams of 5-8 each. Read the scenario as it is on the screen. 3 Minutes Page #26

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Lost On The Moon1. Working independently, rank your choices and justify each

choice (2 Minutes)

2. Break into teams and complete the exercise as a team

3. Compare individual rankings to group rankings

4. Do not assume that someone must win and someone must

lose when discussion reaches a stalemate

5. Do not change your mind simply to avoid conflict

6. Avoid conflict-reducing techniques such as majority vote,

averages, coin-flips and bargaining

7. Differences of opinion are natural and to be expected

8. Compare your rankings with those of NASA

Explain the rules, you want people to first complete the activity individually. This forces them to make a decision. Then as a group, they can discuss and rank the items of importance. 3 Minutes Page #26

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Lost On The MoonBox Of Matches

Food ConcentrateFifty Feet Of Nylon RopeSilk Parachute

Solar-Powered Heating UnitTwo .45 Caliber Pistols

One Case Of Dehydrated MilkTwo 100-lb. Tanks Of Oxygen

Stellar Map (Moon’s Constellation)Self-Inflating Life Raft

Magnetic Compass

Five Gallons Of WaterSignal Flares

First-Aid Kit Containing Injection NeedlesSolar-Powered FM Transmitter/Receiver

Rank The Fifteen Items In

Terms Of Their Importance

For Survival.

“1” Being The Most

Important

On page #27 you will see the scoring sheets. Have participants rank their individual answers in Column “B”, Have them list the group rank in Column “D” It’s OK for them to disagree as a group, conflict is good and this forces them to listen and think through their decisions. 15 Minutes Page #27

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Lost On The Moon

15Useless, No Oxygen On The MoonBox Of Matches

14No Use, Different Magnetic FieldsMagnetic Compass

13Of No Use Unless On The Dark SideSolar Powered Heating Unit

12Bulkier Duplicate Of Food ConcentrateOne Case Dehydrated Milk

11Emergency Self-PropulsionTwo .45 Caliber Pistols

10Distress Signal For Rescue, Mark LocationsSignal Flares

9Used For Shelter Or To Carry ThingsSelf Inflating Life Raft

8Protection And Use As A SignalSilk Parachute

7Safety, Contents May Have A UseFirst Aid Kit With Injection Needles

6Tie Together, Repel Cliffs, Pull ThingsFifty Feet Nylon Rope

5Rescue Effort, CommunicationsSolar Powered Transmitter/Receiver

4Means Of Supplying Energy RequirementsFood Concentrate

3Primary Navigation AidStellar Map )Moon’s Constellation)

2Need To Survive, Replenish FluidsFive Gallon Can Of Water

1Need Oxygen To Live, Most ImportantTwo 100 Lb. Tanks Of Oxygen

NASA: Lost On The Moon Exercise

Answer Key: Provided by NASA To complete the scoring, ask participant to list the NASA answers in Column “A”, then take the difference and list it in Column “C” for individual results, and again in Column “E” for group results. Example, if you listed 1 in column “A”, and 3 in column “B”, the difference is 2, no need to use = or – Then total down column “C” and column “E” using the rating guide on the bottom of Page #27. The lower the scores the better. Usually you will find lower scores as a group as compared to individual results. This emphasizes the usefulness of group consensus when making decisions. 10 Minutes Page #27

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Did We Survive?0-20 = Excellent: ☺☺☺☺

You Survived And Saved Your Team !

21-32 = Good: ����You Made It Just In The Nick Of Time !

33-45 = Fair: ����Whew, You Were So Close !

46-70 = Oops: ����Don’t Worry, We’ll Alert Your Family !

71-112 = Oh Well: ����See You In This Same Class Next Week ?

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Problem Solving Tips

Six Step Process

Brainstorming Tips

Brainstorming Rules

Idea Stimulators

Evaluation Methods

Have participants go to page #28 and explain the quick reference sheets on Problem Solving & Decision Making. 5 Minutes Page #28

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Slide 41

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What Questions

Do You Have?

Solicit and respond to any questions the group may have. If you do not have an answer, list question with name of person and email or call them with the answer when you have the answer. Have participants complete course evaluations, stand in the back of the room while participants complete course evaluations and thank them for their participation as they exit the room. Course Evaluation (Last 2 Pages In Workbook)

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