Group Introduction: Icebreaker

• Read the open-ended questions on the next two slides

• Divide into groups of four, and then subdivide into

pairs A-B and C-D

• A interviews B and C interviews D for 5 minutes

• Partners reverse roles and interview each other for

another 5 minutes

• For the final 5 minutes:

– A and B summarize their partner’s responses for C and D

– C and D do the same for A and B

Discussion Prompts

1. What recent challenge put you in direct contact

with a coworker with much less experience and/or training for a period of an hour or more?

2. What question of business purpose brought this about?

Discussion Prompts, Continued

3. What did you learn from this experience that you have previously shared with senior coworkers or people who are here now?

4. How did this experience affect the way you conduct yourself as a leader?

Guided Discussion

• What did you notice about your own position as you engaged in three steps of the interview process?

• How did your position at work influence your answers to the discussion prompts?

• Where did you find the points of agreement and disagreement in your groups of four people?

Keep the playing card to remind you of your group

Session Overview

• Icebreaker Activity

• Session Overview

• Six-Step Problem Solving Technique

• Collaborative Problem Solving Activity

• Formal Debriefing

• In 1910, American philosopher and educator John Dewey introduced a problem solving model called “Reflective Thinking”

• Described a series of six steps

• Became the “standard agenda” for

teaching people how to solve

problems in groups

Six-Step Problem Solving

1. Identify the problem

2. Plan possible solutions

3. Evaluate and test the various solutions

4. Decide on a mutually acceptable solution

5. Implement the solution

6. Evaluate the solution

Dewey’s Six-Step Technique

Source: Barkley, E. F., Cross, K. P., & Major, C. H. (2005). Collaborative learning techniques: A handbook for college faculty. San Francisco: Jossey-Bass.

Structured Problem Solving: Variations

• ACE (Ask, Clarify, Evaluate)

• PDCA (Plan, Do, Check, Act)

• Five-step (Define, Analyze, Solve, Test, Implement)

• DMAIC (Define, Measure, Analyze, Improve, Control)

• Seven-step (Define, Study Situation, Analyze, Develop Solutions, Test, Implement, Follow-up)

• 8D (Use Team Approach, Describe Problem, Temporary Fixes, Root Cause, Permanent Fix, Implement, Prevent Recurrence, Celebrate)

Why This Approach?

• Conflict is inevitable in most business processes

• All organizations must solve people-related problems

• Dewey proposed this problem solving process to help groups and communities solve complex problems

Planned outcome: another useful tool to use in your work setting

Upon completion of the six steps, teams will have created the following products:

• Problem Statement

• Affinity Diagram with Possible Solutions

• Team Assessment: Evaluate and Test Solutions

• Effort/Impact Matrix with a Mutually Acceptable Solution

• Force Field Analysis with an Implement Plan

• Team Assessment: Evaluate the Solution

Start with the End in Mind

We will not be creating all of the products

• Consider on the upcoming scenario

• Put yourself in the role of a camp administrator

• You serve on a state-wide camp safety advisory council

• Decide how the state agency that licenses children’s camps (or the camp industry) should respond

Step 1, Identify the Problem

• Write your selection on flipchart and a pad of paper

• Appoint a spokesperson

• Report on your selection to the entire group

• Time: 5 minutes

Step 1, Continued

The Facts: Body of Drowned Boy Found in Creek

11-year-old Jeremy Scheinfeld’s body was recovered from a creek not far from a camp

The boy's body was snagged in submerged tree limbs in the Roeliff Jansen Kill near the camp

Scheinfeld was last seen on the previous afternoon playing a game called hounds and hares

Each of two groups of 13 campers had four counselors with them and one certified lifeguard

Crossing the creek was always part of the popular camp game

Source: Albany Times Union. July 3, 1998.

The Facts, Continued Recent rains swelled the creek to much higher than normal

Counselors had the first group of children hold hands as they waded across the creek

The children were swept downstream where they caught a log and had to be pulled out

When the second group arrived, a head count showed that Scheinfeld was missing

Rescuers from several agencies frantically searched the creek until darkness fell

Source: Albany Times Union. July 3, 1998.

1. Do you have a clear picture of what the response would be?

• From the state Department of Health Services?

• From the camp industry’s state field office?

• From the individual camp involved?

2. Did you agree or disagree with what would happen?

3. What ideas for improvement can you think of?

Discussion Prompts

Would your opinions be the same or different if your child was part of this group? If Jeremy was your child?

Problem Statement: What Is It?

Simply stated, the problem statement defines the gap between actual and expected (or targeted) performance.

Expectations Performance

Problem Statement: Children’s Camp Drowning

Actual Condition Target Condition Gap Between Actual and Target

Where are we? Where do we want to be? How are they different?

• An “Affinity Diagram” could be used to plan possible solutions

• Generate ideas individually

• Sort and organize the ideas to identify common themes

• Work toward a few possible solutions for further testing

Step 2, Plan Possible Solutions

1. Each team member should have her or his own pad of sticky notes

2. Write down every possible solution

1. Time limit: five minutes

2. Individually and silently

3. One idea per sticky note

3. Appoint a team member to collect the notes, mix them up, and distribute them on an easel

4. One person at a time, arrange the notes into related groups. It is okay to change the grouping of someone who went before you.

5. Once everyone has arranged the notes, appoint someone to write a heading that describes the theme of each group of notes

Procedure: Affinity Diagram

Source: Barkley, E. F., Cross, K. P., & Major, C. H. (2005). Collaborative learning techniques: A handbook for college faculty. San Francisco: Jossey-Bass.

Sample Affinity Diagram: Children’s Camp Drowning

Rescue Tube

Machine / Equipment

Life Jackets

Parental Consent

Site Assessment

Methods

Medical History

Mother Nature

Qualified Trip Leader

CPR Training

Manpower

Certified Lifeguard

Buddy System

Water Velocity

Water Clarity

Bottom Slope

Underwater Hazards What Else?

Materials? Measurements?

• Method involves the use of an assessment tool or rubric

• Groups evaluate and test the solutions they planned – judge main themes or group headings in Affinity Diagram

Step 3, Evaluate and Test the Various Solutions

Assessment Activity Limited Developing Proficient Advanced Exemplary

Step 1, Identify the Problem

Clarifying tasks

Organizing, synthesizing, and

classifying information

Deciding who is affected

Defining and describing the problem

Step 2, Plan Possible Solutions

Brainstorming and generating ideas

Categorizing and analyzing

Elaborating

Rubric: Step 3, Evaluate and Test Various Solutions

Refer to the Questions in the Slides that Follow

1. Did Talking Chips help to clarify your understanding of the challenges you face?

2. What strategies did you use to identify the problem?

3. How successful were your efforts at consensus-forming?

Assessment Questions

Use These Questions to Test and Evaluate the Various Solutions

4. Were you ever torn between reacting emotionally and performing logical tasks?

5. Were any value judgments implied by the scenario and discussion prompts?

6. Did your brainstorming generate an adequate number of possible solutions?

Assessment Questions, Continued

Use These Questions to Test and Evaluate the Various Solutions

7. Were the ideas you recorded concise and easy to understand?

8. How easy was it to identify themes during Affinity Diagramming?

9. How confident are you about arriving at a mutually acceptable solution?

Assessment Questions, Continued

Use These Questions to Test and Evaluate the Various Solutions

• An Effort/Impact Matrix could be used to decide on a mutually acceptable solution

• The matrix would help groups to score each possible solution on two scales

• First, the solution’s impact

• Second, the effort required

• By plotting each possible solution on the matrix, groups can readily see the solutions that provide the greatest returns

Step 4, Decide on a Mutually Acceptable Solution

1. Use the main themes you identified with your Affinity Diagram to list possible solutions

2. Score each solution on: 1. Impact: 0 = no impact 10 = maximum impact

2. Effort: 0 = no real effort 10 = very great effort

3. Plot the activities on an Effort/Impact Matrix

4. Select or drop possible solutions until the team decides on a mutually acceptable one for implementation and a final evaluation

Procedure: Effort/Impact Matrix

Source: George, M. L. (2005). The lean six sigma pocket toolbook: A quick reference guide to nearly 100 tools for improving process quality, speed, and complexity. New York: McGraw-Hill.

Template: Effort/Impact Matrix Definitions: Quick Wins: Most attractive solutions. Focus on these possibilities. Major Projects: Good returns but hard to get done. Crowd out many Quick Wins. Fill Ins: Don't worry too much about these. Drop them if anything better comes along. Thankless Tasks: Avoid these.

• Force Field Analysis describes the state of equilibrium between the Driving Forces that promote progress and Restraining Forces that impede it

• Equilibrium exists because the forces for and against change cancel each other out

• Use this tool to make change happen

Step 5, Implement the Solution

Source: Lewin, K. (1951). Field theory in social science. New York: Harper.

1. Define the changes the team wants to make

2. Brainstorm the Driving Forces and list them (see next slide)

3. Brainstorm the Restraining Forces and list them, too

4. Evaluate and rate each of the Driving and Restraining Forces (0 = weak; 10 = strong)

5. Review the forces and decide which of them the team can influence

6. Figure out how to strengthen the Driving Forces or weaken the Restraining Forces. Reevaluate the ratings.

7. Prioritize the action steps. Identify the needed resources. Decide how to implement the action steps.

Procedure: Force Field Analysis

Template: Force Field Analysis Driving Forces Strength Action

( Driving forces / Restraining forces)

Restraining Forces

Strength

Total Strength Total Strength

• Reflect on the questions in the upcoming slides

• Based on your answers, and the criteria shown in the assessment tool or rubric, evaluate your team’s selected solution and action plan

Step 6, Evaluate the Solution

Assessment Activity Limited Developing Proficient Advanced Exemplary

Step 4, Decide on a Mutually Acceptable

Solution

Using problem solving strategies

Knowing how to use time efficiently

Setting priorities and evaluating

solutions

• Looking at the big picture –

interconnections, tradeoffs, unintended

consequences

Step 5, Implement the Solution

Generating, testing, and evaluating

hypotheses

Using decision-making strategies

Drawing warranted conclusions

Rubric: Step 6, Evaluate the Solution

Refer to the Questions in the Slides that Follow

1. How comfortable were you while creating an Effort/Impact Matrix?

2. How effectively did you select a mutually acceptable solution?

3. What strategies did you use to reach consensus?

Team Assessment Questions

Use These Questions to Test and Evaluate the Various Solutions

4. Could your team agree on the direction of a solution?

5. How did you do to find the root cause?

6. What steps did you take to avoid unintended consequences?

Assessment Questions, Continued

Use These Questions to Test and Evaluate the Various Solutions

7. How comfortable were you while doing the Force Field Analysis?

8. Did your brainstorming generate suitable lists of both Driving and Restraining Forces?

9. Did the ratings show that the forces are in balance?

Assessment Questions, Continued

Use These Questions to Test and Evaluate the Various Solutions

10. Did you clearly identify and prioritize action steps?

11. Could the team agree on the actions and priorities?

12. How confident are you that your solution will address the problem?

Assessment Questions, Continued

Use These Questions to Test and Evaluate the Various Solutions

Did You Remember to Ask –

What Could Go Wrong?

• Organizational learning is enhanced by going beyond the collaborative activity

• Participants should be offered opportunities for reflection

• Focus on the process as well as the outcome

Formal Debriefing

• How was the process constrained by the role you were assigned?

• What could have been done to encourage more participation?

• Was the group able to maintain its focus?

• Did the facilitator strike the right balance between content and process?

Sample Debriefing Questions

• Assign action items as you and then review them at the end

• Have the group to decide what to do next

• Be specific about assignments

• What, who, when, etc.

• Plan how to monitor progress

Follow Through

Suggested Readings

Barkley, Cross, & Major. Collaborative learning techniques.

John Dewey. How we think.

Michael George. The lean six sigma pocket toolbook.

Kurt Lewin. Field theory in social science.

G. Dean Witman, CFPIM, C.P.M., CLSSBB

Adjunct Instructor

Madison Area Technical College

Phone: 920-948-2516

Email: Gwitman@madisoncollege.edu

Presenter Contact Information