8D :

Problem Solving
Should I Consider Moving?
 Problem Solving
1. What is
Problem Solving? 2. Barriers to Effective
Problem Solving

3. Problem Solving
4. Problem Solving Process
Tools
“Problems call forth our courage and our wisdom;
indeed, they create our courage and our wisdom.
It is only because of problems that we grow
mentally and spiritually.”
- M. Scott Peck
 What is Problem Solving?
• Problem solving forms part of thinking.
• Considered the most complex of all intellectual
functions, problem solving has been defined as higher-
order cognitive process that requires the modulation
and control of more routine or fundamental skills
(Goldstein & Levin, 1987).
• It occurs if an organism or an artificial intelligence system
does not know how to proceed from a given state to a
desired goal state.
state
• It is part of the larger problem process that includes
problem finding and problem shaping.
 “He who asks a question may be a fool
for five minutes, but he who never asks a
question remains a fool forever.”

- Tom Connelly
 Barriers to Effective Problem Solving

• Failure to recognize the problem

• Conceiving the problem too narrowly
• Making a hasty choice
• Failure to consider all consequences
• Failure to consider the feasibility of the
solution
“It's not that I'm so smart, it's just
that I stay with problems longer.”

- Albert Einstein
 Problem Solving Process
Accepting the Problem

Step 1: What is the Problem?

Step 2: What Are the Alternatives?

Step 3: What Are the Advantages and / or

Disadvantages of Each Alternative?
Step 4: What Is the Solution?

Step 5: How Well Is the Solution Working?

 Accepting the Problem
• To solve a problem, you must first be willing to accept the
problem by acknowledging that the problem exists and
committing yourself to trying to solve it.
• Strategies to find the motivation and commitment to prepare
you to enter the problem-solving process:

1. List the benefits.

benefits – how will solving the problem benefit you?
2. Formalize your acceptance.-
acceptance formal commitment to solve
problem
3. Accept responsibility for your life.-
life we have the potential to
control the direction of our lives
4. Create a “worst-case” scenario.-
scenario what are potential
disastrous consequences of your actions or inactions
5. Identify what’s holding you back.-
back what is preventing you
from solving the problem?
 Step 1: What is the Problem?
• Step 1A: What do I know about the situation?

• Step 1B: What results am I aiming for in this situation?

• Step 1C: How can I define the problem?

– View the problem from different perspectives.
– Identify component problems.
– State the problem clearly and specifically.
 Step 2: What Are the Alternatives?
• Step 2A: What are the boundaries of the problem
situation?

• Step 2B: What alternatives are possible within these

boundaries?
– Discuss the problem with other people.
– Brainstorm ideas.
– Change your location.
 Step 3: What Are the Advantages and/or
Disadvantages of Each Alternative?
• Step 3A: What are the advantages of each alternative?

• Step 3B: What are the disadvantages of each

alternative?

• Step 3C: What additional information do I need to

evaluate each alternative?
 Step 4: What Is the Solution?
• Step 4A: Which alternative(s) will I pursue?
– Evaluate and compare alternatives.
– Combine alternatives.
– Try out each alternative in your imagination.

• Step 4B: What steps can I take to act on the

alternative(s) chosen?
 Step 5: How Well Is the Solution Working?
• Step 5A : What is my evaluation?
– Compare the results with the goals.
– Get other perspectives.

• Step 5B : What adjustments are necessary?

“Because I'm thinking in a broader way,
I feel like I am able to make
better decisions.”

- Takafumi Horie
 Problem Solving Tools
Tools to facilitate effective Problem Solving:
• CoRT (Module 2)
• SWOT ANALYSIS (Module 6)
• SIX THINKING HATS (Next)
• PORTER’s 5 FORCES
• FORCE FIELD ANALYSIS
I can study these
• ISHIKAWA DIAGRAM tools on my own.
Click!
• MIND MAPPING
• More  MyCoted + Mind Tools + Creativity Web
 Edward de Bono
“The six thinking hats is a method
for doing one sort of thinking at a time.”
 6 Thinking Hats
Process

Negative Objective

Feelings Positive

Creative
 Benefits of Using 6 Thinking Hats
• Role-playing (Put the hat on, take the hat off, switch
hats, and signal your thinking)
• Encourage creative, parallel and lateral thinking
• Improve communication
• Speed up decision making
• Avoid debate
• Detaching the Ego
• Occasional Use (Single Hat)
• Sequence Use 
 White Hat - Objective
Facts, Figures, Data and Information

Questions:
• What information do we have here?
• What information is missing?
• What information would we like to have?
• How are we going to get the information?
 Red Hat – Feelings
Feelings, Intuition, Emotions and Hunches

No need to justify the feelings. How do I feel about this

right now?

Examples:
• My gut-feeling is that this will not work.
• I don't like the way this is being done.
• This proposal is terrible.
• My intuition tells me that prices will fall soon.
 Black Hat - Negative
Caution, Difficulty, Judgment and Assessment

Questions:
• Is this true?
• Will it work?
• What are the weaknesses?
• What is wrong with it?
Critical
Thinking
Hat
 Yellow Hat - Positive
Benefits, Feasibility and Optimism

Questions:
• Why is this worth doing?
• What are the benefits?
• Why can it be done?
• Why will it work?
 Green Hat - Creative
Creative Ideas, Alternatives, Suggestions, and Proposals

Questions:
• Are there any additional alternatives?
• Could we do this in a different way?
• Could there be another explanation?
• What are some possible solutions and courses of
action?

Creative
Thinking
Hat
 Blue Hat - Process
Sums up what is learned. Organization of
thinking. Thinking about the thinking process
(Reflection).

Examples:
• Set the agenda.
• Suggest the next steps.
• Ask for other hats.
• Ask for summaries, conclusions,
and decisions. Meta-Cognition Hat
 Sequence Use – Seeking an Idea
White Gather available information.

Explore and generate alternatives.

Green
Assess the benefits and feasibility of each alternative.
Yellow

Assess the weaknesses of each alternative.

Black
Further develop the most promising alternatives and make a
Green choice.

Summarize and assess what has been achieved so far.

Blue

Make the final judgment on the chosen alternative.

Black

Find out the feelings on the outcome.

Red
 Sequence Use – Reacting to a Presented Idea
Find out the existing feelings about the idea.
Red
Find out the benefits in the idea.
Yellow
Point out the weaknesses, problems and dangers in the idea.
Black

See if the idea can be modified to strengthen the yellow-hat

Green benefits and to overcome the black-hat problems.

See if available information can help in modifying the idea to

White make it more acceptable.

Develop the final suggestion.

Green
Judge the final suggestion.
Black

Find out the feeling on the outcome.

Red
 Sequence Use – Short Sequences
• Yellow/Black/Red: Quick assessment (idea)
• White/Green: Generate ideas
• Black/Green: Improve an existing idea
• Blue/Green: Summarize & suggest alternatives
• Blue/Yellow: Any benefits? (e.g. the idea)
• Etc…

“...Be open-minded and creative about

the sequence use, too!”
 Case Study Example:
Classroom Management - Six Thinking Hats

Students Talking While

Dr. Cool is Teaching
 White Hat - Facts and Information
• Students are talking (or on their phones)
when Dr. Cool is talking.
• There is noise so that others are distracted
or can't hear.
• Students don't know what to do after Dr.
Cool has given instructions.
• Many students get silly or off task.
 Red Hat – Emotions and Feelings
• Dr. Cool feels offended.
• Students are frustrated because they can't
hear his instructions.
• Those talking enjoy joking around and being
heard.

Adapted from: Dyck, B. Case Study: Classroom Management - Six Thinking Hats
URL: [Link]
 Black Hat - Negative Aspects
• Time is wasted.
• Learning is compromised.
• Those who legitimately have the floor feel
that listeners. don't care about what they are
saying.
• Chaos in the classroom.

Adapted from: Dyck, B. Case Study: Classroom Management - Six Thinking Hats
URL: [Link]
 Yellow Hat - Benefits and Feasibility

• Everyone gets to say what is on their mind.

• It can be fun.
• You don't have to wait until you speak and
therefore don't forget what you want to say.
• Not just the "smart" students get to speak.

Adapted from: Dyck, B. Case Study: Classroom Management - Six Thinking Hats
URL: [Link]
 Green Hat - Creative Ideas
• Dr. Cool will be more aware of the amount of time that he "talks“.
• He will try to include interaction from many different students, not just the "smart"
ones.
• Students will work on resisting the need to say everything that comes into their mind.
• There needs to be further discussion on "how" students would work on this problem.
• Students will think about whether their comments will interfere with other people's
learning.
• We will keep these charts up so that we can refer back to the learning of this moment
and reassess how we are doing.
 Blue Hat - Sum up what is learned
• Dr. Cool learned that he needs to limit the amount of time he uses "Talking" as a
form of teaching.
• He needs to involve all students in discussion. He needs to look for the one who
rarely offers comments or is quietly waiting to be picked to answer.
• He needs to realize that some students need "think time" before they are ready to
contribute to a discussion. Allowing time for these students to think is important part
of class discussion so they don't tune out.
• Students now realize that when they talk when others are talking it makes the
person talking feel like a fool or unappreciated.
• Students realize that just to "get the laugh" of the moment, they are jeopardizing
other people's learning.
• Students learned that speaking whenever you want show a lack of self-discipline and
that not everything that goes through our minds is worth sharing.
• Teacher/student needs to revisit this topic and check how we are doing.
 Class Activity – Six Thinking Hats
This Six Thinking Hats activity involves the whole class.
• One student (or the lecturer) will act as the class facilitator (and time keeper).
• One student will write on the whiteboard the class findings.
• One student will document the findings into the word template.
• The whole class will do parallel thinking to discuss the problem

INSTRUCTIONS
3 min Brainstorm a Problem to discuss.
3 min White Hat – Facts and information about the Problem?
3 min Red Hat – Feelings towards the Problem?
3 min Black Hat – What are the negative aspects of the Problem?
3 min Yellow Hat – What are the benefits/positive aspects of the Problem?
3 min Green Hat – What alternatives do we have?
7 min Blue Hat - Sum what is learned and discuss possible next steps.
25 min Total
 Summary
7.1 What is Higher-order cognitive process that requires the modulation and
Problem Solving? control of more routine or fundamental skills.

7.2 Barriers to  Failure to recognize the problem

Effective Problem  Conceiving the problem too narrowly
Solving  Making a hasty choice
 Failure to consider all consequences
 Failure to consider the feasibility of the solution
7.3 Problem Accepting the Problem
Solving Process 1. What is the Problem?
2. What Are the Alternatives?
3. What Are the Advantages and/or Disadvantages of Each
Alternative?
4. What Is the Solution?
5. How Well Is the Solution Working?
7.4 Problem  CoRT
Solving Tools SWOT Analysis
 Six Thinking Hats
 Etc.
Any Questions?
Good Luck on Your Final Exam 

Source: [Link]
 References
Online Resources

• Courseware - Module 5: Problem Solving

[Link]
• Problem Solving. URLs: [Link]
• Edward de Bono 6 Thinking Hats. URL:
[Link]
• Six Thinking Hats. URL: [Link]
• Calvin’s faces: [Link]
• Angry Teacher: [Link]
[Link]
• Titanic Sinking:
[Link]
 Contact Details

Zaid Ali Alsagoff

UNIVERSITI TUN ABDUL RAZAK
16-5, Jalan SS 6/12
47301 Kelana Jaya
Selangor Darul Ehsan
Malaysia
E-mail: [Link]@[Link]  

Tel: 603-7627 7238

Fax: 603-7627 7246