PROBLEM SOLVING SKILL SET

MODULE CONTENT
 The Creative Problem‐Solving Model
 Looking for problems
 Gathering data
 Defining the problem
 Generating solutions
 Evaluating and selecting solutions
 Planning for implementation
 Gaining acceptance
 Implementation

1
OBJECTIVES

 Understand the creative problem‐solving

model
 Determine your personal preference for
problem solving
 Practice problem‐solving tools and techniques
 Identify solutions to a real problem and create
a plan for implementation

2
CREATIVE PROBLEM SOLVING MODEL

3
CPS DEFINITION

A proven method for approaching a

problem, challenge, or opportunity in
an imaginative and innovative way.

4
CPS MODEL

3 SKILLS ARE KEY TO EFFECTIVE CREATIVE PROBLEM SOLVING

• Deferring judgment
• Active divergence
• Active convergence

5
CPS MODEL

Involves both convergent and divergent thinking

CONVERGENT DIVERGENT

Single, well-defined Multiple solutions

solution following involving
logical steps brainstorming

FOCUSES GENERATES
6
CPS MODEL

CONVERGENT OR DIVERGENT?

PROBLEM: Copy machine is broken.

1. Immediately calls the copy machine technician

2. Tries to determine the cause of the malfunction and identify
ways to fix it

7
CPS MODEL

Creativity can generate

novel ideas outside our
Comfort
comfort zone
Zone

8
BASADUR CPS MODEL

[Link]
Finding Phase 1
Problem Formulation
[Link] [Link] Finding Steps 1, 2,3

Phase 2
Solution Formulation
[Link] 4, 5
[Link]
Definition

Phase 3
Solution
Implementation
[Link] [Link] Finding Steps 6, 7, 8

[Link] &
Select

9
ACTIVITY

Your Profile
• You will identify your problem‐
Implementer Generator
solving preference
• Follow the instructions in
Problem
Handout to complete the Your Solving
Problem‐Solving Profile Style
assessment

Optimizer Conceptualizer

10
PHASE 1 – PROBLEM FORMULATION
BASADUR CPS MODEL

[Link]
Finding Phase 1
Problem Formulation
[Link] Steps 1, 2, 3
[Link]
Finding

Phase 2
Solution Formulation
Steps 4, 5
[Link]
[Link]
Definition
Phase 3
Solution
Implementation
[Link] Steps 6, 7, 8
[Link]
Finding

[Link] &
Select

12
PHASE 1: PROBLEM
FORMULATION

1. Problem Finding – Proactively

look for problems,
opportunities, and possibilities
2. Fact Finding – Gather
information related to the
situation.
3. Problem Definition –
Describes the current
situation, its impacts, and the
future state

13
PHASE 1: PROBLEM
FORMULATION
2. Fact Finding
• Challenge assumptions
• View facts from several viewpoints
• Types of information (facts, opinions,
assumptions, concepts, procedures)
• Methods to gather information
(interviews, surveys, research,
observation, focus groups)
• Identify what approaches we have tried
• Identify what approaches others have
tried
• Determine internal/external constraints
to implementing solutions

14
PHASE 1: PROBLEM
FORMULATION
2. Fact Finding

• Types of information (facts, opinions,

assumptions, concepts, procedures)
• Methods to gather information
(interviews, surveys, research,
observation, focus groups)
• Identify what approaches we have tried
• Identify what approaches others have
tried
• Screen, sort, and organize data by
importance

15
ACTIVITY

Case Study
• Read the case study about the
presenting problem
• Discuss the case study
questions with a partner

16
PHASE 1: PROBLEM
FORMULATION
2. Fact Finding

• You may encounter resistance

• Identify when resistance is taking place
• View resistance as a natural process
AND that you are making progress
• Support direct expression of resistance
• Don’t take resistance personally

17
PHASE 1: PROBLEM
FORMULATION
Common forms of resistance
• Presses for details
• Floods with details
• Claims a timing mismatch / busyness
• Emphasizes practicality
• Lack of surprise
• Attacks
• Claims confusion
• Lack of response (silence)
• Intellectualizing
• Moralizing
• Compliance
• Pushs too early for solutions

18
PHASE 1: PROBLEM
FORMULATION
Reasons for resistance

• Maintaining control
• Perceived vulnerability

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PHASE 1: PROBLEM
FORMULATION
Dealing with resistance

• Notice ‐ Identify what form the

resistance is taking. Put words to what
you see happening
• Name ‐ State in an objective, non‐
judgmental way the resistance is taking
• Listen – After you name the resistance,
be quiet and listen to the other person

20
ACTIVITY

Comfort Zones
• Stand up and cross your arms
the way you normally would
• Now cross your arms the
opposite way

21
PHASE 1: PROBLEM
FORMULATION
3. Problem Definition

• An explanation of the current

undesirable situation
• Its impacts
• The ideal state you prefer
instead

22
PHASE 1: PROBLEM
FORMULATION
3. Problem Definition ‐ Benefits

• Clearly communicates the

challenge you’re address
• Identifies the change you want to
see
• Creates common understanding
• More likely to get buy‐in on the
need to resolve the issue

23
PHASE 1: PROBLEM
FORMULATION
3. Problem Definition ‐ Tips

• Don’t include the cause of the

problem
• Don’t include possible solutions
• Focus only on one problem
• Identify a desired end result
that’s attainable

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PHASE 1: PROBLEM
FORMULATION
3. Problem Statement ‐ Example

• Current state: Lighting is poor along

the walkways to the parking garage.
No CCTVs are there, and no security
staff monitor the area
• Impact: Staff say no to overtime
work. They feel unsafe when they
leave after dark. Production is falling
behind.
• Desired state: Well‐lit walkways.
Staff are comfortable leaving after
dark.

25
PHASE 1: TOOLS

Tool Description
Rich pictures Provides an initial overview of the problem. Can provide
understanding from different points of view.

Six universal Explores many aspects of the problem

questions

Why? Why? Gets to the root of the problem

Why?

Goal Understands different aspects of a problem. Useful for a

orientation logical, structured way of thinking

Web of Makes broad, abstract challenges more specific and

abstraction concrete (and vice versa). It helps the group decide on
the level of abstraction needed for the task

26
PHASE 1: TOOLS

RICH PICTURES

• Individually, each team

member draws the image
• As a group, discuss each
image by asking questions to
check for understanding
• Each team member writes
down a problem statement
• The group discusses each
problem statement and agrees
on a final version

Source: Checkland, P.B. & Poulter, J. (2006) Learning for Action: A short definitive account of
Soft Systems Methodology and its use for Practitioners, teachers and Students

27
ACTIVITY

Create a Rich Picture

• Think of an issue at work.
• Draw a picture of the issue.
• Share your picture with a
partner.
• Your partner should ask
questions to check for
understanding of what’s
represented in the picture.

28
PHASE 1: TOOLS

6 UNIVERSAL QUESTIONS
Who

• Each team member asks a

question beginning with who, How What
what, when, where, why, or
how. Problem
• The group answers

Why When

Where

29
PHASE 1: TOOLS

WHY? WHY? WHY?

• Start with the general problem

• Each team member continues to ask why? And other team
members respond until at least 6 whys have been answered
• At the end of the activity, write the problem statement

30
PHASE 1: TOOLS

GOAL ORIENTATION

General outline
• As a group, discuss of the problem
the desired goal and statement
what stands in the
way
• At the end of the What are the What are the What are the
activity, write the needs? obstacles? constraints
revised problem
statement
Redefine
original problem
statement

31
PHASE 1: TOOLS

WEB OF ABSTRACTION

• Write different desirable goals in

relation to the challenge (e.g. “How
might we …” “How to …”
• Related to the goal, write “Why do
we want that?”
• Write responses to “Why do we want
that?”
• Write responses to “What is getting in
the way?”
• Cluster the goals and responses
together
• At the end of the activity, write a final
problem statement

32
ACTIVITY

Create a Problem Statement

• Write a statement that
includes:
• An explanation of the current
undesirable situation
• Its impacts
• The ideal state you prefer instead
• Discuss your statement with a
partner
• Revise based on feedback

33
PHASE 2 – SOLUTION FORMULATION
BASADUR CPS MODEL

[Link]
Finding Phase 1
Problem Formulation
[Link] [Link] Finding Steps 1, 2,3

Phase 2
Solution Formulation
[Link] Steps 4, 5
[Link]
Definition

Phase 3
Solution
Implementation
[Link] [Link] Finding Steps 6, 7, 8

[Link] &
Select

35
PHASE 2: SOLUTION
FORMULATION
4. Idea Finding

The aim of this stage is to

generate potentially novel and
useful options.

36
PHASE 2: SOLUTION
FORMULATION

During the creation process,

don’t focus on the pros and cons
yet.

Defer evaluation and judgment

until the next step

37
PHASE 2: SOLUTION
FORMULATION

Encourage original and innovative

ideas. Focus can be on:

• Fluency –many options.

• Flexibility – where the
emphasis is on different types
of options.
• Unique – novel or unusual
options.
• Elaboration – detail rich
options.

38
PHASE 2: SOLUTION
FORMULATION

Encourage original and innovative

ideas. Focus can be on:

• Fluency –many options.

• Flexibility – where the
emphasis is on different types
of options.
• Unique – novel or unusual
options.
• Elaboration – detail rich
options.

39
PHASE 2: TOOLS‐CREATING

Tool Description
Brain‐writing Generates many ideas and useful to encourage
Pool participation from everyone. (Fluency & flexibility)
Reversal Used to generate different types of ideas and can
lighten the tone. (Unique & flexibility)
Super Uses other viewpoints to shift paradigms and can
Heroes lighten the tone, taking people out of their typical roles
(Flexibility)
Picture Use to get unstuck or to create connections that at first
Prompts don’t appear to be connected (Unique & flexibility)
Excursion Use to get unstuck or create insights to create
connections that at first don’t appear to be connected.
(Unique)

40
PHASE 2: TOOLS

BRAIN-WRITING POOL
• Each team member individually writes 3 ideas on a sheet
of paper and puts it in the middle of the table

• Each team member picks up a different sheet of paper

from the middle and writes 3 more ideas. The new ideas
can be related or unrelated to the existing ideas

• The process is conducted in silence. Helps with

concentration and introverts.

• Time the process for 10‐15 minutes

41
PHASE 2: TOOLS

BRAIN-WRITING POOL WITH CREATIVITY CLUSTERING

• To generate the 3 ideas, write the
word or problem in the middle to
create a nucleus
• As ideas come related to the
nucleus, write each down and
circle them.
• As fast as possible, without
judging, write any words or
phrases that come to mind
• There is no wrong way to do this

42
ACTIVITY

Practice Clustering
• Using the previous issue you
identified, write a word or
phrase related to it as a
nucleus.
• As fast as you can, write all
words or phrases that come to
mind and circle each one.
• We will time this for 3 minutes

43
PHASE 2: TOOLS

REVERSAL
• Each team member individually writes 3 ideas on a sheet
of paper and puts it in the middle of the table

• Each team member picks up a different sheet of paper

from the middle and writes 3 more ideas. The new ideas
can be related or unrelated to the existing ideas

• The process is conducted in silence. Helps with

concentration and introverts.

• Time the process for 10‐15 minutes

44
PHASE 2: TOOLS

SUPER HEROES
• Each team member thinks of a superhero (living, dead,
imaginary, human, animal, inanimate)
• The first team member describes the superhero’s
qualities and attributes. The team tries to guess who the
superhero is (if not done quickly, reveal the identity)
• All team members add superhero qualities and attributes
• Ask “How would the superhero tackle this problem?”
• Document and elaborate on ideas generated
• Repeat for the next team member and so on

45
PHASE 2: TOOLS

PICTURE PROMPTS
• Facilitator provides 3‐5 pictures for team members to view
and individually write down their impressions,
observations and thoughts related to them. Do not share
with others yet

• Ask team members to connect their impressions,

observations, and thoughts to the problem

• Facilitator documents any ideas they generate

46
PHASE 2: TOOLS

EXCURSION
• Physical – Take a walk in nearby nature, museum, park, local
street. Team members note their impressions privately. May
explore individually and regroup.
• When return to work team members write down impressions
and reflections
• Ask people to share their strongest impressions
• Ask what connection team members can make between the
impressions and the original problem

• Mental – The facilitator guides the team members through a

vivid, imaginary journey. Afterward, team members note their
impressions, observations, and thoughts the same as above
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ACTIVITY

Excursion
• The facilitator will guide you
through a journey
• Afterward, write down your
impressions and reflections
• With a partner, share your
strongest impressions
• Discuss with your partner what
connection you can make
between the impressions and
your original problem

48
PHASE 2: SOLUTION
FORMULATION
5. Evaluate and Select
• Narrow down ideas
• Create criteria to measure the
ideas
• Apply the selected criteria to
possible solutions
• Primary objective of this step is to
identify the ideas’ strengths and
weaknesses and select at least
one solution
• If none of the solutions seem
strong enough, go back to the
previous step(s)

49
PHASE 2: TOOLS‐NARROWING

Tool Description
Voting A structured approach for groups to narrow down
many ideas into fewer
Flat Sort Places an even number of ideas into each sorting pile
or category. Can be used individually or in groups
Time Frame Sorts ideas based on short, medium, and long term
time frames. Can be used individually or in groups
Hold How Categorizes ideas based on originality and feasibility.
Now Wow Can be used individually or in groups

50
PHASE 2: TOOLS

VOTING
• Each team member has the same number of votes (often 3‐8
but may depend on the number of ideas)
• Prompt team members to vote based on a prompt such as
“select which ideas seem most on target” or “select which
ideas have the most potential”
• Team members can vote for their own ideas
• Ideas can be posted for open voting with dots or check marks
or anonymously where each team member writes down the
ideas that have their votes on a sheet of paper
• Further consider the ideas with the most votes

51
PHASE 2: TOOLS

FLAT SORT
• Determine categories (e.g. high, moderate, low)
• Count the total number of ideas and divide by the number of
categories (e.g. three). The numbers should be equal (if not,
assign the “extras” to moderate and low)
• Each team member assigns each idea to one of the categories.
The number of ideas should be equal according to the total
number
• Further consider the ideas in the high category

52
PHASE 2: TOOLS

TIME FRAME
• Prepare a time scale of short‐term, medium‐term, and long‐
term on a flip chart (or paper if individually)
• Identify the duration of each time scale (e.g. weeks, months,
years)
• Use the prompt “When could this idea begin to deliver value?”
• Allow for discussion
• Further consider the ideas whose timeframe meet the aim of
the problem defined

53
PHASE 2: TOOLS

HOLD HOW NOW WOW

• Each team member selects their top
3‐8 ideas

feasible
Not yet
HOLD HOW
• Top ideas are placed in one of the
categories based on feasibility and
originality

Feasible
• Discuss themes or commonalities NOW WOW
• Further consider the Wow ideas
(original and feasible) Common Original

54
ACTIVITY

Hold How Now Wow

• Draw a matrix on a sheet of
paper as shown here.
• Categorize your ideas based on
whether they are feasible/not
yet feasible versus whether the
are common or original

55
PHASE 2: SOLUTION
FORMULATION
Create evaluation criteria

• Create a list of draft evaluation

criteria (don’t judge the criteria yet)
• There is no optimal minimum or
maximum number of criteria
• Consider goals, priorities,
benchmarks
• May include items such as
implementation ease, cost, risk,
value offered, competitive
advantage, customer satisfaction,
flexibility, quality, time involved

56
PHASE 2: TOOLS‐EVALUATION

Tool Description
PPCO Similar to SWOT analysis, looks at the pluses,
potentials, concerns, and overcomes
Criteria and Evaluates each idea and rates it against each discrete
Evaluation criterion established
Grid
Paired Compares pairs of ideas to consider which of the two is
Comparison best or most important

57
PHASE 2: TOOLS

PPCO
• Pluses – What are the good or positive
things about the idea
• Potentials – What are the possibilities if PLUSES POTENTIALS

the idea were implemented

• Concerns – What are the limitations or
shortcomings of the idea (write as CONCERNS OVERCOMES
questions (e.g. how do we reduce X)
• Overcomes – What are ideas on how to
mitigate the most important concerns

58
PHASE 2: TOOLS

CRITERIA AND EVALUATION GRID

• Determine a scale to use (e.g. excellent,
good, fair, poor)
• Vertically list the ideas to be evaluated
• Horizontally list the criteria for the ideas
to be evaluated against
• Evaluate each idea against each of the
criteria one by one
• Note that this is not a ranking of the
ideas but instead how well they match
the criteria
• Once the grid is completed, determine if
weights should be assigned to the criteria
59
PHASE 2: TOOLS

PAIRED COMPARISON
• Determine a scale to use (e.g. slight = 1,
moderate =2, great = 3) Idea 1 Idea 2 Idea 3 Idea 4 Idea 5

• Compare and contrast two ideas based on Idea 1

the following prompts Idea 2

Idea 3
• Which of these two options is the best Idea 4

or most important? Idea 5

• How much better or more important is

it? (Use the scale)
• Take a “stair step” approach (e.g. idea 1 to
Idea 2 then Idea 2 to Idea 3
• Score the results for each idea
• Calculate the weights assigned by percent
60
ACTIVITY

PPCO
• Identify the pluses, potentials,
concerns, and overcomes for
your top 2‐3 ideas PLUSES POTENTIALS

• Select 1 idea to proceed for

implementation

CONCERNS OVERCOMES

61
STAGE 3 ‐ SOLUTION IMPLEMENTATION
BASADUR CPS MODEL

[Link]
Finding Phase 1
Problem Formulation
[Link]
[Link] Steps 1, 2,3
Finding

Phase 2
Solution Formulation
Steps 4, 5
[Link]
[Link]
Definition
Phase 3
Solution
Implementation
Steps 6, 7, 8
[Link]
[Link]
Finding

[Link] &
Select
63
PHASE 3: SOLUTION
IMPLEMENTATION
6. Plan

The aim of this step is to create a

roadmap for a successful
implementation.

64
PHASE 3: SOLUTION
IMPLEMENTATION
• Create a grid that includes
headings such as
• What will be done
• How will it be done
• Responsible person/role
• Timeframe
• Select and list the most
important tasks

65
PHASE 3: SOLUTION
IMPLEMENTATION
Consider the following:
• What new issues might this
idea create?
• Where might we have some
barriers?
• Who will this idea impact?
• How should we introduce the
idea?
• When should we introduce the
idea?

66
ACTIVITY

Plan
• Identify 3 tasks important to
implement the idea.
• Write down:
• What will be done
• How will it be done
• Responsible person/role
• Timeframe

67
PHASE 3: SOLUTION
IMPLEMENTATION
7. Acceptance

The aim of this step is to gain the

support, approval or acceptance
you need for a successful
implementation.

68
PHASE 3: SOLUTION
IMPLEMENTATION
Tips to Increase Acceptance

• Be aware of the people part of the

process and what’s in it for them.
• Encourage others’ ownership of the
idea
• Give other’s credit for their roles
• Leave something for the listener to
change
• Allow others to help finalize details
• Don’t make it easy for others to say no
• Present your idea at a good time
• Appeal to your listeners’ 5 senses
• Ask for others’ opinions
69
PHASE 3: TOOLS

Tool Description
Supporters Helps to identify the people who might support or
and Resisters resist the idea implementation
Changing Used to anticipate objections by stakeholders
Shoes
Stakeholder Anticipates potential stakeholder impact and level of
Analysis support
Stakeholder Anticipates potential stakeholder benefits and concerns
Benefits and
Concerns

70
PHASE 3: TOOLS

SUPPORTERS AND RESISTERS

• Identify people and things that can help or hinder solution
implementation
• Determine ideas on how to gain the support of key
supporters and overcome concerns resisters may have
• List the information in a chart similar to the one shown
below

Supporter Resister
Exploration ‐ who, what
Gain Support/Overcome Concerns

71
PHASE 3: TOOLS

CHANGING SHOES
• Identify three of the best reasons in support of the
solution
• For each supporting reason, determine the best way you
can oppose it
• For each opposing reason, identify arguments to
overcome the opposing reasons
• Return to the original solution(s), and write a solution
that is completely opposite (e.g. if the solution is to
reduce turnover, write a solution to increase turnover)
• Follow the steps above for reasons in support, opposing,
and agreements to overcome
• Discuss any fresh insights or potential weaknesses in the
original proposed solution 72
PHASE 3: TOOLS

STAKEHOLDER ANALYSIS
• Populate an 8 column table with the name (or role) of each key
stakeholder in column 1 (see below)
• Identify the level of impact on the stakeholder in column 2
• Determine the level of support and put an X in the appropriate
column (3 through 7)
• Decide how far you could realistically shift a stakeholder for
more support and where you would need him/her to be
• Decide the actions you can take to make high and medium
impact stakeholders more supportive
Completely Fairly Fairly Completely
Stakeholders Impact Against Unsupportive Neutral Supportive in Favor Action
Name1 High X Leverage Stakeholder Name4
Name2 Low X
Name3 Medium X
Name4 High X 73
PHASE 3: TOOLS

STAKEHOLDER BENEFITS AND CONCERNS

• Identify the key stakeholder Why should it be Evidence? (How
done? might each benefit
• Establish whether the solution (List Benefits) be understood?)
will help solve a problem the 1 1
stakeholder has 2 2
3 3
• Determine what action you 4 4
want the stakeholder to take 5 5
What are the How might these
• Complete a matrix similar to the stakeholder's concerns be
one shown here potential concerns? overcome?
1 1
2 2
3 3
4 4
5 5

74
ACTIVITY

Supporters and Resisters

• Identify people and things that
can help or hinder solution
implementation
• Determine ideas on how to
gain the support of key
supporters and overcome
concerns resisters may have
• List the information in a chart
similar to the one shown below

Supporter Resister
Exploration ‐ who, what
Gain Support/Overcome Concerns
75
PHASE 3: SOLUTION
IMPLEMENTATION
8. Action

The aim of this step is to recognize the

resistance, identify strategies to release
them, and have a successful
implementation.

76
PHASE 3: SOLUTION
IMPLEMENTATION
Common Fears

• The unknown
• Failure
• An imperfect result

77
PHASE 3: SOLUTION
IMPLEMENTATION
Tips to Address Common Fears

• Write down the best and worst that

can happen
• Identify a bridge for your belief (from
the current to desired state)
• Feedforward (ask for advice regarding
concerns)
• Approach with a learning mindset
versus a fixed mindset
• Start in small steps
• Build in rewards for yourself to make it
more enjoyable
• Give yourself credit for any progress
• Use visualization techniques
78
ACTIVITY

Feedforward
• Think of 1 concern you
have about
implementation
• Ask a colleague for his/her
suggestion
• Thank the person for
his/her suggestion (do not
judge it)
• Let your colleague ask you
for a suggestion
79
 Handout 1: Your Creative Problem‐Solving Style1

Instructions: Identify which words most (4) and least (1) describe your problem‐ solving style. For
each row of words, use a forced scale. This means that the rating for words in each column will
differ in the same row. For example:

1 = Least Describes, 2 = Describes , 3 = Better Describes , 4 = Best Describes

Row # Column A Column B Column C Column D

1 _____ Alert _____Poised _____Ready _____Eager

2 _____Patient _____Diligent _____ Forceful _____ Prepared

3 _____ Doing _____ Intuitive _____ Detached _____ Selective

4 _____ Experiencing _____ Optimistic _____ Objective _____ Verifying

5 _____ Reserved _____ Serious _____ Fun‐loving _____ Playful

6 _____ Sensing _____ Free‐thinking _____ Logical _____ Experimenting

7 _____ Feeling _____ Alternatives _____ Analyzing _____ Evaluating

8 _____ Action _____ Divergence _____ Abstract _____ Convergence

1
Source: Basadur, Min. “The Basadur Simplex Creative Problem‐Solving Profile Inventory: Development, Reliability,
and Validity,” McMasterUniversity. (1998).

Problem Solving Skills Set ‐ PEHA 1

 9 _____ Direct _____ Possibilities _____ Conceptual _____ Practicalities

10 _____ Quiet _____ Trustworthy _____ Irresponsible _____ Imaginative

11 _____ Involved _____ Proliferating _____ Theoretical _____ Testing

12 _____ Probing _____ Projecting _____ Structuring _____ Examining

13 _____ Immediate _____ Gathering _____ Understanding _____ Confirming

14 _____ Impersonal _____ Proud _____ Hopeful _____ Fearful

15 _____ Implementing _____ Visualizing _____ Modelling _____ Decisive

16 _____ Present‐oriented _____ Future‐oriented _____ Rational _____ Detail‐oriented

17 _____ Sympathetic _____ Pragmatic _____ Emotional _____ Procrastinating

18 _____ Aware _____ Childlike _____ Orderly _____ Realistic

Sum: ________ ________ ________ ________

% of 120 ________ ________ ________ ________

Scoring: Sum the numbers (1, 2, 3, 4) in each column (A, B, C, D). Exclude the ratings for rows 1, 2,
5, 10, 14, and 17. These are distractor words, and their ratings should not be included in the sum.

Preference Summary

Column Style Definition Your % of

Rating Total

A Generator Using knowledge to deal with problems by

(Experiencing) generating ideas

Problem Solving Skills Set ‐ PEHA 2

 B Conceptualizer Using knowledge for dealing with problems
by application of judgment to ideas
(Ideation)

C Optimizer Getting knowledge for dealing with

problems by detached abstract theorizing
(Thinking)

D Implementor Getting knowledge for dealing with

problems by direct concrete involvement
(Evaluation)

Interpretation

Whichever dimension has a greater percentage (out of 100%) of the four styles is your preferred
problem‐solving style. If you use all four styles equally, each will represent 25%.

Different problem‐solving styles don’t indicate differences of ability. All have value. The key is to
have awareness of your style as a leader, what your team preferences are, and how that impacts
your team dynamics.

Preference: Generators Conceptualizers Optimizers Implementers

Description:  Start things,  Enjoy defining  Take abstract  Enjoy getting

get involved, problems and ideas and put things done
get data, ask creating ideas into practical and new
questions  Like to see the solutions experiences
 Sense big picture  Like a single  Skilled at
problems,  Make answer to adapting to
imagine connections problems circumstances
possibilities, fast; see pros  Can sort and making
see and cons through large things work
opportunities  Condenses and amounts of  Risk takers –
 View things connects data and doesn’t need
from different seemingly spot issues to completely
perspectives unrelated  Makes sound understand
 Prefer creating observations evaluations before taking
ideas more  Doesn’t like to and selects action
than move forward ideal  Willing to try
evaluating until problems solutions many
current ideas are well defined  Has little approaches to
 See relevance and situations patience with find an ideal
in most things understood uncertainty  Enthusiasm
can appear as

Problem Solving Skills Set ‐ PEHA 3

  Comfortable  Wants theories  Interested in impatience to
with to be solid and idea start taking
uncertainty defined evaluation, action
selection,
and planning
Academics Designers Engineers Administrative
Common Artists Market Researchers Finance Project Managers
Occupations Marketers Org Development Programmers Sales
Teachers Product Developers Sys Developers Logistics
R&D Accountants Production
Strategic Planners Purchasing

Problem Solving Skills Set ‐ PEHA 4

 Handout 2: Presenting Problem

Presenting problem: The high number of staff resignations

Request: Leadership has asked you to design a strategy to reduce overall voluntary staff turnover.
The organization’s strategic plan has identified that voluntary staff turnover should be reduced
from 5% to 1% over 5 years.

Context: As a state‐owned enterprise (SoE), some staff naturally transfer from one SoE to another.
However, the service sector in Ethiopia is growing, and leadership is concerned about new private
competitors poaching staff.

Data Analysis: The organization has provided you data gathered from their HRIS, staff surveys, and
staff interviews. Your analysis of the data indicates the two primary reasons for separation are
resignation (55%) and pensioned (24%). Nearly half of all staff resigning have more than 20 years
of service. Half of the employees who leave do so within one year of receiving a transfer assignment
initiated by the organization.

The organization’s voluntary staff turnover rate is 5% overall, but when you analyze by job group,
you discover that 80% of job groups had no staff resign in the last year. On the other hand, 20% of
Directors resigned in the last year.

External benchmark data shows an average voluntary staff turnover rate of 8% within private
Ethiopian organizations for the sector.

The most recent employee satisfaction survey conducted last year surveyed 1,500 of the 5,000
staff. Of those surveyed, 50% are dissatisfied in their current roles. On the positive side, staff are
proud to work for the organization, the induction process for new hires is favorable, staff connect
to the vision/mission, and generally trust their co‐workers. However, staff complain about lack of
training and development opportunities, lack of empowerment to make decisions, lack of
recognition, and dissatisfaction in their roles.

You have personally observed a few staff sleeping at their desks. One staff member told you in
confidence that when she was transferred, she was not informed until after she arrived one day to
find her replacement sitting at her desk.

Employees are required to travel to Addis for an exit interview. Of those who were interviewed,
the top four reasons for resigning were personal (not job related), job dissatisfaction, salary, and
to join private organizations.

QUESTIONS
With a partner, discuss the following:
1. What were some sources of information used for the data analysis?
2. Do you think the presenting problem is still the underlying problem to be solved? If so, why?
If not, why not and what appears to be the underlying problem?
Problem Solving Skills Set ‐ PEHA 1
 Handout 3: Brainstorming with Creativity Clustering1
This is a brainstorming technique using circles to help you break
through normal linear thinking. Often, when we think of ideas, we
make bullet lists. That approach works fine when you don’t have any
blockages. However, if you find brainstorming a challenge, lack ideas,
or need clarity in writing, prioritizing, or preparing for a presentation,
this method can help.

 Take a blank sheet of paper. Ideally A4 size or larger (an

artist’s sketch pad is ideal). Use this portion
 Use the top 1/3 of the paper for clustering and the bottom for writing more
2/3 of the paper for writing detail about the
 In the top 1/3 of the paper, write a question, word, or phrase brainstorming
as a nucleus related to the problem or issue and circle it. (e.g. ideas.
“Reduce turnover . . .” or “Capacity building” or “Manage
performance.”
 As ideas come related to the nucleus, write each down and
circle them. You may want to overlap circles with related Figure 1 ‐ Clustering Example
ideas or draw connecting lines. It’s your choice. There is no
wrong way to do this if you use circles around your words and phrases. If you run out of ideas
part‐way, doodle circles around a circle until additional ideas come.
 Write as fast as you can, and don’t judge it as you write.
 Initially, you may only have one or two words for each circle, but as you continue writing down
the words and circling them, they may become phrases.
 At a point, something will click. You’ll have a breakthrough moment or just feel like you have
enough brainstorming concepts. At this point, you can write out the thoughts in full sentences
on the bottom 2/3 of the paper. Remember to still write as fast as you can and don’t judge it as
you write. If you don’t have enough room to complete your ideas, turn over the paper or use
additional sheets of paper.
 When you believe you’ve written as much as you need, review, revise, and judge. You may be
surprised how many of the thoughts incorporate what you clustered and how they connect to
each other.

1
Adapted from Rico, Gabriel L. 2000. Writing the Natural Way: Using Right‐Brain Techniques to Release Your Expressive Powers.
Tarcher/Putnam.
አመሰግናለሁ!

THANK YOU FOR YOUR

ATTENTION!