Strategies for Creative PROBLEM SOLVING

8/11/2019 Strategies for Creative PROBLEM SOLVING

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Problem Solving

Knowledge is necessary tounderstand and the problem anddevelop technically feasiblesolution

Creativity is necessary togenerate new and innovative ideas

Problem Solving

However, analogous to a pair so scissors, no cutting(problem solving) can be done with only one shear.

Creativity

Knowledg

e

Creativity

Knowledg

e

Problem Solving

Creativity alone will not generate solutions that arenecessary technically feasible

Creativity along with knowledge allows us to cutthrough the problem and obtain original solutions

Creativity

Knowledg

e

The Realand the PerceivedProblem

Engineers must learn to define the realproblem asopposed to theperceivedproblem

Developing and applying a problemsolving heuristicwill help define the realproblem more rapidly

A problem solving heuristic is a systemic approach toproblem solving that helps us through the solutionprocess and generate alternative solution pathways

A problem solving heuristic:

Define the Problem

Generate Solutions

Decide the Courseof Action

Implement the Solution

Evaluate the Solution

The Realand the PerceivedProblem The RealProblem

Defining the realproblem can be a very difficult task

Sometime we are tricked into treating thesymptoms instead of solving the problem - (putting abucket under a leaking roof)

Finding the realproblem (the cause of the leak) isimportant

CIVL 1101 Problem Solving - Chapter 1 1/4


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Whats the Real Problem?

The case of the hungry grizzly bear - or - an exercisein defining the real problem

Examples of IllDefined Problems

The Situation: Shortly after the upper floorsof a high rise hotel had been renovated toincrease the hotels room capacity, the guestscomplained that the elevators were too slow.The building manager assembled his assistants.

His instructions to solve the perceived problem:Find a way to speed up the elevators.

After calling the elevator company and anindependent expert on elevators, it wasdetermined that nothing could be done to speedup the elevators


The managers directions were: Find a locationand design a shaft to install another elevator.

An architectural firm was hired to carryout this request. However, neither theshaft nor the new elevator wereinstalled because shortly after the firmwas hired the real problem was

uncovered


The real problem was to find a way to take theguests minds off their wait rather than to installmore elevators. The guests stopped complainingwhen mirrors were installed on each floor in frontof the elevators

Leaking Flowmeter

The Situation:Flowmeters, such as the ones at thegasoline pumps to measure the number of gallons of gasdelivered to your gas tank, are commonplace inindustry. A flowmeter was installed in a chemical plantto measure the flow rate of a corrosive fluid. A fewmonths after installation, the corrosive fluid had eatenthrough the flowmeter and began to leak onto theplant floor.

The perceived problem: Find material from which tomake a flowmeter that will not corrode and causeleakage of the dangerous fluid.

Leaking Flowmeter

An extensive, time-consuming search was carried outto find such a material and a company that wouldconstruct a cost effective flowmeter. None was found.

The real problem was to prevent the flowmeter fromleaking. The solution was to institute a program ofsimply replacing the existing flowmeter on a regularbasis before corrosion caused a failure



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Right Problem/Wrong Solution

In this case the realproblem has been correctlyidentified, however, the solution is inadequate

The Kansas City Hyatt The Kansas City Hyatt The newly constructed Kansas

City Hyatt Regency Hotel opened in 1980. It hadthree skywalks connecting the bedroom areas with theconference areas on all three levels. The skywalkswere 120 feet long and were suspended from the roof.


On July 17, 1981, a tea dance was being held in thelobby area, and people were watching from theskywalks and from the lobby below. The lower two

skywalks collapsed, plummeting to the lobby below.Over 70 tens of concrete and girders fell to theground. There were 114 people killed and hundredsmore injured.

Right Problem/Wrong Solution Right Problem/Wrong Solution

But somewhere between the original design and theactual construction, it was decided to replace eachsingle long rod by two shorter rods.

As a result, the bolt under the top walkway had tosupport not only the upper walkway, but the lower oneas well, which doubled the force on the upper bolt.


Initial Design Final Design


It did not take long to determine the cause of theaccident.

In the original design the top walkway was to be hungfrom the ceiling by long rods that passed through itand also supported the lower walkway.

In this version of the design, each bolt had to supportonly one walkway.



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Right Problem/Wrong Solution Problem Solving

End of Chapter 1



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Problem Solving - Getting Stared

Right Frame of Mind

Effective and Ineffectiveproblem solvers

Important factors: attitudeaggressivenessaccuracyheuristic

Approaching a situation using the characteristics of aneffective problem solver will help define the realproblem and lead towards generating good solutions

If you think you can --- you willIf you think you cant --- you wont

Problem Solving - Getting Started

Characteristic: Effective: Ineffective:

Attitude: Believe the problem can be solved Give up easily

Redescribe the problem.

Ask themselves questions.

Create a mental picture.

Draw sketches, write equations.

Dont jump to conclusions. Jump to

conclusions

Problem Solving - Getting Stared

Characteristic: Effective: Ineffective:Accuracy: Check and recheck. Do not check.

Solution

Procedures:

Break the problem into subproblems. Dont break the

problem apart

Start at a point they first understand. Dont know where to

start.

Use a few key fundamental concepts as

building blocks.

Fail to identify key

concepts.Use heuristics. Guess.

Persevere when stuck. Quit.

Use quantitative formulas, descriptions. Do not do so.

Keep track of progress. Use no special format.

The 7 Habits of HighlyEffective People

Habit 1 - Be Proactive

Take the initiative and make things happen. If you make amistake, acknowledge it and learn from it.

Habit 2 - Begin with the End in Mind

Determine the right things to accomplish and then how to bestaccomplish them.

Habit 3 - Put First Things First Continually review and prioritize your goals. Focus on the

important tasks, the ones that will have impact if carefullythought out and planned.


Habit 4 - Think Win/Win

Win/Win is the frame of mind that seeks mutual benefits forall people involved in solutions and agreements

Habit 5 - Seek First to Understand,Then to Be Understood

Learn as much as you can about the situation. Listen, listen,listen. Present things logically, not emotionally. Be credible,empathetic, and logical

Habit 6 - Synergize

Make the whole greater than the sum of its parts. Value thedifferences in the people you work with


Habit 7 -Renewal

Renew the four dimensions of your nature:Physical: Exercise, nutrition, stress management.Mental: Reading, thinking, visualizing, planning, writing.Spiritual: Value clarification and commitment, meditation.Social/Emotional: Service, empathy, self-esteem, synergy.

Learn, Commit, Do;Learn, Commit, Do;Learn, ...



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Taking Risks

Risks or actions with little chance of succeeding thatrequire significant effort, resources, and/or time

Effective problem solvers have developed the properattitude towards risk taking

... the greater the risk, the bigger the reward

Fear of failure is the greatest inhibitor to risk taking

Knowledge gain from failure should be usedconstructively

Taking Risks

The Jolly Green Giant first appeared as thesymbol for Minnesota Valley Canning Company in1925. However, when the company president

proposed putting a green giant onto the labelfor canned peas, executives argued that it wasridiculous to have a giant with green skin.

The initial question: Whoever heard of green skin? The question now: Who has not heard of the green giant?

He has appeared more than 450 million times on cansand been heard to say Ho Ho Ho more than 16,000times in over 300 television commercials.

Taking Risks

He has appeared more than 450 milliontimes on cans and been heard to sayHo Ho Ho more than 16,000 times inover 300 television commercials.

Paradigm Shifts

Aparadigmis a model or pattern based on a set ofrules that define boundaries and specifies how to besuccessful at and within these boundaries

Paradigm Shifts - a new model or new rules replacethe old model

Paradigm Paralysis - frozen to an idea that has beensuccessful in the past

Paradigm Pioneers - escape paradigm paralysis bybreaking the existing model (rules) - no guarantee ofsuccess - risk takers

Example of Paradigm Shifts

In 1968 the Swiss, held approximately 80% of theworld market in watch sales. Today, they hold lessthan 10%

Cause: The emergence of the quartz digital watch

The Swiss invented the quartz digital watch

After all, the digital watch didnt have a main spring,it didnt tick; who would buy such a watch?

Example of Paradigm Shifts

Consequently, the inventors did not protect theirinvention with a patent

As a result of this paradigm paralysis, the employmentin the Swiss watch industry dropped from about65,000 to about 15,000 in a period of a little overthree years



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Fostering Creative Environment

Don t give people goals; give them directions (i.e.,roughly aim them).

Encourage contrary thinking.

The safer you make the situation, the higher you canraise the challenge.

Getting ordinary people to reach beyond themselvesand do extraordinary things can be the result ofestablishing a nurturing creative environment.

Top 10 List of Group Problems

1. Floundering

2. Overbearing Experts

3. Dominating Participants

4. Reluctant Participants

5. Unquestioned Acceptanceof Opinion

6. Rush to Accomplishment

7. Discounting or Ignoring GroupMembers Statement

8. Wanderlust: Digression and

Tangents

9. Feuding Team Members

10. Feuding Team Members

How To Run Effective Meetings

At your first meeting, introduce yourselves, and givea little background. Set the group norms andexpectations (e.g., showing up on time for meetings,responsibilities).

Appoint a leader who will inspire the group to highlevels of performance and be an effective listener.

Prepare and distribute an agenda prior to meetingsand stick to it.

State why the group has come together.

How To Run Effective Meetings

Bring all your materials to all the meetings.

Keep the discussion focused.

Have someone in charge of keeping the meeting ontrack.

Have someone take minutes to remind participants of

decisions made, actions to be taken.

Group Problem

Group Problem:

You are in a group working to solve a problem. Describehow you would handle each of the following situations:

Someone starts dominating the group discussion

Two of the group members are good friendand seem to form a clique

Someone in the group is not carrying their load

Someone in the group continually makes mistakes in their part ofthe project

Problem Solving

End of Chapter 2



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Problem Definition

The mere formulation of a problem is far moreoften essential than its solution, which may bemerely a matter of mathematical or experimental

skill.

To raise new questions, new possibilities, to regardold problems from a new angle requires creativeimagination and marks real advances in science

Problem Definition

The First Four Steps

1. Collect and analyze information and data2.Talk with people familiar with the problem

3.If at all possible, view the problem first hand

4.Confirm all findings

Step 1. Collect and analyze information and data

Learn as much as you can

Determine what information is missing and whatinformation is extraneous

The information should be properly organized,analyzed, and presented

Communicate using drawings, sketches, and graphs

Display numerical or quantitative data graphically

Problem Definition Techniques

The Case of the Dead Fish

Consider the case of a chemical plant that dischargeswaste into a stream that flows into a relatively wideriver.


Biologists monitored the river as an ecosystem andreported the following data of the number of deadfish in the river and the river level:


Graphs of the type shown above are called time plots andcontrol charts.

The acceptable level of dead fish was exceeded onAugust 1 and 15.

We discover that on July 29 there was a large amount ofchemical waste discharged into the river. Discharges ofthis size had not caused any problems in the past.

There has been little rain and the water level in the riverwas low on August 1

CIVL 1101 Problem Solving - Chapters 3-4 1/8


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Step 2. Talk with people familiar with the problem

Looking past the obvious

Challenging the basic premise

Asking for clarification when you do not understandsomething

Ask insightful questions

Seeking Advice

Here is a problem encountered by a major hotel a number ofyears ago: this hotel had become very popular, the elevatorswere very busy, and frequently caused backups in the lobby area.

Adding additional elevator shafts would require removal of anumber of rooms and a significant loss of income.

The doorman, overhearing their conversation, casually mentionedthat it was too bad they couldnt just add an elevator on theoutside of the building

A great idea!

It occurred to the doorman because he was outsidethe building much of the time, and that was hisframe of reference

Step 3. If at all possible, view the problem first hand

You should not rely on other peoples interpretationsof the situation or problem

Go inspect the problem yourself

You can see a lot by looking- Yogi Berra

Viewing the Problem Firsthand

In the mid 1970s a company completed a plant toproduce a plastic product (PVC). The main piece ofequipment was a large reactor with a cooling jacketthrough which water passed to keep the reactor cool.

When the plant wasstarted up, the plasticwas dark, nonuniform,and way off design

specifications.

Viewing the Problem Firsthand

The engineers in charge reviewed their design andrefined their model and calculations. However, theproblem did not change

Finally after many days,one of the engineersdecided to look into thereactor. He found that avalve had been carelesslyswitched to the wrong

position

Step 4. Confirm all findings

Cross check and cross reference data, facts,and figures

Challenge assumptions and assertions



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Boxright had installed a new process for recoveringand recycling their cooking chemicals used in thepaper making process.

After two years, the processhad yet to operate correctly.

Courtland Construction was thesupplier of the recyclingequipment.


Courtland presented data and information from anarticle in the engineering literature that they claimed

proved Boxright was not operating the process

correctly.

When Boxright analyzed this information in detail,it was stated that the data would not be expectedto apply to industrialsize equipment or processes


ProblemDefinitionTechniques

Exploringthe

problem

Finding outwhere theproblem

came fromK.T.ProblemAnalysis

StatementRestatement

Present state

desired state&

Dunckerdiagram



Exploringthe

problem


came from




Present state

desired state&

Dunckerdiagram

Find out where theproblem statement came from

Neverassume the problem statement is correct

Where did the problem originate?

Who posed the problem statement in the first place?

Can that person explain the reasoning as to how theyarrived at that particular problem statement?

Are the reasoning and assumptions valid?

Has that person considered the situation from anumber of different viewpoints?

Have you used the first four steps to gatherinformation about the problem?


The Situation: Design a new waste treatment plant toreduce the toxic waste from the chemical plant

Who Posed the Problem?(company upper managements)

Can reasons for arriving at the problemstatement be explained?

(company wants to deflect negative press)

Are the assumptions valid?(company has decided to treat the symptoms)

Has sufficient data been collected?(our engineer initiates his own investigation)



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Exploringthe

problem

Exploring

theproblem


came from




Present statedesired state

&Dunckerdiagram

Exploring the Problem

1. Identify all available information

2. Recall or learn pertinent theories and fundamentals

3. Collect missing information

4. Solve a simplified version of the problem to obtain aballpark answer

5. Hypothesize and visualize what could be wrong withthe current situation

Exploring the Problem

6. Brainstorm to guess the answer

7. Recall past or related problems and experiences

8. Describe or sketch the solution in a qualitative manneror sketch out a pathway that will lead to the solution

9. Collect more data and information

10. After using some or all of the activities above,write a concise statement defining the real problem


Our engineer initiates his own investigation

Identify Available Information - toxic discharge, river levellow, large number of dead fish

Learn Fundamentals - call biologist about what could kill fish

Missing Information - a fungus in nearby lakes could kill fish,temperature was quite high, fish dead up and down the river

Hypothesis - Fish dying because of fungus not discharge

More Information - an examination of the fish concluded thatthey did die of a fungus not the discharge

Define the Problem - Identify ways to cure infected fish andprevent healthy fish from being infected



Exploringthe

problem

Exploringthe

problem


came from





&Dunckerdiagram


&Dunckerdiagram

Present State/Desired State

You cant get there from here

Present State/Desired State - help us verbalizewhere we are and where we want to go.

Present State statement should match the DesiredState statement

The Desired State should not contain solutions toproblems that are not in the Present State



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Hitting Em Where They

The Situation: During WWII, a number of aircraftwere shot down over Germany. Many of the planesthat made it back safely to base were riddled withbullet and projectile holes.

Instructions: Reinforcethese damaged areas withthicker armor plating

Hitting Em Where They

Many bullets penetrating aircraft Fewer planes shot down

Present State Desired State

Many bullets penetrating aircraft Fewer bullet holes


Many bullets penetrating aircraft Fewer bul lets penetratingin critical and non-critical areas critical areas


The Duncker Diagram

The Duncker Diagram points out ways to solve theproblem by making it OK notto reach the desired state.

There are two General Solutions:

Solutions that move from the present stateto the desired state

Solutions that modify the desired stateuntil it conforms to the present state

Functions Solutionsare possible paths to the desired state

Specific Solutionsimplement the functional solutions

The Duncker Diagram

Kindergarten Cop Kindergarten Cop

The real problemwas how to lower her stress at herworkplace



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To Market, To Market Problem Definition Example

Use a Duncker Diagram to help identify the realproblem in Exercise #6 on page 56 of your textbook

Problem Definition Example

A possible Duncker Diagram might look like the following:



Exploringthe

problem

Exploringthe

problem


came from






&Dunckerdiagram

Present state

desired state&

Dunckerdiagram


Problem Statement Triggers

1. Vary the stress patterntry placing emphasis on different words andphrases.

2. Choose a term that has an explicit definition and substitute the explicitdefinition in each place that the term appears.

3. Make an opposite statement, change positives to negatives, and viceversa.

4. Change every to some, always to sometimes, sometimes tonever, and vice versa.

5. Replace persuasive words in the problem statement such as obviously,clearly, and certainly with the argument it is supposed to bereplacing.

6. Express words in the form of an equation or picture, and vice versa.


Trigger 1 - Vary the stress patterntry placing emphasis on different words and phrases.

Cereal not getting to market fast enough to maintain freshness.(Do other products we have get there faster?)

Cereal not getting to market fast enough to maintain freshness.(Can we make the distance/time shorter?)

Cereal not getting to market fast enough to maintain freshness.(Can we distribute from a centralized locat ion?)

Cereal not getting to market fast enough to maintain freshness.(How can we keep cereal fresher, longer?)



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Trigger 2 - Choose a term that has an explicit definition and substitute theexplicit definition in each place that the term appears.

Breakfast food that comes in a box is not gettingto the place where it is sold fast enough to keep itfrom getting stale.

(Makes us think about the box and staleness... what changes might wemake to the box to prevent staleness?)


Trigger 3 - Make an opposite statement, change positives to negatives, andvice versa.

How can we find a way to get the cereal to market soslowly that it will never be fresh?

(Makes us think about how long we have to maintain freshness andwhat controls it?)


Trigger 4 - Change every to some, always to sometimes,sometimes to never, and vice versa.

Cereal is not getting to market fast enough to

always maintain freshness.

(This change opens new avenues of thought. Why isnt our cerealalways fresh?)


Trigger 5 - Replace persuasive words in the problem statement such asobviously, clearly, and certainly with the argument it is supposed to bereplacing.

The problem statement implies that we obviouslywant to get the cereal to market faster to maintainfreshness.

Thus, if we could speed up delivery freshness wouldbe maintained. Maybe not! Maybe the store holds ittoo long. Maybe its stale before it gets to the store.

(This trigger helps us challenge implicit assumptions made in theproblem statement.)


Trigger 6 - Express words in the form of an equation or picture,and vice versa.

Freshness is inversely proportional to the time sincethe cereal was baked.

Makes us think of other ways to attack thefreshness problem. For example, what does theproportionality constant, k, depend upon?

kFreshness

Time Since Baked=



Exploringthe

problem

Exploringthe

problem


came from


came fromK.T.

ProblemAnalysis

K.T.ProblemAnalysis




&Dunckerdiagram


&Dunckerdiagram

We will discuss thisin Chapter 5



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Problem Solving

End of Chapter 3



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Generating Solutions

Nothing is more dangerous than an idea, when it isthe only one you have.

Define the Problem

Generate Solutions




Generating Solutions

Once you have defined the problem you want to makesure you generate the best solution.

Perseverance is perhaps the most notable characteristicof successful problem solvers, so you shouldnt becomediscouraged when solutions arent immediately evident.

Many times mental blocks hinder your progress toward asolution.

What is the nature of these mental blocks and whatcauses them?

Common Causes of Mental Blocks

Defining the problem too narrowly.

Attacking the symptoms and not the real problem.

Assuming there is only one right answer.

Getting hooked on the first solution that comes tomind.

Getting hooked on a solution that almost works (butreally doesnt).

Common Causes of Mental Blocks

Distracted by irrelevant information, called mentaldazzle.

Getting frustrated by lack of success.

Being too anxious to finish.

Defining the problem ambiguously.

Break up Mental Blocks

There is a direct correlation between the time peoplespend playing with a problem and the diversity of thesolutions generated.

Draw four or fewer straight lines (without lifting yourpencil from the paper) that will cross through all ninedots.

Break up Mental Blocks

Several creative solutions to the nine dot problemexist:

Roll up the piece of paper such that it is cylindrical in shape

and then draw one line around the cylinder that passesthorough all nine dots

photoreduce the nine dots and then using a thick felt pen toconnect them with a single line

Crumple up the piece of paper and stab it with a pencil (this isa statistical approach that may require more than one attemptto hit all the dots)



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What did we learn?

The purpose of this exercise is to showthat putting too many constraints(either consciously or unconsciously) onthe problem statement narrows therange of possible solutions.

What did we learn?

A novice problem solvers will not cross aperceived imaginary limit--a constraintthat is formed unconsciously in themind of the problem solver--eventhough it is not part of the problemstatement.

What did we learn?

Whenever you are faced with aproblem, recall the nine dots to remindyourself to challenge the constraints.

Group Problem

Suggest or devise 25 ways to cross alake of molasses

Recognizing Mental Blocks

The first step to becoming a better problem solver isto understand what conceptual blocks are and howthey interfere with problem solving.

A conceptual block is a mental wall that prevents theproblem solver from correctly perceiving a problem orconceiving its solution.

The most frequently occurring conceptual blocks areperceptual blocks, emotional blocks, cultural blocks,environmental blocks, intellectual blocks, andexpressive blocks.

Perceptual Blocks

Obstacles that prevent the problem solver fromclearly perceiving either the problem itself or theinformation needed to solve it.

Stereotyping

Limiting the problem unnecessarily - recall the nine dotproblem

Saturation or information overload - Too much informationcan be nearly as big a problem as not enough information

Air traffic controllers have learned to overcome this block



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Emotional Blocks

Fear of risk taking- Implementing acreative idea is like taking a risk. Youtake the risk of making a mistake,looking foolish, losing your job, or in astudents case, getting an unacceptablegrade.

They decrease the amount of freedom with which you

explore and manipulate ideas and prevent you fromcommunicating your ideas to others.

Lack of appetite for chaos- Problemsolvers must learn to live withconfusion. What may be best for theindividual may not be best for theorganization or group.

They decrease the amount of freedom with which youexplore and manipulate ideas and prevent you fromcommunicating your ideas to others.

Judging rather than generating ideas- Thisblock can stem from approaching the problemwith a negative attitude. Wild ideas cansometimes trigger feasible ideas which lead toinnovative solutions

Lack of challenge- You feel that the problem isnot worthy of your efforts

Inability to incubate- Rushing to solve theproblem just to get it off your mind can createblocks

Emotional Blocks

Cultural Blocks

Acquired by exposure to a given set of cultural patterns

Environmental Blocks

Distractions can create inhibit deep prolongedconcentration

Intellectual Blocks

Inflexible and inadequate problem-solving strategies(lacking the necessary intellectual skills)

Expressive Blocks

Inability to communicate your ideas to others, ineither verbal or written form



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Blockbusting

Block Blockbuster

Negative Attitude Attitude Adjustment

Fear of Failure Risk Taking

Following the Rules Breaking the Rules

Over Reliance on Logic Internal Creative Climate

You Arent Creative Creative Beliefs

Improving Your Creative Abilities

Keep track of your ideas

Pose new question to yourself everyday

Keep up in your field of study

Avoid rigid, set patterns of doing things

Be open and receptive to new ideas

Be alert in your observations

Improving Your Creative Abilities

Adopt a risk taking attitude

Keep your sense of humor

Engage in creative hobbies

Have courage and selfconfidence

Learn to know and understand yourself

Brainstorming

Brainstorming, one of the oldest techniques tostimulate creativity, is a familiar and effectivetechnique for generating solutions.

Effective tool not only for one or two individualsdiscussing a problem in an informal setting but also inmore formal largegroup problemsolving sessions.

Brainstorming

The initial stages of idea generation begin with an unstructuredfree association of ideas to solve the problem (brainstorming).

During this activity, lists of all possible solutions are generated

either in group discussions or individually. The lists shouldinclude wild solutions or unusual solutions without regard to theirfeasibility.

A critical component of group brainstorming is to maintain apositive group attitude. No negative comments or judgments areallowed during this stage of the solution process

Reserve evaluation and judgment until later

Comments That ReduceBrainstorming to Braindrizzling

That wont work

Its against our policy

Thats too radical We dont have enough time

Its not our job

Thats too expensive

We cant solve this problem

Thats not practical



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The Fishbone Diagram

Fishbone diagrams are a graphical way to organize andrecord brainstorming ideas. The diagrams look like afish skeleton.

To construct a fishbone diagram the followingprocedure is used:

1. Write the real problem in a box (or circle) to the right of thediagram. Draw a horizontal line (the backbone) extendingfrom the problem to the left side:

RealProblem


2. Brainstorm potential solutions to the problem

3. Categorize the potential solutions into several majorcategories and list them along the bottom or top of thediagram. Extend diagonal lines from the major categories tothe backbone. These lines form the basic skeleton of thefishbone diagram:

RealProblem

Category 1 Category 2


4. Place the potential solutions related to each of the majorcategories along the appropriate line (or bone) in the diagram

RealProblem



Solution

Solution

Solution

Solution

Solution

Solution

Sorting and organizingyour ideas is a valuable

effort in the solutionprocess

Group Problem

Problem Statement: How could therules of basketball be changed sothat players under 59 tall mightbe more competitive?

Take five minutes to generatesome ideas

Group Problem

Lower the height of the basket.

Taller players are not allowed outside the key.

Platform tennis shoes.

Tall players can guard only tall players.

Tall players cant rebound.

Tall players must use a heavier ball.

Tall players cant jump.

Osborns Checklist

A technique used to generate additional ideas relatedto those already defined

Osborns Checklist for Adding New Ideas

Adapt? How can this idea be used as is? What areother uses it could be adapted to?

Modify? Change the meaning, material, color, shape,odor, etc.?

Magnify? Add new ingredient? Make longer, stronger,thicker, higher, etc.?



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Osborns Checklist

Osborns Checklist for Adding New Ideas

Minify? Split up? Take something out? Make lighter,lower, shorter, etc

Substitute? Who else, where else, or what else? Otheringredient, material, or approach?

Combine? Combine parts, units, ideas? Blend?Compromise?

Rearrange? Interchange parts? Other patterns,layouts? Transpose cause and effect?Change positives to negatives?

Consider the basketball example

Adapt?

Smaller players can foul as many times as

they want (rule adaptation). Assists bysmaller players count as points.

Modify? Raise baskets for taller players (modifycourt). Tall players stay inside 3point line

Magnify? Short players baskets worth 4points(magnify score).

Tall players shots worth 1point (minifyscore).

Minify?

Rearrange?Separate leagues for taller and shorterplayers (rearrange grouping).

Random Stimulation

Random Stimulation is a technique which is especiallyuseful if we are stuck or in a rut. It is a way ofgenerating totally different ideas than previouslyconsidered and can jump start the idea generationprocess and get it out of whatever current rut it may bein.

Introduce weird ideas during brainstorming.

Choose randomly a word from the dictionary. Use thatword to generate other words that can simulate the flow

of ideas.

Other Peoples Views (OPV)

When approaching a problem that involves thethoughts and feelings of others.

Imagining yourself in the role of the other personallows you to see complications of the problem notconsidered previously.

Example of Other Peoples Views

Problem: Space capsule burns upon entering theatmosphere

NASA Accountant Solve Problem but cost low

Project Manager Complete the project on time

Engineer: New material should not interfere withcapsule

Materials Scientist: Find a material that can handle the hightemperature on reentry.

Astronaut: Doesnt care about:the capsule, to return;

Final solution: Allow the surface of the capsule to bedestroyed, protecting the astronauts.

Group Problem

Problem Statement: You are a passengerin a car without a speedometer. Describe25 ways to determine the speed of the

car.

Take five minutes to generatesome ideas



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Futuring

Examine the problem carefully to make sure the real problem hasbeen defined.

Now, imagine yourself at some point in the future after theproblem has been solved. What are the benefits of having asolution?

Look around in the future. Try to imagine an ideal solution tothe problem at hand without regard to technical feasibility.Remember, in the future, anything is possible.

Make statements such as: If only (this) wouldhappen, I could solve....

Dare to change the rules! The best solutions to some problemsare contrary to conventional wisdom.

Group Problem

Problem Statement:What features would

you like to have on a television 10 yearsfrom now?

Take five minutes togenerate some ideas

Create a fishbone diagramfor your ideas

Brainwriting

Two or more individuals are required in order to carry out aninteractive brainstorming session.

However, when there is no one to interact with, a techniquebeing, used by many companies is that of brainwriting.

In brainwriting you follow the same procedure as brainstorming(e.g., free association, Osborns checklist, random stimulation,futuring). Write down your ideas as fast as you generate them,never pausing or stopping to evaluate the idea.

Keep a notebook handy to write down ideas,

because they often come at unusual times.

Analogy and Cross-fertilization

It is well documented that a number of the most importantadvances in science, engineering, art, and business come fromcross-fertilization and analogies with other disciplines.

Here ideas, rules, laws, facts, and conventions from one disciplineare transferred to another discipline.

There are four steps you can use to solve problems by analogy:

1) State the problem,

2) Generate analogies (this problem is like trying to. . .),

3) Solve the analogy, and

4) Transfer the solution to the problem.

Analogy and Cross-fertilization

Consider the following pairs:

A beautician and a college professor.

A policeman and a software programmer.

An mechanic and an insurance salesman.

A banker and a gardener.

A choreographer and anair traffic controller.

A maitre d and a pastor.

Incubating Ideas

The incubation period is very important in problem solving.Working on a solution to a problem to meet a deadline oftencauses you to pick the first solution that comes to mind and thenrun with it, instead of stopping to think of alternative solutions.

Communicate with other people.

Ask questions about all thecircumstances. Go home and think.

ideas

ideas

ideaside

as

Let it sit overnight, and think about itfrom time to time.

Put the problem down and do somethingelse for awhile



23/53

SUMMARY

Be able to recognize the different mental blocks whenthey appear (Perceptual Emotional, Cultural,Environmental, Intellectual, and Expressive Blocks)

Use Blockbusters: Attitude Adjustment, Risk Taking,Breaking the Rules, Internal Creative Climate, andCreative Beliefs.

Use Osborns Checklist to generate new ideas: Adapt,Modify, Magnify, Minify, Rearrange, Combine.

Use Random Stimulation and Other People s Views(OPV) to generate new ideas.

SUMMARY

Remove all technical blocks to envision a solution in thefuture.

Use a fishbone diagram to help organize yourideas/solutions.

Use analogy and cross-fertilization to bring ideas,phenomena, and knowledge from other disciplines tobear on your problem.

Let the problem incubate so that your mind keepsworking on it while you are doing other things.

End of Chapter 4



24/53

Deciding the Course of Action

Problem solvers must juggle priorities all

the time

Define the Problem

Generate Solutions




Once the real problem is defined and you have

generated a number of possible solutions, it timeto make some decisions:

on first

Choose the best alternativesolution

Decide how to successfullyimplement the solution

An Organizational Approach for Decision Making

KT Approach (KepnerTregoe Approach)


(Where are we?)

ProblemAnalysis

DecisionAnalysis

PotentialProblem Analysis

PastWhat is

the faults?

PresentHow to correct

the fault?

FutureHow to preventfuture faults?

KT Situation Analysis can be helpful in deciding whichproblem receives the highest priority

Measure each problem using the following criteria:

KT Situation Analysis

Timing

Trend

Impact

Each of the criteria are evaluatedfor there degree of concern

High (H)

Medium (M) Low (L)

Timing How urgent is the Problem?

Is a deadline involved?

What will happen if nothing is done?

Evaluation Criteria

Trend Will the problem get worst?

Problems potential for growth?

Impact How serous is the problem?

What are the effects on people,products, organization, etc.?

Get dog off leg

Repair car

Put out fire

Ensure papers in briefcase willnot be destroyed

Prepare for tornado

Timing Trend Impact Process

H

HHHLL

MM

M

M

HHH

HH

DA

PPA

PA

DA

DA



25/53

Pareto Analysis and Diagram

When there is more than one problem to deal

with, a Pareto Analysis can be helpful fordeciding which problem to attack first

e :80% of the trouble comes from 20% of theproblems


A Toasty Os plant is having some problems with their

product:

Problem Number of boxes

A. Inferior printing on boxes

B. Overfilling of boxes

C. Boxes damages during shipping

D. Inner wrapper not sealed

E. No prize in box

10,000

30,000

2,000

25,000

50,000


The original data sorted by the frequency of the number ofboxes affected

40000

50000

s

0

10000

20000

30000

NumberofBoxe

E B D A C

Problems

On first look the Toasty Os plant would attack the problemin E-B-D-A-C order


Lets look at the Toasty Os data when lost revenue isconsidered

Number of boxes

A. Inferior printing on boxes

B. Overfilling of boxes

C. Boxes damages during shipping

D. Inner wrapper not sealed

E. No prize in box

10,000/$100

30,000/$6,000

2,000/$7,000

25,000/$87,000

50,000/$17,500


Data sorted by lost revenue

80000

100000

ue

Toasty Os plant would attack the problem in D-E-C-B-Aorder

0

20000

40000

60000

LostReven

D E C B A

Problems

Group Problem

Situation Analysis Group Problem

The Exxon Valdezpage 170



26/53

Group Problem

It is 12:45 AM in the morning, March 24, 1989; you have just been alerted that the Exxon Valdez tankerhas run aground on the Bligh Reef and is spilling oil at an enormous rate. By the time you arrive at thespill, 6 million gallons of oil have been lost and the oil slick extends well over a square mile.

A meeting with the emergency response team is called. At the meeting it is suggested that a secondtanker be dispatched to remove the remaining oil from the Exxon Valdez. However, the number ofdamaged compartments from which oil is leaking is not known at this time and there is concern that ifthe tanker slips off the reef, it could capsize if the oil is only removed from the compartments on thedamaged side.The use of chemical dispersants (i.e., soap-like substances) which would break up the oil into drops andcause it to sink is suggested. However, it is not known if there is sufficient chemical available for a spillof this magnitude. The marine biologist at the meeting objected to the use of dispersants, stating thatonce these chemicals are in the water, they would be taken up by the fish and thus be extremelydetrimental to the fish industry.The use of floatable booms to surround and contain the oil also brought about a heated discussion.Because of the spill size, there is not enough boom material even to begin to surround the slick. TheAlaskan governor's office says the available material should be used to surround the shore of a smallvillage on a nearby island. The Coast Guard argues that the slick is not moving in that direction andshould be used to contain or channel the slick movement in the fjord. The Department of Wildlife saysthe first priority is the four fisheries that must be protected by the boom or the fishing industry willbe depressed for years, perhaps generations to come. A related issue is that millions of fish werescheduled to be released from the fisheries into the oil contaminated fjord two weeks from now. Othersuggestions as to where to place the boom material were also put forth at the meeting.

MajorConcerns

Sub-Concerns Timing Trend Impact Process

Prevent more oil fromspilling (removeremaining oil)

Number of damagedCompartments

Tanker slipping off reef

Group Problem

MajorConcerns


Prevent more oil fromspilling (removeremaining oil)

Number of damagedCompartments

Tanker slipping off reef

L L M DA

i i

Dispersing spilled oil Environmental concerns

Availability of chemicals

Containing oil spill Availability of floatingbooms

Channel slick in fjord

Protecting island shore

Protecting fisheries

i i

Dispersing spilled oil Environmental concerns

Availability of chemicals

Containing oil spill Availability of floatingbooms

Channel slick in fjord

Protecting island shore

Protecting fisheries

L

L L

M

M

H H HH

H H H

H H H

H H H

DA

DA

DA

DA

PA

PA

Group Problem

Situation Analysis Group Problem

The Adams Familypages 170-171

Group Problem

The four members of the Adams family lice east of Memphis in a middle-class community. Tom Adamscommutes to work in downtown Memphis; his commute is 45 miles each way, and he is not in a car or vanpool. Tom has been thinking about looking for a job closer to his home. However, he has been working formore than a year on a project that, if successfully completed, could lead to a major promotion at hiscurrent company. Unfortunately, there is a major defect in the product; this error has yet to be locatedand corrected. Tom must solve the problem in the very near future because the delivery date promisedto potential customers is a month away.

Tom's financial security is heavily dependent on this promotion because of rising costs at home. Both ofthe Adams children need braces for their teeth, Tom needs a new car (it broke down twice on thefreeway this past fall), the house is in need of painting, and there is a w ater leak in the basement thathe has not been able to repair.

Sarah, Tom's wife, is a mechanical engineer. She has been considering getting a part- time job, butthere are no engineering jobs available in the community. Full-time positions are available in northern ,but accepting one would pose major problems with respect to chauffeuring and managing the children.There are a few day-care centers in the community, but rumor has it they are very substandard. Inaddition, last year the Adams's son Alex was accepted as a new student by the premier piano teacher inthe area and there is no public transportation from their home to his studio. Melissa, the Adams'sdaughter, is very sad at the thought of giving up her YMCA swimming team and her Girl Scout troop,both of which meet after school.

Carry out a K. T. situation appraisal for the Adams family's predicament.

MajorConcerns


Toms work Projects

New job

Group Problem

MH PA

DA

H

M MLFinancial problems Braces for kids

New car

Paint house

Water leak in basement

Sara getting a job Managing chi ldren

Finding part-time job

DA

PA/DA

DA

DA

DA

H H

H

H

M MM

M M

M M

L

L

L

L

L

L

MPA/DA

KT Problem Analysis

Situation Analysis(Where are we?)

ProblemAnalysis

DecisionAnalysis


Experienced problem solvers: Ask the right questions Interview as many people as necessary

A technique used in KT Problem Analysis is: Distinctions



27/53

KT Problem Analysis


ProblemAnalysis

DecisionAnalysis


What isthe problem and what is notthe problem?

Where did the problem occur? Where is everythingOK?

When did the problem first occur? When waseverything OK?

What is the magnitude of the problem?

This analysis is useful in troubleshooting operations

A good problem statement includes: What is known What is unknown

KT Problem Analysis

What is sought

What isthe problem and what is not

Think in terms of dissimilarities

Ask who, why, and how Reexamine assumptions

KT Problem Analysis

IS IS NOT DISTINCTION CAUSE

What I de nt if y W ha t i s th eProblem?

What is not theProblem?

What is the distinc-tion between the isandthe is not?

What is apossiblecause?

Where Locate W here is theproblem found?

Where is theproblem not found?

What is distinctiveabout the differentlocations?


he When does When does What is distinctive What is aTiminthe problemoccur?

the problem notoccur?

about the differentin timing?

possiblecause?

When was itfirst observed?

When was itlast observed?

What is the distinctionbetween theseobservations?


Extent How far doesthe problemextent?

How localizedis the problem?

What is thedistinction?


How manyunits areaffected

How manyunits are notaffected



Magnitude

How much ofany one unit isaffected?

How much ofany one unit isnot affected?



A new model of airplane was delivered to EasternAirlines in 1980. Soon the flight attendants developeda red rash on their arms, hands, and faces. It occurredonly on flights that were over water.

KT Problem Analysis

Fortunately, it usuallydisappeared in 24 hours andcaused no additional problems.

When the attendants flew otherplanes over the same routes, no

ill effects occurred.

KT Problem Analysis

A new model of airplane was delivered to EasternAirlines in 1980. Soon the flight attendants developeda red rash on their arms, hands, and faces. It occurred

only on flights that were over water.

The same number of attendantscontacted the rash on eachflight.

In addition, a few of those whocontracted the rash felt ill, andthe union threatened action.

IS IS NOT DISTINCTION

WhatWhenWhere

KT Problem Analysis

Rash Other illness External contact

New planes Old planes Different materials

Fl ights over water Fl ight over land Different crew

Extent

Look at all the distinctions:

a) something contacting the arms and face

b) the rash occurs only on flights over water

c) the lifevests on the new plane are made of new materialsor of a different brand of materials

Only some attendants All attendants Crew duties



28/53

KT Decision Analysis


ProblemAnalysis

DecisionAnalysis


How to choose the best solution from a number ofalternatives

Write a concise decision statement

Collect and analysis information and data

Talk with people familiar with the problem

If possible, view the problem first hand

Confirm all findings



ProblemAnalysis

DecisionAnalysis


Specify the objectives of the decision

Divide these objectives into two categories:

musts

and wants

Musts are mandatory to a successful solution

If a solution satisfies all musts


Wantsare desirable but nor mandatory

If a solution does not satisfy anyone of the muststhen the solutionis a no go

Assign a weight(1 - 10) to eachwanton how important it is toyou


Assign a rating(0 - 10) as tohow well it satisfies the wants

A score for the solution can be determined bymultiplying the ratingby the weight

Assigning weightsis asubjective thing


Compare wantstwo at a timeto help arrive at consistentassignment of weights

Assessment of weightmust be consistent is thedecision is to be valid

Choosing a Paint Gun . . .

KT Decision Analysis Example

A auto manufacturing plant needs

to choose an electrostatic paintspray gun.

Paint RightNew SprayGun Ho

Decision Statement: Choose a paint spray gun.The available guns are:



29/53

Musts:

1) Control over paint flow rate2) Acceptable paint appearance


Wants:1) Easy service2) Low cost3) Longterm durability4) Personnel with experience


GoGo

GoGo

No GoGo

MUSTSAdequate flow controlAcceptable appearance

Paint Right New Spray Gun Ho

Weight7644

Rating2839

Rating9672

Score14481236

Score6336288

No Go

Total 110 135

Easy serviceDurabilityLow costExperience

Risk Assessment

Explore the risk associated with eachalternative


Evaluate theprobability(0 - 10) ofadverse consequences of eachalternative solution

Evaluate the seriousness(0 -10) of the

consequence if it occurs

Problems with Subjective Measurements


Giving higher weights/scores topredetermined favored projects

Missing Information - What if... ?

Is the decision ethical?

Unimportant details

Faulty perception of objectives

Group Problem

Decision Analysis Group Problem

Choosing an Electivepage 171


GoGo

GoNo Go

No GoGo

MUSTS3 CreditsInexpensive

Music 101 Art 101 HISH 201 Art 203 GEOL 101 Music 205

No GoGo

GoGo

GoGo

Wt6810

Rating8210

Total 164

Good gradeInterestingLow time

commitment

Rating4105

Rating565

154 128



30/53

KT Potential Problem Analysis


ProblemAnalysis

DecisionAnalysis


This analysis can help decrease the possibilityof a disastrous outcome

A PPA table delineates the potential problemsand suggestspossible causes,preventiveactions, and contingent actions



ProblemAnalysis

DecisionAnalysis


KT Potential Problem AnalysisPotentialProblem

PossibleCauses

PreventiveActions

ContingentActions

A. 1.2.

B. 1.2.

Identify how serious each problem is

How probable is it that the problem will occur?


Once Problems are identified

List all possible causes

Develop preventive actions for each cause

Group Problem

Potential Problem Analysis

New Chicken Sandwichpage 176-177


PotentialProblem

Consequence ProbableCause

PreventiveAction

ContingentAction

People dontbuy sandwich

Company losesmoney

Too spicy Performtaste tests

Serve sauceon side in

hot/mild

Bacteria infood

varie ies

Too expensive Compare unitcost withcompetition

Runpromotionalspecials

Name scarespotentialcustomers

Take survey Change name

Mishandlingof chicken byemployees

Dont allowemployees tocontact rawchicken

Performperiodicinspections

Lawsuits, lossof customers

End of Chapter 7



31/53

Implementing the Solution

Many people get stuck in the problem-solving processby analyzing things to death

Define the Problem

Generate Solutions





There are a number of techniques that will facilitatethe implementation process

Define the Problem

Generate Solutions





DecideApprovalApproval

PlanningPlanning

Carry ThroughCarry Through

Follow UpFollow Up

Evaluate

Implementation

ApprovalApproval

Approval

The first step in the implementation process is to getapproval from your organization

Sell your ideas

Prepare a document to sell your project

Your report should describe:

What you want to do Why you want to do it

How you are going to do it

How your project will benefit the organization

Approval

Avoid technical jargon

Keep presentation clear and to the point

Make presentation in logical and orderly manner

Be concise

Anticipate questions

Be enthusiastic about your ideas


DecideApprovalApproval

PlanningPlanning

Carry ThroughCarry Through

Follow UpFollow Up

Evaluate

Implementation

PlanningPlanning



32/53

Planning

Planning is the most important step in theimplementation process

Consider the following items Allocate your time time and resources

Anticipate bottleneck

Identify milestone

Identity and sketch the pathway to the solution

A modified KT situation analysis canbe useful

Planning

KTSituationAnalysis

KT PotentialProblemAnalysis

Critical PathManagement

Critical PathManagement

GanttCharts

GanttCharts

NecessaryResources

NecessaryResources

Time andResourceAllocation

ApprovalApproval

Planning

Many people use a personal organizer to keep track ofactivities and commitments

We will discuss four types of organization methods:

Gantt Chart

Coordination and development

Critical path Necessary resources

Planning

Gantt Chart - a common way to allocate time tospecific tasks

If you dont know where youre going youll probablyend up somewhere else

Planning

July Aug Sept Oct Nov Dec Jan Feb Mar Apr May

Task 1 -Literature Review

Task 2 -Feasibility Study

Task3 -Development ofPrototype

Task4 -Laboratory Studyof Prototype

Task4a - Static Flow

Task4a -Dynamic Flow

Task5 -Data Acquisition

Task6 - Report Preparation

Gantt Chart

Planning

Coordinate and Development

Coordination among various team members isimperative to achieving an efficient solution in thetime allotted

The use of a Development Chart can help guidethe team by assigning various responsibilities todifferent team members



33/53

Planning Example

Thanksgiving Dinner - my extended family consists of25 people

Main Course: Roasted turkey with dressing clean (0.5 hr), stuff (0.5 hr),cook (7 hr @ 350oF), cool andslice (1 hr)

Vegetable: Green beans with prep. time (30 min)mushroom sauce microwave (30 min)

Potato: Sweet potato casserole prep. time (30 min),cook (3 hr @ 350oF)

Sauce: Jel lied cranberry sauce open can, sl ice, serve

Dessert: Pumpkin pie prep. time (45 min),cook (1 hr @ 425oF)

Beverages: Coffee, tea, milk, water, wine

Gantt Chart for Thanksgiving Dinner

Planning Example

clean

stuff

cook, 7 hours @ 350oF cool - serve - slice

clean house

prep. and bake @ 350oF - keep warm

prep. and bake @ 425oF

7 am 8 9 10 11 12 1 2 3 4 5 6 pm

Turkey

Housework

Sweet Potato

Pumpkin Pie

Green Beansprep. microwave -keep warm

Planning

Critical Path - Organizing critical tasks alonga time line

Develop an understanding of how one taskeffects other tasks in the project

Use extensively in the constructionindustry

Constructing a critical path is a dynamicprocess

Critical Path for Thanksgiving Dinner

Critical Path Example

Clean and stuffturkey


Prepare casserole withpotatoes, spices,butter and milk


Bake sweet potatoes350o for 1 hrs


Remove turkey andcasserole from ovenRemove turkey andcasserole from oven

Bakepie @425o

Bakepie @425o

Servemeal

Servemeal

Bake casserole350o for 2.5 hrsBake casserole

350o for 2.5 hrs

Cook turkey350o for 7 hrsCook turkey

350o for 7 hrs

Preparepie crustPreparepie crust

Prepare/addpie filling


CleanhouseCleanhouse

SettableSet

table

Critical Path for Thanksgiving Dinner

Critical Path Example







Remove turkey andcasserole from ovenRemove turkey andcasserole from oven

Bakepie @425o

Bakepie @425o

Servemeal

Servemeal

Bake casserole350o for 2.5 hrsBake casserole

350o for 2.5 hrs

Cook turkey350o for 7 hrsCook turkey

350o for 7 hrs

Preparepie crustPreparepie crust



CleanhouseCleanhouse

SettableSet

table

Group Problem

Critical PathGroup Problem

Page 148



34/53

Planning

Necessary Resources

Typically resource are divided intofive categories:

Personnel

Equipment Travel

Supplies

Overhead

PlanningI. Salaries and Wages

A. Principal Investigator, C.V. Camp

Summer, 2 month @ 66.67% 14,925$

Ext ra Compenst at ion (1 month ac ademic year @11. 11%) 7,462$

B. Shahram Pezeshk

Summer, 2 month @ 66.67% 14,925$

Ext ra Compenst at ion (1 month ac ademic year @11. 11%) 7,462$

C. Undergraduate Research Assistant2 @ $6/hr (1280 hours) 15,360$

Subtotal I 60,134$

II. Fringe Benefits

@ 17.65% of IA+IB 7,903$

III. Travel 2,000$

IV. Operating Expenses 15,000$

V. Subcontract - Dr. Russell Deaton - The Univeristy of Arkansas 37,597$

Total Direct Costs 122,634$

VI. Facilities & Administration Costs @ 15% MTDC 18,395$

Total Project Costs 141,029$

Planning

Carry Through - all the planning in the world will notsave a poor job of carrying through the chosen solution

Carry Through Checklist: Find the limits of your solution - overestimate or underestimate

your assumptions

Anticipate your solution

Construction of a model our your solution to see if it will workunder simple conditions

Continue to collect information and research your solution

Make sure no physical law are violated

Plan you simulations carefully

Planning

Revealing the Solution - Its like peeling an onion

Knowledg

e

Comprehension

Application

Analysis

Synthesis

Planning

Revealing the Solution

Evaluation - qualitative and quantitative judgements abouthow material and methods satisfy problem criteria

Synthesis - formulation of problem statement and testingprocedures from fuzzy situations

Analysis - break the problem into parts, identify missing,redundant, and and contradictory information

Planning

Revealing the Solution

Application - organize which set of activities will beapplied

Comprehension - understanding, manipulation, and/orextrapolation of information generated or identified in theapplication step

Knowledge - remembering previously learned material



35/53

Planning

Follow Up

Flexibility in an essential trait of problem solvers

Periodically check your progress

Inspect what you expect

Planning

Follow Up

Follow the solution plan

Proceed on schedule

Stay within budget

Planning

Follow Up

Acceptable quality

Still relevant to the problem

Planning

Problems That Change With Time

Where did the goals come from and why?

Are the goals still appropriate to the problem?

Are you trying to hit a moving target?

Planning

Experimental Projects

Examine the Need for the ExperimentExamine the Need for the Experiment

Define Objectives for the ExperimentDefine Objectives for the Experiment

Choose Responses You Want to MeasureChoose Responses You Want to Measure

Identify the Important VariablesIdentify the Important Variables

Design ExperimentDesign Experiment

Perform ExperimentPerform Experiment

Analysis ResultsAnalysis Results

Planning









Report and PresentReport and PresentAct on ResultsAct on Results



36/53


Planning










Planning


Do you really need the experiment?

Why perform the experiment?

Do you have enough time and money?

Is the information already available?


Planning










Planning


What are the objectives of the experiment?

Prepare a list of objectives you wish to accomplish

What question would you most like to answer?

Cant see the forest for the tress


Planning










Planning


Choose the Response You Want to Measure

What are the dependent and independentvariables?

Do you have the appropriate equipment?

Are your measures and accurate and precise



37/53


Planning










Planning


Identify Important Variables

What are the reallyimportantmeasurements?

What is the range of each variable?

Look for dimensionless ratios or groups of variables


Planning










Planning


Design the Experiment

What are the types of errors toavoid?

What is the minimum number of experiments that

must be performed?

Should we repeat the experiment?


Planning










Planning


Perform the Experiment

How many times?Is three

too many?Is one

enough?



38/53


Planning










Planning


Analyze the Results

Have all experimental objectivesbeen satisfied?


Planning










Planning


Report Format

1. Abstract

2. Introduction

3. Material and Methods

4. Results

5. Discussion of Results6. Conclusions

7. References

Planning

Top Ten List of Effective Reports

1. Perfect grammar

2. Logically organized

3. Logical flow of ideas

4. Concisely written

5. Interestingly written

6. Ideas supported by data

7. Appropriate use of figures

8. Passive voice

9. Clear purpose

10. Professionally bound document

Planning

Top Ten List of Effective Presentations

1. Well organized

2. Logical flow of ideas

3. Ideas presented concisely

4. Ideas supported by data

5. Clear explanations

6. Good visual aids

7. Speak clearly

8. Well prepare and practiced

9. Dress appropriately

10. Conclusions supported by evidence



39/53

End of Chapter 6



40/53

Evaluation

After implementation, a final evaluation ofthe solution is needed

Define the Problem

Generate Solutions




Evaluation

Guidelines for evaluating your solutions

Does it completely solve the problem?

Does the solution endanger people orthe environment?

Is the solution ethical?

Evaluation

General Guidelines

Evaluation should be a ongoingprocess

Have an independent review of your work

Examine your solutions at each phaseof the project

Ask questions!!

Do a KT Potential Problem Analysis

Evaluation

The McMaster FivePoint Strategy

Check that the solution is blunderfree

Check that criteria and constrainsare satisfied

Check the reasonableness of results

Confirm ALLfindings!

Check the procedure and logicof your arguments

Evaluation

The Snow Cruiser The original conception of the Snow Cruiser is most often credited

to Dr. Thomas C. Poulter who served as second in command ofAdmiral Byrd's Antarctic Expedition II.

During this expedition, Admiral Byrd nearly lost his life when he wasisolated by the weather at the Advanced Base.

It took three attempts for Dr. Poulter to rescue the Admiral due tothe difficulty of traveling a mere 123 miles in the inhospitableconditions.

This incident is believed to have been the spark that inspired Dr.Poulter to first visualize the Snow Cruiser.

Evaluation

The Snow Cruiser

Some Design Features:

1. A range of 5,000 miles

2. Room for a crew of five

3. Supplies for a year

4. An airplane on the roof

5. Outstanding terrain capabilities



41/53

Evaluation Evaluation

The Snow Cruiser

Work on the Snow Cruiser was begun on August 8, 1939 at thePullman shops in Chicago Illinois. The Foundation had just eleven

weeks to build, test and deliver the completed Snow Cruiser toBoston, Massachusetts where it would be loaded aboard ship for

transport to Antarctica.

Evaluation

The Snow Cruiser

On October 24, 1939 the nearly completed Snow Cruise began a1021 mile trek to Boston.

This trip would be the shakedown cruise as well as a race thereach Boston before the North Star sailed for the Antarctic.

On November 12, the SnowCruiser pulled alongside theNorth Star at Boston ArmyWharf. To fit on the deck of

the North Star, the Cruiser'stail section had to betemporarily removed.

Evaluation

The Snow Cruiser

On January 12 the North Star anchored at the Bay of Whales.

To unload the Snow Cruiser from the deck of the North Star, alarge ramp was constructed of heavy timber.

Unloading of the Snow Cruiser took place on January 15, with Dr.Poulter at the helm.

Half way down the ramp thetimbers began to break. Dr.Poulter quickly gave theCruiser full throttle and shelurched from the ramp to thesafety of the ice.

Evaluation

The Snow Cruiser The Snow Cruiser failed to perform up to expectations.

The tires sank deeply into the snow (3 feet) and spun too easily.

To improve traction, theyinstalled chains on the smoothrear tires.

In an attempt to improve the cruisers performance, the crewattached the two spare wheels and tires to the front wheels,increasing the surface area of the tires by 50 percent.

Evaluation

The Snow Cruiser Failed

What when wrong?

Were the assumptions valid? What information is available about the Antarctic environment?

How difficult is the terrain?

If the vehicle will move on dry roads in good weather, what makes usthink it will function on snow and ice?

Most polar vehicles up to this time used caterpillar treads ratherthan tires.

Why would our new tire design work?

Why do other vehicles use treads?

The answers to some of these obvious questions may help avoid afailed design.



42/53

Evaluation


Does the solution solve the Real Problem?

Clearly the problem is at least twofold.

One problem is to protect the workers and explorers from the harshpolar environment.

The other, and just as important an aspect, is that the vehicleshould have good mobility on the expected terrain so thatexploration (the main goal of the expedition) is possible.

The design was quite successful from the protection/livingaccommodations standpoint.

The Snow Cruiser was nicer inside than many pre-World War IIbungalows.

Evaluation


Does the solution solve the Real Problem?

The design only partially addressed the mobility problem.

Elaborate design features were included to enable the Snow Cruiserto cross crevasses in the snow that it would certainly encounter, butit appears that insufficient consideration was given to ensuring"normal" mobility in polar ice and snow.

Surely some incorrect assumptions were made regarding the tractionof the tires and the power necessary to move such a mammothvehicle in these severe conditions.

Challenging all the assumptions of the design and making sure thatthe real problem (and all facets of it) are solved are keys todetermining a functional solution.

Evaluation


Is the problem permanently solve?

If indeed the Snow Cruiser functions as designed, it would bea permanent solution to polar expedition problems.

Does the solution have impact?

In this case, yes. The Snow Cruiser could have revolutionized

the way polar explorations were conducted.

Evaluation


Have all consequences of the solutionbeen examined? This question is difficult to answer, not knowing what went on

at the time, but providing the vehicle operates as designed, itappears that many adverse consequences were anticipatedand designed for.

Provisions and fuel were available for long periods of time.

It had a travel range of 5000 miles.

Seemingly every contingency had been prepared for...exceptthe fatal mobility flaw.

Evaluation

The Last Penny

Two friends; a business major and anengineering major

The business major has an accountingproject

The accounting sheets for theproject of several hundred thousanddollars will not balance by two orthree dollars

Evaluation

The Last Penny

The business student says: Dontworry it only a small percentage ofthe total.

The engineering student says: Itcould be the result of two majorerrors that may compensated oneanother.



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Evaluation

Ethical Considerations

Solutions are not always black and white with regardto ethics, but shades of gray

Ethics Checklist Is it legal?

Is it balanced?

How will it make me feel about myself?

Will it make me proud?

Evaluation

The Five Ps

Purpose

Pride

Patience

Persistence

Perspective

Evaluation

Purpose What is the objective for which you striving?

Are you comfortable with that as your purpose?

Does your purpose hold up when you look atyourself in the mirror?

Evaluation

Pride Can you take pride in the solution

you have developed?

Is there any false pride or selfdoubt involved?

Evaluation

Patience Have you taken the time to think through all the

ramifications of your solution?

Evaluation

Persistence Are you sticking to your guns and

not being dissuaded by otherdemands?

Have you given up too soon onfinding a solution that is fair andbalanced?



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Evaluation

Perspective Have you taken the time to focus

inside yourself to be sure everythingfits with your ideals and beliefs?

How does the solution fit into theBig Picture?

End of Chapter 7


8/11/2019 Strategi

Documents

Strategies for Creative PROBLEM SOLVING