99 ways to solve a problem? When I wrote this a while ago I got to thinking about the different stuff I have read over the last few years and it hit me. BY GOD there are so many different ways to solve problems. I sat down for about ten minutes and wrote down a list of problem solving techniques which I thought covered the basics. You know what, there were many more. Onward problem solvers.
Ok cheese aside, here is a list of 99 problem solving techniques:
I could go on and on … given half the chance I will. So whenever you are facing a problem remember there are many ways to solve it. I have listed just 99 here… I am sure you can think of more. Go ahead try it.
Problems, problems… we all have them. One of the most popular ideas in problem solving circles is that problem solving can be broken down into a set of steps. This is a foundational idea to problem solving and for some reason the most well known. If you do a google search for ‘problem solving‘ this will be in results in some form. Even though I have major reservations about what such heuristics can achieve… it’s still a major part of how we think about problems and is therefore quite helpful.
A Five Step Process to Problem Solving
The five steps are usually classified in terms of the ‘life-cycle’ concept. The steps are sometimes four or six or eight but the logic is always the same. So here we go the five step process to problem solving.
Step 1 - Define the problem
Through my research into problem solving I have come to the conclusion that this is an issue of perception. What we think the problem is, the problem is. What we think the problem isn’t… the problem isn’t and so on. However, a working definition of the problem helps us to frame possible solutions. It gives us a ‘best guess’ on what is a useful definition (shape and structure) of the problem so we can begin to move forward. The definition is what you think the problem is. You can always see different views of a problem by saying to yourself, ‘Well the problem is…[insert problem definition here]‘. That’s your definition of the problem. Remember seeking multiple points of view for the problem will result in a richer, more multidimensional definition.
Step 2 - Diagnose Causes
According to your ‘working definition’ you now have root causes of the problem in mind. Note: it’s diagnose ’causes’ not cause. This phase of the problem solving cycle leads us to look for what lies beneath our assumptions and conclusions of a problem to find the generative mechanisms that cause the problem. I believe these things are perceptual as I said in the first paragraph. An example of what I mean can be found in recent economic trends. The causes of the housing crisis are always defined as being economic. This is an example of a diagnosis. It’s from the 1+1=2 school of stupid thinking. In this step we are not looking for simple answers. We are looking for the structures that ’cause’ the problem to exist… either in the mind of the beholder or somewhere else. The important thing in this phase is to look at the definition and trace it back to what would cause that definition to be a problem in the first place. What is the root cause or causes of the problem? Finding the answer to this is the challenge of problem solving.
Step 3 - Diagnosing Solutions
A solution is the proposed answer to what the problem is defined to be. A good solution not only fixes the problem but shifts it so it cannot occur again. The misnomer with ’solutions’ is that there is always an answer to be found inside the system. In reality, the problem environment may be wider and require that the overall system (technical, political, social) be shifted to change things so the problem cannot recur. We are looking for ways to stop the cause from happening. At this level of the exercise we don’t require more information. We need the right way of seeing in order to find the way forward.
Step 4 - Choosing Solutions
After we have found solutions to implement from different alternatives you choose which ones you can try. This will depend on a variety of factors. Things like: political correctness, social competency, relevance, context and power. All of these things help and prevent many problems from being solved at the same time. Choosing the solution is not just a matter of the best choice… it’s a matter of the right choice. This means you pick the solution that’s best given the context and what is feasible or desirable. Some answers are great but the social context surrounding the problem won’t allow the kind of solution that would work. If the best solution was always available to be chosen then we would have world peace. Clearly we don’t so sometimes we are stuck with the one that is ‘right’ for the time.
Step 5 - Implementation and Reflection
The term implementation means when you put the solutions to work. There is a two part process involved in this: The action and the reflection. Here is where I have sort of led you up the garden path. You never really ‘finish’ with some problem solving activities. You try what works and if you get lucky and the stars align you have a once off solution. More times than not it’s a process of action, iteration and reflection. You find a part of the cause, you try a solution, you reflect, you learn, you try again. And on you go from there. As you learn about the problem, you learn more about the causes. The more you learn about the causes the more you see the possibilities of solving it and so on. The most important thing is to never promise anyone that you have ‘the answer’. I can tell you from eight years of studying this stuff… the sands of social context can shift in a second. A problem can be a solution by the end of the same day! Take caution in implementation… make sure you actually learn.
So there you have it… the linear 5 step process to problem solving. Sure, it’s not perfect. It does however, give us a firm foundation upon which we can reflect and learn about the reality of problem solving. One final word of caution… this isn’t a recipe or a ‘process’ that is to be followed by rote. It’s a guide as to what you can expect. Each situation you encounter is different. Always allow for different views, concepts and ideas. If you have to go back and start again do it. Don’t stick to a plan that doesn’t work… stick with the context and go forward. Good luck problem solving!
It’s summer time here in Australia, that means hot muggy days and bad television. We are getting a two series old version of Kitchen Nightmares which is a pleasant surprise. Here is a sample from the US version:
Gordon does not pull any punches. Fans of the Hell’s Kitchen show will know that he is obnoxious, abusive and says exactly as it is. The other point I wish to make about Gordon is that he is extremely successful. After watching his show for a couple of weeks, I have learned some key things about constructive criticism from watching him in action. After all you don’t get to world class by sitting around do you?
Clearly identifying the problem
Gordon in the video above clearly identifies what’s wrong with the kitchen when he is eating the food. He says exactly what the issue is and makes a clear statement. By the end of most episodes the obnoxious and rude Gordon becomes encouraging to the point where he even makes a positive difference to the lives of those around him. By clearly identifying the problem he is able to immediately identify clear solutions.
Making key people accountable
Gordon is magnificent at confrontation. He pulls out the problem, looks at it from various angles and begins to make people accountable for the problem and the necessary actions needed. A key step in any problem solving exercise is to get accountable parties to take action steps. Gordon works along side people in his unique way and guides them to the solution. I am reminded on the old-school mentoring system at work when I watch him with other chefs. Sure, you might be emotionally bruised but in fairness to Gordon he always give credit… where it’s due.
Empowering the problem owner
Gordon’s form of constructive criticism is pragmatic in orientation. He gives practical advice and mentoring to people who he has criticised to show them where they went wrong. Personally when I mentor anyone it’s hard for them as I often take a similar approach. But all I am doing is using the criticism as a platform for improvement. Gordon does this masterfully. On one episode I had all but written off a small restaurant somewhere to the north of London (sorry I have forgotten the name of the place). I had everyone sacked and out the door but through constructive criticism, practical mentoring and empowerment I watched Gordon change that little restaurant into resounding success… in just seven days of training!
The art of constructive criticism: From problem identification to solution to empowerment
The key to a successful criticism is to learn how to say what needs to be said and then empower people to do it. Being a critic is oh so easy. Being a leader who empowers is what makes the difference between true leaders and those that just want to keep the seat warm. Don’t shy away from giving someone a slap in the side of the head if it’s needed BUT use your other hand to guide them to the place they need to go.
A lot of people assume they know what problem solving is. I have heard many opinions on what it is, stuff like: solving equations, fixing issues or making something better by offering new solutions. Personally, this isn’t my definition of problem solving. I prefer one that extends the idea that problems are perceptions that form in our mind which pattern our outward view of reality. In other words, problem solving really is about understanding mismatched expectations. There is a way things appear to us, through our thoughts and there is a way things really are. Problems are identified when we recognise something in our reality that troubles us. These are the things of ideology, thought, perception and culture. So what then is problem solving if it’s primarily related to perceptions? Before we can answer this, I want to argue for what problem solving is not.
Problem solving is NOT fixing something
I always hear that problem solving is when we fix something. I don’t agree. Problem solving involves the understanding and identification of a troubling issue. This comes from interpretations, perceptions and concepts that come from our heads. If the problem was a fixed point in time and space then we all would notice. Granted, there may be some issues like this. I am yet to find one that is perfectly perceived as being the same by all people at all times.
Problem solving is about ‘identification’
Consider this… what’s a problem you have now? Say it’s sore guts. The problem is sore guts. Now you have automatically identified the problem as well as the solution in one hit. What you are thinking about now is: what medicine can I take to solve my sore guts! Instead of doing that think about how you identified the problem in the first place. I see business people do this all the time. We aren’t getting any sales! Answer… we need to spend more money on advertising… bad choice. How do you know it’s not a poorly perceived sales letter (or something like that) that’s hindering you? Think about it.
What can you take out of this post
This: problem solving is not about fixing anything… it’s about recognising when you identify a problem you have by default defined any solution you are likely to use. This means, that you need to think carefully through your choices when you are looking to make decisions because they way in which you identify problems is the same process as ’solving it’. For me, problem solving is identifying the issues and knowing that they contain ‘possible’ solutions NOT the solution. There is an art to this because we are all blinded by our perceptions.
Whatever problem you are facing right now, chances are you didn’t get there overnight. Sit back and think through what it was that made you get there. What decisions did you make because you thought you had ‘the’ answer? Look carefully at such things for in them lies the key to where you have made a wrong turn and if you can get back there you can switch tact and begin to improve your situation. Problem solving begins with understanding how your identified problems are related to what you think will solve it. If you can understand that, then you are on your way to a better life.
The answer to this question may seem very simple. University lecturers (like me) should not be responsible for teaching students how to manage real problems. However, I disagree. Why?
High school does not teaching practical skills as such
While I admit there are a lot of useful ideas for reaching teenagers and getting them to cope with real life issues and problems, there is still a long way to go. What happens is that students leave high school and then go into university then go into the workforce. Some, do trades or just get a job. Yet the process of learning is exactly the same. They go from high school to the outside world and then that’s it.
University courses are not that practical in general they are specific
Most university courses I have taught will not teach you how build great responses to problems. One of the reasons I started this blog was because I noticed people who were coming through university courses with no life skills. Yes, they could read and write (and do maths) but where were their problem solving skills? What about creative thinking skills? What about learning how to cope with relationships? If life is all about work then what do we do the rest of our time?
90% of what you do at work is NOT academic
This is hard to admit but how often do you reach for your economics book? Or wonder what Maslow would have thought about your jerky boss. It’s time for bone dry honesty… how useful is the information you get at university, high school or college (TAFE included)? Theories are wonderful… I have a lot of them. But unless something helps me to solve a problem I throw it away. What good is knowledge that doesn’t work? It’s like having a Porsche with no motor OR a Monet with a hole in the centre of it.
Once upon a time university was a place where people expanded their minds. Now, I think it’s a sausage factory. People go out to work after studying and I wonder all the time just how useful this knowledge is? I have written papers in the past and then thought… is this even meaningful… I mean is this ever going to change our lives? I doubt it. We should be teaching people at University, high school and other places of education how to manage and cope with life. Why? I think there is a responsibility here for educators to realise that a portion of what we teach should be how to manage real life problems. If it isn’t then we are not preparing people for a life in the business world where learning curves are steep and lessons are harshly learned.
Ever been stuck in this? On a regular basis the motorway in Brisbane is a car park. As I am in process of building more content for this blog and in my travels I came across this video:
In this case De Bono has asked us to come up with some creative thinking to see how we can solve the traffic crisis. To show you the basics of perspective shifting, I am going to offer four ways to solve traffic problems. The four perspectives I am going to use are based on different assumptions. These are: Political, Economical, Social and Technical.
The Political perspective
The political view is one that says, ‘Traffic is the government’s problem’. To fix it we would require politicians to mandate to us an effective legislative solution. A political solution I think is a legislative one because we are creating a rule that stops traffic flow. This means, the government could tax us more to build new roads, more carparks and provide incentives for the use of public transport. These things (in Australia) are state supported and funded. This really means changing the law to restrict the flow of traffic in someway.
The Economic perspective
The economic view says, why not build bigger faster and better roads. In reality, you rephrase this view as ‘turn on the money hose’. I have been working in aid circles on and off for many years… I can assure you if more money was the answer we would be there by now. There are many circumstances where the economic view is substantial and correct but the majority of the time it’s wrong. To summarise this view the traffic crisis could be solved if we decided to build a bigger road system or spend more money on transport infrastructure.
The social view
Ex-leader of the Australian Labor Party Mark Latham once said that we need to go back to building grassroots movements for things to change. In short, in order for things to change we need to form together to become groups so that we can facilitate change in our social lives. This is community building and things like that. To change the traffic crisis from a human/social point of view you need to understand behaviour and ask what causes traffic jams to exist? Why do we all want to be on the road at the same time? This give rise to challenging solutions about the work weak, what jobs need to be done when and the ways in which we define work. A challenging task but not one that is entirely out of our reach. An example solution would be to create new work conditions that allow the burden on our roads to be shared more equally.
The technical view
The technical view always resolves things down to a scientific or engineering solution. So every problem has a simple/linear cause and effect view that will resolve the problem at hand. So for the traffic problem is viewed as a technical issue. The roads aren’t wide enough or there isn’t enough people taking public transport. Every problem is viewed as being a technical one and hence cannot be solved through any other method. A solution to the traffic crisis that’s technical involves making the roads better, or wider or some other technical view.
Combining different views in one setting
So what would a technical, social, political and economic solution look like? It might be a solution that saw the encouragement of staggering work hours (economic and social) or created wider roads that were toll based (social/economic/technical). Say for a moment we redefine the traffic problem as something else. It could be the problem is: too many people needing to go to different places at the same time. How could we stop that from happening?
Redefining the traffic problem
The first thing to do is ask the question: why do people need to be at different places at the same time? The most obvious answer is work. Secondly, school times are structured around work times. Thirdly, people tend to group activities around the same things at the same time. So they drop the kids off at school and go to work in one action and then conduct other activities. Stuff like playing bills, going to the shops. So say school starts at 8:30, work at 9:00 which finishes at 5:00 (when the kids are picked up from day care or after school care or not depending on your personal situation) and oh by the way honey can you get a carton of milk on the way home?
Now lets add more to it. Fourthly, the roads are too thin to handle everybody going everywhere at once. So when Jenny drops little Xavier off at school … everybody is using the road at the same time because they have to go to work or the shops or wherever at the same time. Fifthly, we have no control over which roads to use or when to use them. In Adelaide for example they have roads that are only available at peak times and are bi-directional. Not so in Brisbane. We have a bunch of one-way streets and narrow bridges! That said Brisbane is the greatest city in the world! Alas, I digress.
So we have work times (social and economical), school times (political), the grouping of activities around similar times (social), thin roads (technical/political), ability to access to roads that are only crowded part of the day (political/technical) and so on I go. See how just by combining different views I am able to uncover more perspectives of the problem. I even redefined it. Now, I am not that smart (handsome surely but smart?) anybody can do this. Yet, we fall hook line and sinker for simple answers from a singular point of reference. And, I have only picked four perspectives. Imagine if I had ten?
Some off the top of the head ideas for solving the traffic crisis
So what we really need is a solution that stops the constant flow of traffic being caused. We could use a variety of at hand ideas to do this. We could implement flexible work schedules for working parents and school parents. An example of this worked well on the Sunshine Coast. A staggered set of hours were offered for school times for older children. This meant they could walk to school later and traffic around the school reduced.
Remember the problem is why do we need to have everyone on the road at the same time? If we change that we change our problem. Technically we could build bigger roads that are only open in peak hour. That didn’t work well here in Brisbane… it actually made things worse some would argue. We could redesign work so that people could work from established targets (bi annual) and didn’t have to come the office as often. We could also offer incentives for people to work at night. Politically we could have a road toll that was twice as much as the bus and offer financial incentives to car poolers. For the biggest employers we could have incentive based payment systems for people willing to work flexible hours. So now we are starting to touch on the centralised work system that is really at the heart of the traffic crisis. I could go on and on … so could you.
This is just a handful of quick ideas that might work. All I did was begin to look at the problem from a different set of values. As you learn to perspective shift you begin to see more of the problem. At times I have found this process so useful it has gotten me out of some sticky situations. I have also found that sometimes I have also noticed that I can’t see beyond the problem. Like Australia’s housing affordability crisis. Hmm… maybe I will make that my next problem solving post?
Recently I was reading through my blog looking at what I have posted here and there and realised I have covered quite a lot. I decided that I would put all of these posts together as a free download and call it: Solving life problems: 5 Essential Skills you need to make it. The essential skills I cover are:
Learning
Problem Solving
Strategic Thinking and Perspective Shifting
Creative Thinking
Intuition
Granted that’s not all I know … but it’s what I know so far! You can download this book by clicking the link below.
If you are a long time reader you will find most of what I have said before. This book is a resource that covers the basics of what I have said and adds more material along the way. I hope you enjoy it.
