Participant Guide
Meyer
Van Rys
Sebranek
Business
Problem Solving
2020CAPSB
Communication and Professional Skills
Copyright UpWrite Press
Participant Guide
Meyer
Van Rys
Sebranek
Business
Problem Solving
2020CAPSB
© 2013 UpWrite Press
Communication and Professional Skills
Copyright UpWrite Press
Photos
Shutterstock.com: 19, 26
Wikimedia Commons: v, 1, 37, 55
Copyright © 2013 UpWrite Press. All rights reserved.
No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including
photocopying and recording, or by any information storage or retrieval system without the prior written permission of
UpWrite Press unless such copying is expressly permitted by federal copyright law. Address inquiries to UpWrite Press,
35115 W. State Street, Burlington, WI 53105. (All other trademarks are the property of their respective owners.)
© 2013 UpWrite Press
This material was designed specifically for training purposes. Under no circumstances should the contents be used or cited
as authority for management decisions or sustaining a technical position.
Copyright UpWrite Press
iii
Introduction
Welcome to the Business Problem Solving course! This class will
help you solve problems in your workplace. You’ll gain practical tools for
defining problems and innovating solutions. You’ll also learn problemsolving strategies used by managers, analysts, engineers, facilitators,
designers, and scientists. This course helps you understand how to solve
problems by yourself and in workgroups.
My Goal
To get an overview of
Business Problem Solving
Course Objectives
Upon completion of this course, you will be able to do the following:
●● Understand how to solve problems on the job.
●● Use practical strategies for defining workplace problems.
●● Analyze causes and effects of problems.
●● Use tools for brainstorming practical solutions at work.
●● Use thought-tools to evaluate solutions and discover ways to
improve them.
●● Implement and monitor workplace solutions effectively.
●● Use problem-solving strategies drawn from design and science.
●● Use decision-making strategies individually and on teams.
Course Materials
King, R., Erickson, C., & Sebranek, J. (2013). Business Problem Solving
(Participant Guide). Burlington, WI: UpWrite Press.
© 2013 UpWrite Press
King, R., Erickson, C., & Sebranek, J. (2013). Critical Thinking and
Problem Solving (Job Aid). Burlington, WI: UpWrite Press.
Copyright UpWrite Press
iv
My Goal
To preview what will be
covered each day
Agenda
Day 1—Morning
Lesson 1: Defining and Solving
Workplace Problems 1
Using Your Resources 2
Taking a Pre-Assessment 3
Understanding Problem Solving 4
Thinking Critically 6
Targeting Causes and Effects 8
Using Root Cause Analysis 10
Brainstorming Ideas 12
Blending Concepts 14
Lesson Wrap-Up 16
Extra Practice 17
Day 1—Afternoon
Lesson 2: Innovating Solutions at Work 19
Evaluating Possible Solutions 20
Planning Your Solution 22
Creating Prototypes 24
Presenting to Stakeholders 26
Creating Your Solution 28
Improving Your Solution 30
Lesson Wrap-Up 32
Extra Practice 33
© 2013 UpWrite Press
Copyright UpWrite Press
v
Day 2—Morning
Lesson 3: Using Advanced Strategies 35
Using the Reading Process 36
Using the Writing Process 38
Using Process Thinking 40
Using Design Thinking 42
Using the Scientific Method 44
Controlling Variables 46
Testing Concepts 48
Lesson Wrap-Up 50
Extra Practice 51
Day 2—Afternoon
Lesson 4: Team Problem Solving 53
© 2013 UpWrite Press
Collaborating in Meetings 54
Group Brainstorming 56
Resolving Conflicts 58
Making Decisions 60
Communicating 62
Applying Your Learning 64
Taking a Post-Assessment 66
Copyright UpWrite Press
By Senior Airman Tiffany Trojca (US Air Force Public Affairs [1]),
via Wikimedia Commons
vi
My Goal
To understand the research
that supports this approach
Research and References
This course focuses on the problem-solving process. It also uses
Bloom’s Taxonomy of Thinking, a framework supported by over 50
years of research. For more information about these frameworks, see the
following resources:
Anderson, L. W. & Krathwohl, D. R. (2001). Taxonomy for Learning,
Teaching and Assessing: A Revision of Bloom’s Taxonomy of
Educational Objectives. New York: Longman.
Anderson, L. W., Krathwohl, D. R., et al, (2000). A Taxonomy
for Learning, Teaching, and Assessing: A Revision of Bloom’s
Taxonomy of Educational Objectives. Boston: Allyn and Bacon.
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., &
Krathwohl, D. R. (1956). Taxonomy of Educational Objectives:
The Classification of Educational Goals; Handbook I: Cognitive
Domain. New York: Longmans, Green.
King, R., Erickson, C., & Sebranek, J. (2011). Inquire: A Guide to 21st
Century Learning. Burlington, WI: Thoughtful Learning.
King, R., Erickson, C., & Sebranek, J. (2011). Teacher’s Guide to
Inquire: A Guide to 21st Century Learning. Burlington, WI:
Thoughtful Learning.
© 2013 UpWrite Press
Copyright UpWrite Press
1
“You don’t
drown by
falling in the
water; you
drown by
staying there.”
—Edwin Louis
Cole
Lesson 1
By Patsy Lynch (This image is from the FEMA Photo Library.),
via Wikimedia Commons
Defining and Solving
Workplace Problems
Workplace problems, like all problems, are a mixed bag. Some
problems scream for attention. Others seem insignificant but fester,
causing rifts between people and inefficiency in operations. How you
approach workplace problems will largely determine your success and
satisfaction on the job. Will you ignore them—or approach them as an
opportunity to improve your workplace and your stature within it?
This course will help you face workplace problems and innovate
effective solutions. You’ll begin with a pre-assessment, which measures
the problem solving you already do. Then you’ll learn strategies for
identifying and ultimately solving problems. Problem solving is perhaps
the most valuable critical-thinking skill you can develop. This resource
will get you started.
Lesson Preview
●●
●●
© 2013 UpWrite Press
●●
●●
Using Your Resources
Understanding Problem Solving
Thinking Critically
Targeting Causes and Effects
Using Root Cause Analysis
Brainstorming Ideas
Blending Concepts
Copyright UpWrite Press
●●
●●
●●
2
Using Your Resources
My Goal
To understand the
resources that help me
solve problems
You have before you the tools you need for problem solving. This page
shows you how to use them.
How should I use the resources I have?
Your participant guide contains the practical tools and practice that
will help you solve problems at work and away from the job. This material
is designed to guide you during the session and also back at your desk.
Left-hand pages contain
instructions and examples.
Right-hand pages
contain activities.
5
4
My Goal
To understand the problemsolving process
Understanding Problem
Solving
Activity 2:
Problem solving is the process of identifying a problem and working
toward a solution. You solve problems every day, so developing and honing
your problem-solving skills will help you in work and in life.
■
Solve Problems
How does problem solving work?
Critical Thinking
Problem solving is a combination of critical thinking and creative
thinking. When you think critically, you analyze a topic closely, breaking
it into parts and seeing how the parts fit together. When you think
creatively, you broaden your thinking, challenging old assumptions and
seeking new solutions. The diagram below shows how you move through
the stages of problem solving.
Critical Thinking
Think about a problem you recently solved at work or a problem that still needs to
be solved. (If you can’t think of a problem, imagine that you are scheduled to make a
presentation with a coworker but the coworker is out sick.) Fill out the chart below,
explaining in each box the steps you took or could take to solve the problem.
Creative Thinking
Define the Problem
Brainstorm Solutions
Creative Thinking
Defining the Problem
Problem solving starts by defining the
problem. First, answer the 5 W’s and H
about it, and then analyze its causes and
effects.
Brainstorming Solutions
Next you need to come up with
many ways to solve the problem.
Brainstorming is thinking rapidly and
without restraint, gathering possibilities.
Plan the Solution
Apply the Solution
Planning the Solution
After gathering possible solutions, you
need to decide which is the best for the
situation. Then you need to plan your
solution, considering your goals and the
tasks, tools, time, and team involved.
Applying the Solution
After planning, you need to dive into the
task of creating your solution. Be ready
for surprises and setbacks, and don’t get
sidetracked as you create your solution.
Evaluate the Solution
Evaluating the Solution
Make Improvements
After the solution has been applied,
you need to evaluate it. You do so by
checking it against your plan and rating
the success of each part of the solution.
Think about ways to improve your
solution.
Making Improvements
© 2012 UpWrite Press
© 2012 UpWrite Press
After evaluating the solution, make
improvements. A basic set of activities
and questions will guide your work.
Critical Thinking and
Problem Solving Job Aid
Planning Sheet
Use a dry-erase marker to jot down a quick plan, or photocopy this sheet and fill it out for any planning that you need to do.
REMEMBER
•
UNDERSTAND
•
APPLY
•
ANALYZE
•
EVALUATE
•
CREATE
Goal
This job aid contains quick-reference guides to critical thinking and problem solving.
Objectives
Who?
Bloom’s Thinking Skills
What?
Where?
●
●
When?
●
Why?
●
●
Start:
1.
Time
●
●
3.
●
●
●
Creative-Thinking Strategies
●
●
●
use multiple senses to investigate
practice in different locations
use spaced repetition over time
speak, listen, write, and read the
information
●
ask the 5 W’s and H about the information
explore identity, form, function, context
reason deductively or inductively about it
create a flowchart or instructions
●
complete a planning sheet
create a list or outline
develop a blueprint
define problems
●
compare and contrast parts
place items in categories
outline the steps in a process
perform a root cause analysis
●
measure outcomes against goals
complete a rubric sheet
test performance
rate the options
●
select a structure
build a prototype
create a proof of concept
implement a new design
●
●
●
●
connect emotionally to the topic
share information with others
associate info with something known
use mnemonic devices
explain ideas
give examples
explain a process
put ideas in new terms
●
●
●
●
●
●
●
create metaphors
create similes
use analogies
use personification
organize ideas
set a goal
demonstrate a process
put ideas to work
●
●
●
●
●
●
●
brainstorm ideas
draw possible designs
freewrite about the topic
innovate solutions
The Job Aid puts problemsolving strategies at your
fingertips.
Analyze
●
4.
●
Apply
●
2.
recall information
list main points
repeat details
define key terms
Understand
How?
Tasks
Critical-Thinking Strategies
Remember
●
●
●
Finish:
●
Team
●
examine thoroughly
take something apart
compare and contrast
trace causes and effects
●
●
●
●
●
●
●
explore causes and effects
discover novel uses of something
use conceptual blending
perform a thought experiment
Evaluate
●
●
●
Tools
Equipment
●
●
Information
●
●
●
●
●
●
use SCAMPER to improve something
conduct a survey
perform a trait evaluation
assess pros and cons
invent something new
hypothesize an idea
combine and develop
design and build
●
●
●
●
Reason Deductively
Reason Inductively
GENERAL
specific
●
●
●
explore possibilities
grow opportunities
organize a group
innovate solutions
To order additional copies,
call 1-800-261-0637
or fax to 1-262-763-8023
www.upwritepress.com
© 2013 UpWrite Press
Resources
●
Create
●
●
Materials
judge the worth of something
point out pros and cons
rate different options
persuade others of value
Copyright UpWrite Press
specific
© 2012 Sebranek Inc.
GENERAL
© 2012 Sebranek Inc.
3
Activity 1:
Taking a Pre-Assessment
n
Answer each item below, providing the best response.
1.Which is true about problem solving?
a.
It is a process.
b.
It requires critical thinking.
c.
It requires creative thinking.
d.
all of these
2.Which level of thinking is the deepest?
a.
remembering
b.
creating
c.
understanding
d.
applying
3.Describe conceptual blending. 4. An effective prototype . . .
a.
is cheap and easy to make.
b.
facilitates design thinking.
c.
is easy to modify.
d.
all of these
5. A “building” approach to creating
solutions involves . . .
a.
allowing time for a plan to develop
and adapt.
b.
little planning.
c.
carrying out a careful plan.
6.How does a trait-evaluation chart work? 7.Which of these are problem solving?
a.
the engineering process
b.
the scientific method
c.
the writing process
d.
all of these
8.Which strategy works best for
discovering the causes of a problem?
a.
process thinking
b.
scientific method
c.
design thinking
d. all of these
9.Why do you control variables in the scientific method? © 2013 UpWrite Press
1
0. Which is true of consensus decision
making?
a.
It takes time and discussion.
b.
Group members feel involved.
c.
Some members may feel left out.
d.
Both a and b are true.
11. Which is true about group brainstorming?
a.
It works best with no rules.
b.
Criticism should be discouraged.
c.
Not all ideas are worth sharing.
d.
all of these
1
2. Name two ways to resolve a conflict. Copyright UpWrite Press
4
My Goal
To understand the problemsolving process
Understanding Problem
Solving
Problem solving is the process of identifying a problem and working
toward a solution. You solve problems every day, so developing and honing
your problem-solving skills will help you in work and in life.
How does problem solving work?
Problem solving is a combination of critical thinking and creative
thinking. When you think critically, you analyze a topic closely, breaking
it into parts and seeing how the parts fit together. When you think
creatively, you broaden your thinking, challenging old assumptions and
seeking new solutions. The diagram below shows how you move through
the stages of problem solving.
Critical Thinking
Creative Thinking
Defining the Problem
Problem solving starts by defining the
problem. First, answer the 5 W’s and H
about it, and then analyze its causes and
effects.
Brainstorming Solutions
Next you need to come up with
many ways to solve the problem.
Brainstorming is thinking rapidly and
without restraint, gathering possibilities.
Planning the Solution
After gathering possible solutions, you
need to decide which is the best for the
situation. Then you need to plan your
solution, considering your goals and the
tasks, tools, time, and team involved.
Applying the Solution
After planning, you need to dive into the
task of creating your solution. Be ready
for surprises and setbacks, and don’t get
sidetracked as you create your solution.
Evaluating the Solution
After the solution has been applied,
you need to evaluate it. You do so by
checking it against your plan and rating
the success of each part of the solution.
Think about ways to improve your
solution.
Making Improvements
After evaluating the solution, make
improvements. A basic set of activities
and questions will guide your work.
© 2013 UpWrite Press
Copyright UpWrite Press
5
Activity 2:
Solve Problems
n
Think about a problem you recently solved at work or a problem that still needs to
be solved. (If you can’t think of a problem, imagine that you are scheduled to make a
presentation with a coworker but the coworker is out sick.) Fill out the chart below,
explaining in each box the steps you took or could take to solve the problem.
Critical Thinking
Creative Thinking
Define the Problem
Brainstorm Solutions
Plan the Solution
Apply the Solution
Evaluate the Solution
© 2013 UpWrite Press
Make Improvements
Copyright UpWrite Press
6
My Goal
To understand and use
different levels of critical
thinking
Thinking Critically
Critical thinking is close, careful thinking. It delves deeply into a
topic, separating it into pieces and studying how those pieces fit together.
The cognitive abilities involved in critical thinking will help you make a
precise assessment of any problem.
What thinking abilities should I have?
“Critical
thinking is the
antidote to the
mechanicalthinking rut.”
Heather
Murphy Capps
Researcher Benjamin Bloom developed the following list of thinking
skills that progress to ever-deeper levels of thought. Following the
progression of thinking will strengthen your ability to identify and assess
the root of any problem. Here is a revised version of Bloom’s Taxonomy of
thinking.
Remember
●●
●●
●●
●●
recall information
list main points
repeat details
define key terms
Key Words
circle
define
identify
label
list
match
name
recall
cite
describe
explain
recount
report
review
reword
tell
change
demonstrate
do
illustrate
locate
model
organize
show
break down
classify
compare
connect
contrast
examine
map
show why
argue
assess
convince
critique
judge
persuade
rate
recommend
build
combine
compose
design
develop
imagine
invent
synthesize
Understand
●●
●●
●●
Mechanical Thinking
Much of our day-to-day
thinking is mechanical—the
prerecorded thoughts and
ideas that pop into our
heads without conscious
thought. To think critically,
we must break through
mechanical thinking and
consciously focus on an
idea.
●●
explain ideas
give examples
explain a process
put ideas in new terms
Apply
●●
●●
●●
●●
organize ideas
set a goal
demonstrate a process
put ideas to work
Analyze
●●
●●
●●
●●
examine thoroughly
take something apart
compare and contrast
trace causes and effects
Evaluate
●●
●●
●●
judge the worth of something
point out pros and cons
rate different options
persuade others of value
Create
●●
●●
●●
●●
invent something new
hypothesize an idea
combine and develop
design and build
DEEPER THINKING
●●
© 2013 UpWrite Press
Copyright UpWrite Press
7
Activity 3:
Think Critically
n
Answer the questions below.
1. What is the difference between critical thinking and mechanical thinking?
2. What level of thinking requires the deepest thought?
nIdentify which level of Bloom’s Taxonomy would work best for each scenario below.
Briefly explain your choice.
1.If you needed to examine all of the causes and effects of a new policy, you might use this
type of thinking.
2.If you needed to provide an example of a concept from work, you might use this type of
thinking.
3.If you needed to convince a colleague to try a new presentation tool, you might use this
type of thinking.
© 2013 UpWrite Press
4.If you needed to define for the public a technical term used in your office, you might use
this type of thinking.
Follow-up:
Copyright UpWrite Press
Take another look at Bloom’s Taxonomy. Why do you think it is necessary to remember a topic
before you can understand it? Understand it before you can apply it?
8
My Goal
To understand and analyze
the causes and effects of a
problem
Targeting Causes and Effects
Problem solving starts by defining the problem. To do so, you need to
take stock of the problem and analyze its causes and effects.
How can I understand the problem?
You can understand a problem by asking journalistic questions about
it. The 5 W’s and H will help you define the problem so that you can
analyze it and discover a solution.
The Problem
Who? The marketing department
What? Suffering from groupthink
Where? In their meeting room
When? For the last six months
Why? The team members shy away from debate and there is a
divide among members
How? The team is unwilling and unable to offer alternative
approaches to campaigns
How can I analyze the problem’s causes
and effects?
A cause-effect chart helps you closely analyze the problem, looking at
reasons it exists and the issue or issues that result from it. Knowing the
causes and effects of a problem will help you devise an effective solution.
Causes
Avoiding Groupthink
“Groupthink” happens
when a group of people
suppresses individual
contributions and insights
in the rush to consensus.
The concept of groupthink
was fully articulated by
Irvin Janis in 1972.
Desire for group
cohesiveness
Pressure to agree
Mechanical thinking
Problem
The marketing
department is
suffering from
groupthink.
Lack of trust between
new members and
authority figures
Effects
Self-censorship
among members
Lack of creative ideas
and alternative
solutions
Unsuccessful initiatives
Silent conformity to
the majority view
What do I do next?
© 2013 UpWrite Press
After exploring the causes and effects of the problem, you can begin
to think of ways to eliminate causes and effects.
●● Desire for cohesiveness: How else could we improve camaraderie?
●● Pressure to agree: How can we make it a priority to air objections
or doubts?
●● Mechanical thinking: Could we think more critically using
Bloom’s Taxonomy?
●● Lack of trust: How can we make assigning tasks neutral?
●● Self-censorship: How can we make all members feel more
comfortable offering their opinions?
Copyright UpWrite Press
9
Activity 4:
Target Causes and Effects
n
Think about an ongoing problem in your workplace. (If you can’t think of a problem,
imagine that your company’s customer service department is understaffed.) Define
the problem by answering the 5 W’s and H about it and creating a cause-effect chart.
The Problem
Who?
What?
Where?
When?
Why?
How?
© 2013 UpWrite Press
Causes
Problem
Effects
Follow-up:
The next time you face a problem at work, think about its causes. How could you eliminate the
causes? Then, think about the effects of the problem. How could you eliminate the effects?
Copyright UpWrite Press
10
My Goal
To understand the basics of
root cause analysis
Using Root Cause Analysis
Root cause analysis provides a rigorous approach to defining
problems.
How does root cause analysis work?
Root cause analysis is usually performed by a team that is
investigating a negative event that has occurred or could occur in the
future. The team systematically searches for multiple causes, asking
questions like the following:
What caused an event’s . . .
●● nature? (What exactly occurred?)
●● magnitude? (How large was the problem?)
●● location? (Where did it occur, and what surrounds this location?)
●● timing? (When did it occur, and what came before and after?)
This analysis leads to constructing a time line listing all of the things
that happened leading up to the event and all the things that should have
happened to prevent the event from occurring.
Causes of the Server Failure on June 23
Time
Mechanical Causes
Human Causes
What Should Have Happened
03:33
Lightning strike takes
down power to building.
Server backup power
takes over.
Technician checks
server, finds it running,
checks power source
and notes 5 hours of
backup.
No fault
04:26
Power returns to
building but server
remains on backup
power.
08:07
08:39
09:22
Power regulator should have
shifted back to regular power.
Technician checks
server, finds it running,
and reports system
normal.
Technician should have checked
the source of power.
Backup power runs out
and server shuts down.
© 2013 UpWrite Press
Technician manually
switches server to grid
power.
Copyright UpWrite Press
11
Activity 5:
Use Root Cause Analysis
n
Think of a serious problem that occurred in your workplace. (Consult the inside front
cover for ideas of common workplace problems.) Then use root cause analysis to
explore all the possible causes of the problem.
1.What was the nature of the problem, and what caused that nature?
2.What was the magnitude or extent of the problem, and what caused it?
3.Where did the problem occur, and what caused it to occur there?
4.When did the problem occur, and what caused it to happen then?
© 2013 UpWrite Press
5.Create a list of events, in order, that led up to the problem. What should have
happened instead?
Copyright UpWrite Press
12
Brainstorming Ideas
My Goal
To use brainstorming to
discover possible solutions
Brainstorming is a process of rapidly coming up with as many
possibilities and connections as you can. Brainstorming works best in
a group because of the many differing perspectives, but you can also
brainstorm on your own.
How does brainstorming work?
Brainstorming starts with a question or topic and leads to as many
answers or connections as possible. Write down every answer without
judging—even wild ideas. Judging ideas shuts off the creative flow. Record
your brainstorming by writing the question or topic at the top and listing
answers or connections below it:
How can we eliminate groupthink in the marketing department?
Add new members
Elect a new group leader
Eliminate members
Always ask “How else could we...”
and “How could we make this
better?”
Play devil’s advocate
Encourage input from every member
Form outside committee to assess
the situation
Bring in knowledge experts or
team-building consultant
Reassess our goals
Define our goals each meeting
Try a new meeting location
You can also record brainstorming on a map, or cluster. Write the
question in the center and circle it; then write answers all around it. A
mind map can encourage creativity.
Define
new roles
Play devil’s
advocate
Team-building
consultant
Elect a new leader
Eliminate members
Knowledge expert
Members
How can we
eliminate
groupthink?
Add new
members
Location change
Anonymous voting
Always consider
alternatives and
improvements
Reassess goals
© 2013 UpWrite Press
Ask all members
to speak
Meetings
Outside help
Copyright UpWrite Press
Define goals
13
Activity 6:
Brainstorm Solutions
© 2013 UpWrite Press
n
(If possible, work with a partner or group to complete this activity.) Think of a
problem in your workplace. It can be the same one you defined on page 5 or page 9
or a different one. (If you can’t think of a problem, imagine that there isn’t enough
parking.) Write a question that asks how you can solve the problem. Then create a list
or a mind map of possible solutions, writing down every idea, even wild ones.
Copyright UpWrite Press
14
My Goal
To learn how to blend
concepts together to come
to new understandings
Blending Concepts
Conceptual blending is the antithesis of mechanical thinking. It
is a creative-thinking technique that forces you to blend two unrelated
concepts together and work out the conflicts between them. The forced
connection can produce new ideas that you never would have made
through conventional thinking.
How does conceptual blending work?
Conceptual blending works by taking two dissimilar things, asking
how they work together, and analyzing their connections. You can use
conceptual blending to discover new solutions to problems.
How can our committee be more like a successful
sports team?
●●
●●
●●
Conceptual Blends
What are some other
questions that blend
concepts?
●● How could a workspace
become more like
clothing?
●● What would a portrait of
a payroll tax look like?
●● What features of a movie
director should a
supervisor have?
●● How can an employee
act more like a teacher?
●●
●●
●●
●●
Every member should understand his or her role.
There should be great leadership.
The group should have a defined goal.
The members should be dedicated to achieving that goal.
Members should maximize each other’s strengths and
minimize each other’s weaknesses.
The members should execute a game plan.
Each member should continue to learn and perfect her
or his craft.
What could a PowerPoint presentation learn from a
documentary film?
●●
●●
●●
●●
●●
●●
●●
●●
The subject needs to be relevant.
The opening needs to grab the audience’s attention.
There should be some arresting visuals.
The voices and language need to sound natural.
The transitions between scenes (slides) need to be seamless.
Additional perspectives about the topic make the presentation
balanced and informative.
One person shouldn’t be talking the whole time.
The ending needs to include a call to action.
What qualities should an office share with a well-run
restaurant?
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© 2013 UpWrite Press
The atmosphere should be inviting.
The customer service should be friendly and helpful.
The product and work flow should be efficient.
The seating should be conducive to communication.
Proper tools and updated technology should be available to do
the job right.
The outflow should serve the customers’ needs and interests.
Copyright UpWrite Press
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15
Activity 7:
© 2013 UpWrite Press
Blend Concepts
n
Choose something you know a lot about—a concept, an organization, an idea—and
then think of something entirely different. Construct a question creating a conceptual
blend. Finally, answer the question as creatively as you can.
n
Now think about a problem you are having at work. (If you can’t think of a problem,
imagine there is a lack of trust among employees). Then think of an unrelated idea.
Construct a question creating a conceptual blend. Then answer the question as
creatively as you can.
Follow-up:
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Did the activity above help you better understand your problem? How so? Did you discover a
new solution?
16
Activity 8:
Lesson Wrap-Up
n
Answer each question by writing a response. Note that your instructor may ask you
to share your writing with a partner.
1.How would you define problem solving? (See page 4.)
2.List at least one critical-thinking step and one creative-thinking step involved in problem
solving. (See page 4.)
3.What critical-thinking strategies can you use to define a problem? (See page 8.)
4.What is root cause analysis? (page 10)
5.What four aspects of a negative event do teams ask about to do a root cause analysis?
(page 10)
6.How is a timeline involved in root cause analysis? (page 10)
7.What is conceptual blending? (See page 14.)
8.How could conceptual blending help you solve a problem? (See page 14.)
© 2013 UpWrite Press
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17
Extra Practice
Understanding Problem Solving
n
Label the steps in the problem-solving process.
Critical Thinking
Creative Thinking
Defining the Problem
n
Think of a problem in your workplace. (If you can’t think of a problem, imagine that
office morale is low.) Define the problem by answering the 5W’s and H and creating a
cause-effect chart.
Who?
Causes
Problem
Effects
What?
Where?
When?
Why?
© 2013 UpWrite Press
How?
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18
Brainstorming Solutions
n
In the space below, brainstorm solutions to the problem you analyzed on page 17.
Use a list or mind map to brainstorm solutions. (See page 12.)
Blending Concepts
n
In the space below, write as many answers as you can for each of the
following questions
1.How could your workspace function like a kitchen?
2.How can your work be more like a sculpture?
© 2013 UpWrite Press
Copyright UpWrite Press
19
“Innovation
distinguishes
between a
leader and a
follower.”
—Bill Gates
Lesson 2
Innovating Solutions at Work
Think of all the innovations that you benefit from every day. How
about roads and bridges? Those innovations began thousands of years
ago, solving complex problems that people faced. And what about
automobiles—an innovation from about a hundred years ago, solving even
more problems?
Each of us would like to make the world a better place, and
innovating solutions allows us to do just that. Each problem we solve,
whether big or small, leaves the world that much better.
This chapter focuses on innovating solutions in the workplace, with
an eye toward producing practical results.
Lesson Preview
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© 2013 UpWrite Press
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Evaluating Possible Solutions
Planning Your Solution
Creating Prototypes
Presenting to Stakeholders
Creating Your Solution
Improving Your Solution
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20
My Goal
To gain a powerful tool for
evaluating options
Evaluating Possible Solutions
Once you have many possible solutions in mind, you’ll need to select
your best options and evaluate them. When you evaluate, you judge each
possible solution’s value or worth. Then you can choose the best solution.
How can I evaluate solutions?
You can create a trait-evaluation chart like the one below. In the
left-hand column, list the key traits of your solution. Then in each of the
other columns, list one of your options. Finally, rate each option for each
trait, using a scale like the one below the chart. (In this example, an office
manager uses trait evaluation to compare office-security products.)
Trait Evaluation
Traits:
A trait is any distinguishing
quality or characteristic of
something. For example,
one trait of a restaurant
could be its food. A
restaurant has many other
traits—cost, service, decor,
just to name a few. Each
one of those traits can be
used as measuring stick for
evaluating the quality of the
restaurant.
Secure-Entry Products
You will use a similar traitevaluation chart later on in
the problem-solving
process (see page 30).
Effective
Inexpensive
Easy to use
Easy to implement
Easy to maintain
Easy to upgrade
ID Card
Scanner
Fingerprint
Scanner
Retinal
Scanner
3
4
4
3
4
4
4
2
4
2
3
3
5
1
3
1
2
3
Not at All
Slightly
Somewhat
Mostly
Completely
12 3 45
How do I use this evaluation?
A trait evaluation allows you to compare options trait by trait or as a
whole. In the example above, if the most important trait to the new access
security system is that it be effective at preventing unauthorized access,
clearly the retinal scanner beats out the other options. However, if cost is
the major factor, the retinal scanner is the worst option. And if all traits
are relatively even in importance, you can add up the total score to see
which option provides the best value:
ID card scanner: 22
Fingerprint scanner: 18
Retinal scanner: 15
How does this evaluation help with buy-in?
© 2013 UpWrite Press
A trait evaluation helps you get buy-in from stakeholders in a number
of ways:
●● It can be completed by a whole group, getting buy-in from members.
●● It identifies and quantifies desired traits for stakeholders.
●● It allows a clear comparison based on numerous traits.
●● It establishes a reason for a choice as well as expectations
for the choice.
Copyright UpWrite Press
21
Activity 9:
Evaluate Solutions
n
Imagine that your department is considering three types of schedules. Complete the
following trait-evaluation chart, rating each option according to the listed traits. If you
would like to add more traits, do so on the empty lines below. Use the rating scale
from the previous page.
Traits:
Work Schedules
5 Days per
Week, 8 Hours
per Day
4 Days per
Week, 10 Hours
per Day
4 Days in Office
1 Telecommute
8 Hours per Day
Efficiency
Productivity
Flexibility
Accountability
Popularity
n
Review your trait evaluation and then answer the questions below.
1.What trait do you think is most important for your department’s schedule?
2.What trait is least important?
© 2013 UpWrite Press
3.From your evaluation, which option would work best for your schedule?
Follow-up:
Copyright UpWrite Press
Select some of the options you brainstormed on page 13, list traits of the solution, and evaluate
the options.
22
Planning Your Solution
My Goal
To learn strategies for
planning solutions
So, you’ve selected the solution that seems most promising, given your
situation. Now it’s time to plan how you will implement the solution.
Types of Planning
How can I plan my solution?
The first half of the
planning sheet deals with
strategic planning: setting
goals and objectives. The
second half deals with
tactical planning:
articulating how you can
reach those goals and
objectives.
You can plan a solution by filling out a planning sheet like the one
below. First, write down your goal, which identifies the problem and your
solution. Then answer the 5 W’s and H about your solution. Afterward,
consider the 4 T’s: tasks, time, team, and tools. When you finish your
plan, apply your solution.
Planning Sheet
Goal
Objectives
To fully update systems, Accounting will receive new computers and
software when the department switches to the new server.
Who? All accounting staff
What? Will receive and be trained on new hardware and software
during the switch to the new accounting server
Where? In their workspaces
When? Starting at the beginning of the next fiscal year
Why? Because the old hardware and software are out of date
How? The IT budget will cover the hardware and software
Tasks
Time
Start: Present idea to IT and president.
Sept. 12
1. Get okay to proceed.
Sept. 19
2. Order hardware and software through IT.
Sept. 20
3. Receive and install hardware/software.
Sept. 25
4. Train accounting staff on use of hardware/software.
Sept. 26
Finish: Complete the transition.
Oct. 1
Team
This plan involves the president, the IT staff, and all members of
accounting.
Tools
Equipment New computers
© 2013 UpWrite Press
Materials New software
Copyright UpWrite Press
Information Training materials
Resources Online tutorials and software manuals
23
Activity 10:
Plan the Solution
n
Choose a solution from page 13 and plan it using the sheet below.
Goal
Objectives
Who?
What?
Where?
When?
Why?
How?
Tasks
Time
Start:
1.
2.
3.
4.
Finish:
Team
Tools
Equipment
© 2013 UpWrite Press
Materials
Information
Copyright UpWrite Press
Resources
24
My Goal
To understand the process
of creating a prototype
Creating Prototypes
Some solutions are big. They require a lot of time, labor, and feedback
from stakeholders. For such solutions, it’s critical that you “fail early
and often”—when failure is cheap. Creating a prototype allows you to
experiment with your solution while it is still quick and cheap.
What is a prototype?
A prototype is an early version of your solution that you can test out
in a real-world setting. An effective prototype . . .
is quick and cheap to make,
tests key features of your solution,
prompts analysis of components,
spurs thinking about alternatives,
facilitates design thinking,
allows feedback from designers and stakeholders,
gets buy-in from designers and stakeholders,
is easy to modify, throw out, or start over,
is a concrete form of thinking that allows deeper thinking, and
helps problem solvers answer key questions before moving to
more complex, complete, and costly forms of the solution.
Why create a prototype?
Different prototypes have different purposes. Some prototypes
are primarily experiments to see what will work. Others are meant to
communicate an idea to other creators. Often, prototypes are meant to get
buy-in from key stakeholders, a process you’ll explore on pages 28-29. The
most powerful prototypes, of course, perform multiple roles.
What forms can prototypes take?
© 2013 UpWrite Press
The forms of prototypes are dictated by the final product. Plan to
prototype each part of a solution that you are uncertain about:
●● Process prototypes: proposal, instructions, new procedure, new
work flow
●● Product prototypes: Proposal, concept sketches, rapid prototype,
proof of concept, scale model, working prototype
●● Building prototypes: Proposal, artist’s rendering, elevations, floor
plans, scale model, technical rendering
●● Software prototypes: Proposal, flowchart, wire frame, horizontal
prototype, vertical prototype, initial build, beta
●● Writing-project prototypes: Proposal, table of contents, outline,
sample chapters, design prototype, sampler, first draft
Copyright UpWrite Press
25
Activity 11:
Consider Prototypes
n
Respond to the prompts below to think about prototypes that you create or could
create in your workplace.
1.Under each category, list problems in your workplace.
Workload Problems
Inefficiencies
Morale Issues
2.Choose one problem to focus on and brainstorm a list of possible solutions to it. If you
can’t think of a problem, imagine that the orientation procedure for new employees in
your department is cumbersome and inefficient.
3.Choose one possible solution and indicate what prototypes you could create for it.
© 2013 UpWrite Press
4.Consider the prototype you have chosen. What would its main purpose be—to experiment
with possibilities, to communicate ideas to others, or to get buy-in from stakeholders?
Copyright UpWrite Press
26
My Goal
To learn strategies for
getting stakeholder buy-in
Presenting to Stakeholders
You began this course by interviewing stakeholders. Throughout the
process, and especially at the end, you need to get stakeholder buy-in.
How can I get stakeholder buy-in?
Use the revision stages of your document as opportunities to
communicate with and get approval from stakeholders. Remember that
stakeholders are often busy and do not know the document as intimately
as you do. Help them quickly understand what you are presenting and
provide feedback and approval. Follow these tips:
●●
“Our goal is to provide a clear set of instructions that can be
followed even by those who are unfamiliar with the process.
That’s why this document starts with a glossary of the technical
terms used in the process. . . .”
Stakeholder Selection
Often, the stakeholders for
a given project are defined
by the stakeholders
themselves. If you have any
influence over the decision,
try to limit the number of
stakeholders to a focused
group. Having to please 50
different masters is not a
very workable situation.
Remind stakeholders of the goal of the writing assignment.
●●
Indicate what stage the writing is currently in.
“This draft has been reviewed and approved by subject matter
experts, so we know it is accurate. At this stage, we’re looking for
suggestions about usability and overall design. . . .”
●●
Indicate just what feedback you want and do not want for a
given stage of the revision.
“Specifically, I’d like you to review the checklists, which will be
used to ensure that each step of the process has been followed
correctly. Please add any checklist items that you feel may be
missing and delete items that may not be needed. . . .”
●●
Record the feedback, thinking about what is working and what
could work better. Also consider other improvements that you could
make based on the feedback.
“So, it sounds like you would like to combine these two checklists
into one to streamline the approval process. Whom should we
include for review of the work at this stage? . . .”
●●
Choose your battles, keeping your eyes on the goal. As long
as you and the stakeholders share a common goal, you can agree to
adopt changes that serve that goal and reject changes that do not.
© 2013 UpWrite Press
“These changes will help us accomplish the goal of providing
a clear set of instructions that everyone can follow. Once
the changes are made, I will present the final copy for your
approval. . . .”
Copyright UpWrite Press
27
Activity 44:
Get Buy-In
n
Think about a technical writing assignment you have recently completed or one that
you can imagine being assigned in the future. Then respond to each of the following
prompts.
1.List the people you would want to have as stakeholders in reviewing the document.
What interest does each person represent?
2.For each stakeholder, write down what the person would most want to see from
the document.
3.Imagine that you are presenting the document to the group of stakeholders you listed
above. Write out how you would remind the stakeholders of the overall goal.
4.Imagine that the document is a first draft with revisions based on the feedback of subject
matter experts. Write how you would indicate this stage to stakeholders.
© 2013 UpWrite Press
5.Write how you would indicate just what feedback you want and do not want for this
specific version of the document.
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28
My Goal
To understand three basic
approaches to creating
solutions and recognize
when each approach works
best
Creating Your Solution
Creating your solution is a matter of working with your plan, your
prototypes, and the feedback you have received in order to actualize your
solution. Different types of solutions require different approaches.
What are three approaches to creating?
There are three basic approaches to creating something: building,
growing, and exploring. The best approach depends on the situation and
the person who is doing the work. At times you’ll use all three approaches.
Ways to
Create
Description
Best Use
Caveat
Example
Building
When you build
something, you
start with critical
thinking. You set
precise goals, make
careful plans, gather
the materials you
need, and work
steadily at creating.
This approach
works best when
materials are
expensive, schedules
are tight, and
results are well
defined.
When building
something, don’t
be ruled solely
by your plans.
Be ready to take
opportunities that
arise.
A social worker
logs a summary
report after a client
consultation. The
report has clearly
defined parts and
requires timely
completion.
Growing
When you grow
something, you use
critical thinking
and creative
thinking hand in
hand. You have
a plan, but you
also watch things
develop and adapt
as you go.
This approach
works best when
factors aren’t
completely within
your control and
some unknowns
exist.
When growing
something, you
need to constantly
tend to your
project and react as
it changes.
A social worker
sets out to establish
trust with a new
client. The worker
has a plan but must
react to the client’s
uncertain state of
mind.
Exploring
When you explore
something, you lead
with your creative
thinking. You set
off with a minimal
plan and the desire
to discover, react,
and improvise.
This approach
works well when
the results are
unknown, time
is abundant, and
materials are cheap.
When exploring,
you must
dynamically
adapt to an everchanging situation.
Be ready for waste
and trimming.
A social worker
creates new trustbuilding activities
and then tests them
out on a co-worker.
How should I use the ways to create?
© 2013 UpWrite Press
Decide on building, growing, or exploring as the situation dictates.
For more complex solutions, you’ll do all three. For example, if you are
tasked with writing a new policy for new employees who will do the same
job that you do, you might first write procedures for individual tasks
you perform (exploring), then arrange the procedures in a logical order
(building), and then add whatever you need to fill in the gaps (growing).
Copyright UpWrite Press
29
Activity 13:
Create Solutions
nThink of a project you have recently worked on or contributed to at work. Answer the
questions below about it.
1.Which approach(es) to creating did you use to complete the project?
2.Is there a different approach you would have preferred to use but didn’t? Why or why not?
3.Which approach to creating do you prefer? Why?
n
Choose a solution to a problem you have explored at some point in this class.
1.Identify one solution to your problem.
© 2013 UpWrite Press
2.What approach to creating would work best to complete it—building, growing, or
exploring? Briefly explain your choice.
Follow-up:
Copyright UpWrite Press
Think of a solution that you will need to create on the job in the next few weeks. Will you build it,
grow it, or explore it? Why?
30
My Goal
To learn techniques for
improving a solution
Improving Your Solution
You can improve just about any solution by evaluating it according to
your goal and objectives.
How do I evaluate against my goal?
Go back to your planning sheet, where you wrote a goal and
objectives. Write them in the first column of a trait-evaluation sheet. Label
the second column of the sheet with the word “Evaluation,” and label
the third column with “Improvements.” Then fill in each column. The
example below is based on the goal and objectives from the planning sheet
on page 22.
Evaluation
Improvements
To fully update systems,
Accounting will receive new
computers and software
when the department
switches to the new server.
The new computers and
software arrived with the
new server.
Though some Accounting
staff members have
taken easily to the shift,
others need training.
Who?
All staff are now
switched over, though
three of the accountants
are struggling with the
new systems.
We could have two of the
proficient accountants
train those who are
struggling.
Training has lagged
the implementation of
hardware and software.
We should generate
training scenarios to
cover all aspects of the
new systems.
Hardware and software
are in place.
N.A.
The implementation
happened on time.
N.A.
Though we have installed
the new software,
updates are now
available.
We should have someone
run updates on each
machine.
The budget covered
hardware and software
but not training.
We’ll have our own staff
perform the training.
All Accounting staff
What?
Will receive and be trained
on new hardware and
software during the switch
to the new accounting
server
Where?
In their workspaces
When?
Starting at the beginning
of the next fiscal year
Why?
Because the old hardware
and software is out of date
How?
The IT budget will cover the
hardware and software
© 2013 UpWrite Press
Goal
Copyright UpWrite Press
31
Activity 14:
Apply Ideas
n
Pick up the goal and objectives that you wrote on your planning sheet on page 23
and write them into the first column of the evaluation sheet below. Then imagine
that you had completed the solution you planned. Use your imagination to fill in the
second and third columns with evaluation and improvements for the solution. (As an
alternative, you can write a goal and objectives for an actual solution and evaluate it.)
Goal
Evaluation
Improvements
Who?
What?
Where?
When?
Why?
© 2013 UpWrite Press
How?
Copyright UpWrite Press
32
Activity 15:
Lesson Wrap-Up
n
Answer each question by writing a sentence or two. Note that your instructor may
ask you to share your writing with a partner.
1. How can you evaluate a number of possible solutions? (See page 20.)
2. When you are planning, you can create objectives by asking what questions about your
goal? (See page 22.)
3. What are the four T’s that you should consider when making a plan? (See page 22.)
4. What are three jobs that prototypes perform? (See page 24.)
5. What are three different approaches to creating a solution? (See page 28.)
6. How can you discover improvements to make to your solution? (See page 30.)
© 2013 UpWrite Press
Copyright UpWrite Press
33
Extra Practice
Evaluating Possible Solutions
n
Imagine that your department must increase efficiency. The three options are as
follows: to create an efficiency incentive plan, to penalize less-productive workers,
or to reduce staff and increase duties. Complete the following trait-evaluation chart,
rating each option according to the listed traits.
Create an Efficiency
Incentive Plan
Traits
Penalize LessProductive Workers
Reduce Staff and
Increase Duties
Increases
efficiency
Maintains quality
of work
Maintains quantity
of work
Maintains worker
morale
Desired by clients
Not at All
Slightly
Somewhat
Mostly
Completely
12 3 45
Planning the Solution
n
Choose a solution from above and create a goal and objectives for it.
Goal
Objectives
Who?
What?
Where?
When?
Why?
© 2013 UpWrite Press
How?
Follow-up:
Copyright UpWrite Press
On your own paper, list the tasks you would need to accomplish, the time you would need to
accomplish each task, the team available to you, and the tools you can use.
34
Creating a Prototype
n
Respond to the prompts below to think about prototypes that you create or could
create in your workplace.
1.Under each category, list problems in your workplace.
Workload Problems
Inefficiencies
Morale Issues
2.Choose one problem to focus on, and brainstorm a list of possible solutions to it.
3.Choose one possible solution and indicate what prototypes you could create for the
solution.
Presenting to Stakeholders
n
Think about the prototype idea you generated above. Then respond to the following
prompts.
1.List the people you would want to have as stakeholders in reviewing your prototype. What
interest does each person represent?
2.For each stakeholder, write down what the person would most want to see from the
prototype.
Follow-up:
© 2013 UpWrite Press
On your own paper, create a three-column chart. In the first column, write a goal and objectives
for the solution you have created. In the second column, write evaluations of the goal and
objectives. In the third column, write possible improvements.
Copyright UpWrite Press
35
“No problem
can withstand
the assault of
sustained
thinking.”
—Voltaire
U.S. Navy photo by Gary Nichols, via Wikimedia Commons
Lesson 3
Using Advanced Strategies
You have explored the process of problem solving—defining a
problem; analyzing causes and effects; brainstorming solutions; evaluating
solutions; planning a solution; and creating, improving, and implementing
a solution. This general set of steps works for any problem, but different
fields have developed their own versions of this problem-solving process.
Suppose you need to read and understand a massive job handbook.
The reading process can solve that problem. Suppose you have to compile
and submit a huge report. The writing process can solve that problem.
What if you have to create a procedure? Try process thinking. What if you
have to design something new? Try design thinking. And if you have to
discover the causes of a problem, use the scientific method. This lesson
helps you glean techniques from each of these approaches to problem
solving and use what you learn in your own workplace.
Lesson Preview
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© 2013 UpWrite Press
●●
●●
Using the Reading Process
Using the Writing Process
Using Process Thinking
Using Design Thinking
Using the Scientific Method
Controlling Variables
Testing Concepts
Copyright UpWrite Press
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36
My Goal
To use the reading process
to gather information
Using the Reading Process
Imagine that you need to get a thorough grasp of a gigantic document.
That’s a problem. The reading process can help you solve the problem.
What is the reading process?
The reading process is a set of steps that will help you quickly
comprehend and thoroughly understand a text. The process can be
summed up with the acronym SQ3R.
SQ3R
1.Survey the material to get a sense of what you are about to read.
●●
SQ3R
Survey—Preview the
material.
Question—Ask about the
communication situation.
Read—Annotate as you
read.
Recite—Speak important
ideas aloud.
Review—Look over the
material and annotations
again.
●●
●●
●●
Read all headings and note their arrangement.
Look at each graphic (photo, table, illustration, graph) to get a sense
of what’s coming.
Skim each caption to better understand the graphics.
Figure out how much material there is and how much time you have
to get through it.
2.Question the communication situation. Whatever you read is
a message with a source, a medium, a context, and an intended
audience:
●● Source: Who wrote this?
●● Message: What’s the main point? Why did the person write it?
What does the person want the reader to do with the information?
●● Medium: How is this message presented? How was it originally
presented? In what way does the medium enhance or detract from
the message?
●● Audience: Who is supposed to read this? Are you part of the
intended audience?
●● Context: When was this written? What was going on then? Where
was this written? How does this fit in with other things that the
source created? How does this fit in now?
3.Read the text through, focusing on each part but moving at a
reasonable pace. Reread parts that are difficult or confusing. Underline
important material, write notes in the margins, and write down new
terms and questions you might have.
4.Recite the key points aloud when you finish reading. Flip through
the reading and, on each page, summarize the information aloud in a
sentence or two. Give an overall summary at the end of the material.
5.Review the material regularly, noting what you underlined, rereading
your notes in the margins, and reciting main points aloud. By
returning to the material, you signal your brain that this information
needs to be stored in long-term memory rather than short-term
memory.
© 2013 UpWrite Press
Copyright UpWrite Press
37
Activity 16:
Use the Reading Process
n
Use SQ3R to read and understand the following article: Survey, question, read, recite,
and review.
Force Field Analysis
By Jeffery Jones
Force field analysis provides an in-depth way to
consider the forces for and against a certain change. First
proposed in the 1940s by Kurt Lewin, this technique
begins with a familiar pro-con approach—listing forces
in favor of a certain change on one side of a chart and
forces opposed on another side. Figure A shows this sort
of approach.
Shifting to Open-Source Software
Pro
Cheap
Universal
Popular
Con
Glitchy
Less prestige
Figure A: Pro-con chart
Shifting to Open-Source Software
Pro
Con
Force field analysis goes a step further by rating
Cheap (3)
Glitchy (2)
the magnitude of each force, for example, on a scale of
Universal (4)
Less prestige (2)
1 (weak) to 5 (strong). By applying a score, force field
Popular (2)
analysis allows the user to quantify the forces for and
Total: 9
Total: 4
against a change, seeing which side is stronger and
Figure B: Force field analysis
whether the difference comes from a collection
ProCon
of weak forces, one very strong force, or a
combination. Figure B shows a force field analysis Cheap (3)
using numbers.
Glitchy (2)
The analysis becomes more visual if arrows
of differing sizes demonstrate the relative
strengths of each force. Figure C shows the same
analysis that appears above, but represented
graphically.
Universal (4)
Shifting
to OpenSource
Software
Less prestige (2)
Popular (2)
Figure C: Force field analysis with arrows.
Uses of Force Field Analysis
© 2013 UpWrite Press
This thinking technique helps individuals and groups analyze
the forces for and against a given change and decide whether to
implement the change. The analysis also helps users harness the
forces on one side while minimizing those on the other side. Finally,
force field analysis can help communicate the reasons behind a
specific change.
Kurt Lewin was a German
psychologist who worked in the
first half of the 20th Century.
He is considered the founder of
social psychology, pioneering
the study of group dynamics.
Follow-up:
Think of a change that is proposed for your workplace. (If
you can’t think of anything, imagine that computers need to
be replaced.) Write a force field analysis of this change and
determine whether it is likely or not.
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38
My Goal
To use the writing process
to create written solutions
Traits of Writing
The seven traits of writing
provide a framework for
effective writing.
●● Ideas (develop and
support a main point)
●● Organization (arrange
ideas in the best order)
●● Voice (use an effective
tone of voice)
●● Words (choose the best
words for your audience)
●● Sentences (use smoothreading sentences)
●● Correctness (follow the
rules for language use)
●● Design (present in an
easy-to-read document)
Using the Writing Process
Imagine that you have been assigned to write a 50-page annual report
that will be presented to the head of your organization. That’s a problem.
The writing process offers a solution. Instead of trying to write the report
all at once, you break the process into four manageable steps:
1.
Prewriting
3.
Revising
2.
Drafting
4.
Refining
What is prewriting?
Prewriting is the process of analyzing the situation, finding your
focus, gathering details, and organizing ideas. During prewriting, you
should
●● identify your purpose.
●● perform research.
●● consider your readers.
●● develop a list or an outline.
●● think about the context.
●● choose a document format.
What is drafting?
Drafting is the act of writing your message. During drafting, you should
●● flesh out your outline.
●● create a middle that provides
●● write an opening that focuses
important details.
●
●
the document.
draft a closing that indicates
action or follow-up.
What is revising?
Problem Solving
It’s no accident that you
have done a lot of writing
in this course. That’s
because writing is thinking
on paper—a key tool for
problem solving.
Revising is the process of fixing weaknesses in content. During
revising, you should
●● add, cut, and clarify content.
●● test your ideas, organization,
and voice.
What is refining?
Refining is fine-tuning the document before sending it. During
refining, you should
●● check word choice for clarity
●● proofread for correct
and conciseness.
spelling, grammar,
●● edit your sentences for
punctuation, and mechanics.
●
●
smoothness.
finalize the document’s
design.
© 2013 UpWrite Press
Copyright UpWrite Press
39
Activity 17:
Use the Writing Process
n
Think of something that you might be asked to write in your workplace. (As an
alternative, imagine that you must write an annual report for your department, one
that will be submitted to your superior and to the head of the organization.) Write a
sentence or two in response to each prompt below.
Prewrite
1.Identify your purpose, your readers, and the context of the writing.
2.What research would you need to do before you start writing?
3.Would you organize using a list or an outline? Why?
Draft
4.Time permitting, create a first draft of the writing.
Revise and Refine
© 2013 UpWrite Press
5.Circle the traits of writing that you would focus on during revising. Underline the traits of
writing that you would focus on during refining.
a.
Ideas
b.
Organization
c.
Voice
d.
Words
e.
Sentences
f.
Correctness
g.
Design
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40
My Goal
To use process thinking to
create procedures
Using Process Thinking
Imagine that you need to come up with a new procedure—
instructions for how a certain task is to be accomplished. Process thinking
can help you devise a solution.
What is process thinking?
Problem Solving
Process thinking can help
you identify missing or outof-order steps in any
process or procedure.
Process thinking requires you to analyze each step in a process and
connect all of the steps in a chronological or cyclical flow. A recipe is one
example of process thinking. Instructions for assembling a machine or for
installing new software are other kinds of process thinking.
Another example of process thinking is a standard operating
procedure (SOP). The purpose of a SOP is to provide an organization or
unit with common instructions for performing a task or procedure. Much
of the U.S. Army’s daily regiment is driven by a series SOPs, focusing on
topics from room cleanliness to chain of command. As you can imagine,
clear process thinking is of the utmost importance in a military setting.
How can I create effective instructions?
You can write clear instructions for any process by following these tips:
1.
Introduce the process that you will describe.
2.
List any materials or tools that the person will need.
3.
Create a numbered list of steps in chronological order.
4.
Use command verbs to start each step, telling what to do.
5.
Choose precise language to ensure understanding.
6.
Note any cautions or WARNINGS in the process.
7.
Use conditionals (if . . . then) to indicate decision points.
8.
Provide and label visuals (see below) to aid understanding.
What visual elements can I use to clarify
a process?
Using a Flowchart
A flowchart offers a visual
representation of a process
using words, arrows, and
symbols. The flowchart at
the bottom of the page
represents the process for
designing an advertisement.
You can use a number of visual elements to clarify a process.
●● Photos show what something should look like or how something is
done.
●● Diagrams provide a detailed look at something, including its parts.
●● Color can signify importance. For example, you may use a red font
to signal a warning or caution.
●● Arrows can be used to trace the flow of a process.
●● Symbols can be used to indicate a warning or special consideration.
Yes
Marketing
Approval
Initial
Design
Director
Approval
Ad
Production
© 2013 UpWrite Press
Initial Ad
Concept
Yes
Copyright UpWrite Press
No
No
41
Activity 18:
Use Process Thinking
© 2013 UpWrite Press
n
Think of a process that you know how to do well (such as the process you follow
when you arrange for job-related travel). Write a set of instructions that would allow
someone else to follow the same process. Use the tips on the facing page.
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42
My Goal
To use principals of design
thinking to solve problems
Using Design Thinking
Imagine that you need to design a new product or service for your
department. You can tackle this problem by using design thinking.
What is design thinking?
Design thinking is a version of the problem-solving process that
focuses on experimentation, exploration, and innovation. It features
prototyping, which lets the designer fail “early and often” in order to learn
from mistakes. Design thinking is the process pioneered by inventors from
Thomas Edison to Steve Jobs, focusing on the end user’s experience.
What are the stages of design thinking?
Design thinking involves the following stages:
1.
Define the issue you want to address, the people who are involved,
Design Thinking
Define—Analyze the
problem.
Research—Gather
information about the
situation.
Brainstorm—Think of
many possible solutions.
Prototype—Create
concrete versions of ideas.
Rework—Improve
prototypes by making
changes due to feedback.
Implement—Apply the
solution.
and what the success criteria will be for a solution.
2.
Research the issue, focusing on its history, current obstacles,
previous solutions, the ideas of stakeholders, and the needs of the
end users.
3.
Brainstorm possible solutions, generating an excess of ideas,
exploring even impossible or ridiculous notions, and turning the
issue around and thinking of it from multiple perspectives.
4.
Prototype ideas by creating inexpensive, small-scale, rapid
experiments to find out what will work and what will not. (See
page 24.) Create multiple versions and decide when a given
prototype is ready to share with stakeholders and end users. Get
feedback and buy-in. (See page 26.)
5.
Rework the prototype, responding to feedback and exploring new
options. Revisit the goal and objectives of the project and make
adjustments that move the prototype toward an actual version.
6.
Implement the solution, putting it into place in a real-life
situation. Monitor its performance, checking constantly against the
goal and objectives for the project. Make ongoing improvements,
and document your work.
How do businesses use design thinking?
Everything that has a design—from computer keyboards to shoes to
cars to this very manual that you are using—has resulted from design
thinking. It is the way that the business world creates innovation.
© 2013 UpWrite Press
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43
Activity 19:
Use Design Thinking
n
By yourself or in a group, use the stages of design thinking to solve the problem
outlined below. The first two steps in the process have been done for you.
1.Define the problem.
There is a lack of communication between employees and management. A successful
solution will improve the communication flow between the two groups.
2. Research the issue.
Employees feel intimidated by management and are hesitant to offer ideas or bring
attention to problems or inefficiencies in the workplace. They fear that speaking out on
certain issues will endanger their job security. Management is frustrated because the
division’s productivity is down. However, they are open to change. The top-down approach
to communication has widened the employee-management divide.
3.Brainstorm possible solutions. Spend 3-5 minutes brainstorming solutions to
the problem. Then settle on one solution that could be tested. Why did you choose
this solution?
4. Prototype the solution. How could you prototype the idea for your solution? For help, go
to page 24.
5. Rework the prototype. Imagine that one part of the solution needs refining. What could
you add, remove, rearrange, or redo to improve the solution?
© 2013 UpWrite Press
6. Implement the solution. Briefly explain how you would implement the solution.
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44
My Goal
To use scientific principles
to solve problems
Using the Scientific Method
Imagine that you are assigned to find out why a specific system is
failing or why a given product doesn’t work. Whenever you are faced with
discovering the causes of a problem, you can use the scientific method.
What is the scientific method?
The scientific method is a form of problem solving that focuses on
causes and effects within a specific situation. You can use the scientific
method to troubleshoot issues and, by process of elimination, discover the
true causes. Follow these steps:
1.
Identify a problem. Make sure that you fully understand the
Scientific Method
Identify a problem.
List variables.
Create a hypothesis.
Control variables.
Observe outcomes.
Draw conclusions.
problem, all of the components, the people involved, and what the
desired resolution is.
2.
List variables. Think of all of the possible causes of the problem.
Write them down.
3.
Create a hypothesis that predicts the outcome when you test the
situation by manipulating variables.
4.
Control all variables but one. Create a situation in which all of
the possible causes are ruled out except the one you are testing.
5.
Observe outcomes and record data. Does changing the one
factor change the outcome? If not, what other factor or set of
factors is most likely to be the true cause?
6.
Conclude whether the experiment supported the hypothesis. If so,
you have your solution. If not, you can create a new hypothesis,
selecting a new variable to test.
How can I identify a problem and list
variables?
Usually, problems identify themselves: Something fails. It might be a
product, service, plan, machine, or even relationship.
Problem
Every Thursday afternoon, Internet access runs slowly.
After you’ve identified the problem, you should list the possible causes
for the problem.
Possible Causes
●●
●●
●●
●●
© 2013 UpWrite Press
●●
Are there more users on the broadband?
Is the problem with our service?
Are other businesses on the block taxing the system?
Is there a program that runs in the background
on Thursdays?
Do the network computers have a virus?
Copyright UpWrite Press
Once you have listed variables, you can check each variable to see if it
is the cause. Pages 46-47 will show you how.
45
Activity 20:
Use the Scientific Method
n
Think about how you could use the scientific method to solve problems at your
workplace. Respond to each prompt below.
1.Under each category, list problems in your workplace.
Workload
Schedule
Budgets
2.Choose one of the problems above and list possible causes.
Problem
Possible Causes
3.Which of the possible causes seems most likely, and why?
4.Choose another problem and list possible causes.
Problem
Possible Causes
© 2013 UpWrite Press
5.Which of the possible causes seems most, likely and why?
Follow-up:
Copyright UpWrite Press
Consider whether you’d like to solve one of these problems when you return to work. If so,
continue to work with it over the next few activities.
46
My Goal
To choose one potential
cause to test, to control
the other causes, and to
create a hypothesis
Controlling Variables
After you have identified the possible causes of the problem, you
need to choose one possible cause that you want to test for and create a
hypothesis about it.
How can I create a hypothesis?
Start by identifying the cause that you want to test for.
Problem
Every Thursday afternoon, Internet access runs slowly.
Hypothesis
A hypothesis is a prediction
that connects a given
cause to a given effect.
Variables
A variable is a possible
cause of the problem, a
cause that you need to
either test or control.
Possible Cause
Is there a program that runs in the background on Thursdays?
Then you create a prediction that connects the possible cause to the
problem. This is your hypothesis. State your hypothesis as a fact (to be
tested).
Hypothesis
One or more programs running in the background are causing
the Internet slowdown every Thursday afternoon.
Next, you will need to figure out how to control the other possible
causes (variables) so that you can test your hypothesis.
How can I control variables?
Start by identifying the variables that you want to control:
Variables to Control
1.Are there more users on the broadband?
2.
Is the problem with our service?
3.
Are other businesses on the block taxing the system?
4.
Do the network computers have a virus?
Then figure out how to rule out or control all of these variables:
Controlling Variables
1.I need to test the system with an average number of
users running typical programs.
2.I need to call our Internet service provider to make sure
there isn’t a general slowdown in service.
3.I need to ask our Internet service provider about use rates
in our neighborhood.
4.I need to run virus scans on all computers before testing.
© 2013 UpWrite Press
Copyright UpWrite Press
47
Activity 21:
Control Variables
n
Follow the steps below to develop a hypothesis for one of the problems you
identified on page 45.
1.Choose one of the problems you identified on page 45 and write it below.
2.List the possible causes for the problem.
3.Choose one possible cause that you would like to test for, and write it below.
4.Create a hypothesis written as a statement that predicts how the selected cause creates the
selected problem.
© 2013 UpWrite Press
5.Write how you will control each of the other causes listed in item 2.
Follow-up:
Copyright UpWrite Press
If you are dealing with a real problem at your work and have come up with a workable way to test
its causes, consider doing so when you return to work.
48
My Goal
To use the scientific
method to test different
variables
Testing Concepts
So, you’ve identified a problem, listed possible causes, selected one
to test, created a hypothesis about it, and thought of ways to control the
other variables (possible causes) in the situation. You have all the pieces of
experimental design in place.
How can I design an experiment?
List your problem and hypothesis. Then outline the method you will
use to test the hypothesis:
Problem Solving
The scientific method is
just one specific form of
the problem-solving
process. The design
process is another form,
as is the writing
process. All use problem
solving to tackle a
complex issue and come
up with a viable
solution.
Problem
Every Thursday afternoon, Internet access runs slowly.
Hypothesis
One or more programs running in the background are causing the
Internet slowdown every Thursday afternoon.
Method
I will measure the average times for the following actions on Monday,
Tuesday, Wednesday, and Thursday afternoons:
●● Home-page launch time
●● Page-refresh time
●● PDF-download time
●● FTP-upload time
After recording these baselines, I will ask the IT department to suspend
any programs running in the background and test the rates again. If
background programs are causing the slowdown, the rates when they
are shut down should match the average rates on afternoons other
than Thursday.
Controlled Variables
I will make sure all computers are virus free, that the number of users
is consistent each day at the time of measurement, that the types
of Internet usage are analogous, and that no problems exist with the
Internet service provider or the neighborhood network.
How should I record data?
Make measurements according to your experimental design and
write them down. If you have many measurements, record them in a
spreadsheet so that you can easily search them for patterns. If possible,
output different columns and rows of your spreadsheet as graphics (bar
graphs, line graphs, pie graphs, and so on) to help you recognize patterns.
How can I draw conclusions?
© 2013 UpWrite Press
First, check to see whether your prediction matched the outcome
of the experiment. If it did, your hypothesis has been supported. If
not, consider whether the hypothesis should be rejected. Whatever the
outcome, think about whether any flaws in experiment design skewed the
results in either direction.
Copyright UpWrite Press
49
Activity 22:
Test Concepts
n
Respond to the prompts below to design an experiment to test your hypothesis from
page 47.
1.Write the problem you identified on page 47.
2.Write the hypothesis you identified on page 47.
3.Write the method that you will use to go about testing the hypothesis.
© 2013 UpWrite Press
4.Write the ways that you will control other variables.
Follow-up:
Copyright UpWrite Press
Consider conducting this experiment in your workplace. Make sure to carefully measure and
record outcomes, reflecting on them to draw conclusions.
50
Activity 23:
Lesson Wrap-Up
n
Answer each of the following questions.
1.What does the acronym SQ3R stand for? (See page 36.)
2.What are the steps in the writing process? (See page 38.)
3.What are two different ways you can describe a process? (See page 40.)
4.What is the focus of design thinking? (See page 42.)
5.What does the scientific method help you discover? (See page 44.)
6.After you identify a problem, what should you do next to use the scientific method in
solving the problem? (See page 44.)
7.Describe what a hypothesis is. (See page 46.)
8.How can you control variables? (See page 46.)
© 2013 UpWrite Press
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51
Extra Practice
Using the Reading Process
n
Use the first two steps of the reading process to preview the next lesson
(pages 55-65).
1. Survey the material to get a sense of what you are about to read.
●● Read all headings and note their arrangement.
●● Look at each graphic (photo, table, illustration, graph) to get a sense of what’s coming.
●● Skim each caption to better understand the graphics.
●● Figure out how much material there is and how much time you have.
2. Question the communication situation.
●● Source: Who wrote this?
●● Message: What’s the main point? Why did the person write it? What does the person
want the reader to do with the information?
●● Medium: How is this message presented? How was it originally presented? In what way
does the medium enhance or detract from the message?
●● Audience: Who is supposed to read this? Are you part of the intended audience?
●● Context: When was this written? What was going on then? Where was this written?
How does this fit in with other things the source created? How does this fit in now?
Using the Writing Process
n
Think of a long document that you might be asked to write in your workplace.
(Perhaps you want to write a proposal to your supervisor requesting the chance to
telecommute.) Write a sentence or two in response to each prompt below.
1.Identify your purpose, your readers, and the context of the writing.
2.What research would you need to do before you start writing?
Using Process Thinking
© 2013 UpWrite Press
n
Think of a process that you know how to do well (for example, the process of
requesting time off). Write a set of instructions that explain the process.
Copyright UpWrite Press
52
Using Design Thinking
n
Write the steps of design thinking in their correct order.
Implement your solution.
Prototype a specific solution.
Define the problem.
Brainstorm possible solutions.
Research the problem.
Rework the prototype.
Using the Scientific Method
n
Write the steps of the scientific method in their correct order.
Observe outcomes.
List variables.
Identify a problem.
Control variables.
Draw conclusions.
Create a hypothesis.
Identifying and Controlling Variables
n
Respond to each of the prompts below.
1.Identify problems in your workplace.
2.Choose one of the problems and list possible causes.
Problem
Possible Causes
© 2013 UpWrite Press
3.Choose one cause to test for and indicate how you could control the other
variables (causes).
Copyright UpWrite Press
53
Lesson 4
U.S. Navy photo by Mass Communication Specialist 1st Class
Danny Hayes, via Wikimedia Commons
“Individual
commitment to
a group effort—
that is what
makes a team
work, a
company work,
a society work,
a civilization
work.”
—Vince
Lombardi
Team Problem Solving
Many workplace projects require group work and team decision
making. Working with a group can produce dynamic results but also
presents unique obstacles. Different personalities sometimes clash, and
decision making may turn into a power struggle.
However, when a group is built on respect and trust, and when each
individual understands and carries out her or his role within the group,
great ideas and decisions sprout, including solutions to complex problems.
For example, in the photo above, Navy personnel worked with local
populations to create a water-purification system that uses ground-up
coconut shells for filtration.
This lesson will provide you with the tools and skill set to work with a
team to solve problems and make the best decisions.
Lesson Preview
●●
●●
●●
© 2013 UpWrite Press
●●
●●
Collaborating
Group Brainstorming
Resolving Conflicts
Making Decisions
Communicating in Meetings
Applying Your Learning
Taking a Post-Assessment
Copyright UpWrite Press
●●
●●
54
My Goal
To learn strategies for
getting groups of people to
work efficiently together
toward a common goal
Eliminate
Opposing Goals
Successful collaboration
depends on a common
goal. If some members of a
team have different goals,
the whole team can be
pulled apart. For example,
the team may be trying to
learn to use some new
software, but one team
member wants the
software to fail so that the
team will return to the old
software. When you note
such opposing goals, you
need to address them and
remind team members of
the common goal.
Collaborating
In the workplace, problem solving often involves collaboration. The
word “collaborate” means literally “work together.”
How can we get people to work together?
For any group to collaborate effectively, members must respect and
trust each other as well as share common goals.
●● Respect creates an atmosphere in which all group members can
contribute. Without respect, the group will disintegrate before it
can even get started. But respect alone is not enough to ensure true
collaboration.
●● Trust is the confidence that other group members will do the
tasks they have agreed to do, on time and in a way that benefits
the whole effort. Without trust, some group members will try to
do everything, while others will feel excluded. Trust makes true
collaboration possible.
●● Goal setting establishes the direction the group is taking. Without
a common goal, the group’s effort will be fragmented or even selfdestructive. Once group members respect each other, trust each
other, and have common goals, barriers to achievement drop away.
How can we set goals?
You can have the group work together to fill out a planning sheet
(see page 22). Even if you don’t physically have the planning sheet in a
meeting, you’ll want to ask the same questions:
●● What is our overall goal?
●● Who will be involved?
●● What are we trying to do?
●● Where will we pursue this goal?
●● When should we start and finish?
●● Why are we doing this?
●● How will we get it done?
How can we delegate?
© 2013 UpWrite Press
Delegation is key to collaboration. If one person does all the work, the
power of the team is lost. Once again, you can use your planning sheet to
structure the task of delegating. Follow these steps:
●● List the tasks that need to be accomplished.
●● Assign a time frame for each task.
●● Assign one person or more people to do each task in the time
frame.
●● List tools (equipment, materials, information, resources) available
to team members.
●● Monitor progress, checking against your plan.
Copyright UpWrite Press
55
Activity 24:
Collaborate
n
Imagine that you and a group of other participants want to go together to a museum
after your class session. Work with your group to answer the questions below,
creating a common goal.
1.Who is involved in this plan?
2.What is the group trying to accomplish?
3.Where will the group go?
4.When will the group go?
5.Why will the group go?
6.How will the group get there?
n
For the situation that you outlined above, list tasks that need to be done and a time
frame for each task. Then assign one or more people to accomplish each task.
1.Task 1
2.Task 2
3.Task 3
4.Task 4
Time
Team
Time
Team
Time
Team
Time
Team
© 2013 UpWrite Press
Follow-up:
If your group plan is practical and is something that group members are actually interested in
doing, consider enacting the plan. If only some group members can participate, adjust your plan,
delegating tasks differently.
Copyright UpWrite Press
56
My Goal
To use group brainstorming
to discover solutions to
problems
Group Brainstorming
Just as you can work by yourself to brainstorm solutions (see pages
12-13), you can also brainstorm in a group setting.
What is group brainstorming?
Build Trust in Groups
When brainstorming, don’t
stop to criticize ideas. Write
everything down and wait
until later to evaluate.
Group brainstorming involves a team of people rapidly coming up
with as many possible solutions and possibilities as they can. The process
should include these three steps:
1.Collect ideas in a list or a mind map. Record the ideas quickly
as they are offered.
2.Delete any doubles. Sort through the ideas and compose a
revised list of the best ideas.
3.Evaluate the revised list. Identify the especially strong ideas and
catalog them for future use.
Tip
You can drill deeper by
choosing one idea and
making it the topic for
another brainstorming
session. Repeat the
process again with another
idea to get to very specific
possibilities.
How can I set rules for group brainstorming?
© 2013 UpWrite Press
The advantage of group brainstorming is that it brings together many
diverse minds with unique ideas. However, group brainstorming can veer
off course if not managed properly. Group brainstorms work best when
group members follow certain rules.
●● Choose a moderator. The moderator’s job is to make sure everyone
follows the rules and keeps the brainstorming on task. Though the
moderator can contribute to the session, her or his role is not to
dominate the conversation.
●● Disallow criticism. Group members should listen and accept all
ideas. Criticism creates a chilling effect on creativity, especially for
the target of the criticism.
●● Encourage creative, off-the-wall ideas. Some of the best solutions
spawn from the wildest ideas. Record all ideas without judgment.
●● Strive for quantity. The more ideas, the better. Group members
should not be concerned with coming up with the best or perfect
solution, just whatever comes to mind.
●● Connect and expand each others’ ideas. Group brainstorms are
most effective when all members feel secure enough to share,
rework, and expand each others’ ideas.
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57
Activity 25:
Brainstorm Solutions with a Group
© 2013 UpWrite Press
n
In a group, think of a common workplace problem. (If you can’t think of a problem,
imagine that too many unnecessary meetings are being scheduled, and attendees
are falling behind on individual work.) Write a question that asks how to solve the
problem. Then choose a group moderator and brainstorm possible solutions. The
moderator should enforce the rules from the facing page. Record the group’s answers
as a list or a mind map.
Follow-up:
Review your group brainstorming session. What was the experience like? What things worked?
How could it be improved next time?
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58
My Goal
To understand the options
for resolving conflicts
Resolving Conflicts
To resolve conflicts in a team, you need to manage your emotions,
define the conflict, and use a resolution strategy.
How can I manage my emotions?
If you find yourself in a conflict with a group member, you should
first get a handle on your emotions. Follow this four-step process:
1.
Identify the emotion you are feeling: You might be happy, sad,
fearful, angry, hopeful, regretful, exasperated, dreading. . . .
Build Trust in Groups
One way to build trust in
groups is to direct
everyone to focus on the
topic instead of on
personalities. Go a step
further by getting everyone
to agree on a common
goal.
2.
Identify the cause of the emotion: Emotion usually relates to
you or to people, objects, or ideas that are important to you.
3.
Note whether the emotion is appropriate in type and scale:
Does the emotion fit the situation? Is it an underreaction, an
appropriate reaction, or an overreaction?
4.
Decide how to manage the emotion. Here are some options:
●●
Express the emotion but set it aside to think critically.
“I’m feeling very nervous about that idea, but let’s explore it.”
●●
Modulate the emotion to better match the situation.
“I overreacted, but I do feel this issue is important.”
●●
Use the emotion constructively to engage the task.
“I’m determined to get this problem solved.”
●●
Allow your emotion to connect you with others.
“I can hear the anger in your tone, and I understand it’s because
you feel passionate.”
●●
Recognize that emotion will play a part in decision making.
“In the end, I have to be happy with the result, and I’m currently
not happy with it.”
How can I define a conflict?
Analyze the situation by asking four questions:
1.
What
is the problem?
2.
What is my purpose in the situation?
3.
Who are the people involved?
4.
Where is the conflict taking place?
How can I resolve conflicts?
© 2013 UpWrite Press
You have options for resolving conflicts. Different situations call for
different resolutions.
●● Cooperate with the other person, working for the common good.
●● Compromise with the other, each giving up something to meet in
the middle.
●● Defer to the other if you do not have authority, are wrong, or
consider the issue not worth fighting over.
●● Assert your position if you have authority, know you are right, or
find alternatives unacceptable (but avoid insubordination).
●● Compete with the other, each trying a different approach to see
which works (but avoid insubordination).
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59
Activity 26:
Resolve Conflicts
n
Imagine that someone is speaking the bold words below to you. Think of what your
emotional response would be. Then write a response for each prompt.
“In order to cut operating costs, we are considering downsizing office space by sharing
our workspace with another division.”
1.Write a sentence that expresses your emotional response.
2.Write a statement to manage your emotions.
3.Write a statement that shows objective, critical thinking about the original statement.
n
Think of a conflict you have had or are having in the workplace. Define the conflict by
answering each question below.
1.What was the problem?
2.What was your purpose in the situation?
3.Who were the people involved?
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4.Where did the conflict take place?
n
On your own paper or out loud with a partner, decide which type of resolution from
the list on the facing page you used and which would work best. Explain how you
came to your decision.
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60
My Goal
To understand how to
make group decisions
Making Decisions
Successful groups decide up front how decisions will be made.
Knowing who has the authority to make decisions helps everyone
understand his or her individual role in the process.
Blending Approaches
What methods of decision making are there?
Often more than one
approach goes into
making a decision. For
example, a manager
might strive for a
consensus, but
ultimately the
manager is responsible
for making the final
decision (authority
rule).
The most common decision-making approaches are explained below.
Sometimes different methods occur simultaneously. As you will see, each
approach comes with inherent strengths and weaknesses.
Method of Deciding
Pros
Cons
Authority Rule: The group discusses
issues and may make recommendations.
However, one authority figure—a
leader or an invited expert—makes the
decision.
This method is
efficient.
Members may
feel they don’t
get a say.
Minority Rule: A vocal or powerful
minority makes a decision that the
majority may disagree with but feel
forced to accept.
Even minority
interests can
be heard and
have power.
This method
may leave
the majority
feeling left out.
Majority Rule: The group votes, and
This approach
is fair but still
efficient.
Those in the
minority may
feel reluctant
to cooperate.
Consensus Rule: All group members
agree to support a solution even though
some may have reservations.
Group
members feel
included and
valued.
This method
may take
time and
discussion.
whatever option crosses a threshold of
votes wins.
How can I facilitate decision making?
As you can see by the
“Cons” column, each
method of deciding can
cause some distrust in a
group. Fairness is key. Even
those who disagree can
still trust if they feel they
have been treated fairly.
Even if you are not the ultimate decision maker within a group, you
can contribute to the decision and help move the process along. Here are
some tips.
●● Know the decision-making style of the group.
●● Remember the five conflict-resolution strategies: assert, defer,
cooperate, compromise, and compete.
●● Help the group state a common goal, which puts the group on
the path to cooperation.
●● Recognize and stop groupthink, so that alternative solutions and
opposing ideas are taken into consideration.
●● Recognize and set aside emotional thinking—your own
and others’.
●● Recognize your role in the group, and carry it out successfully.
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Build Trust in Groups
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61
Activity 27:
Make Group Decisions
n
Split up into groups for this role-play activity. Read the scenario. Imagine you are a
member of the group involved in the scenario. Then answer the questions below it.
Scenario: Every August, prior to the start of the school year, your group hosts a dinner and
auction to raise money for school supplies for low-income students in your area. You anticipate
50 guests will attend the fund-raising event. The dinner will be catered. Today your committee
is meeting to decide on a venue for the event. It can be indoors or outdoors. And it may be a
formal, semi-formal, or casual event. Your budget allows you some flexibility, but cost should be
taken into consideration.
1.Have the group leader state a common goal for the meeting. Based on the given scenario,
what is your group’s common goal?
2.Come to a consensus decision on whether the fund-raiser will be an indoor or outdoor
event. What is your consensus choice?
3.Come to a majority decision on a venue for the fund-raising event. Where will the event
take place? (Note: For the purposes of this activity, the venue can be real or imagined.)
4.Discuss whether your event will be formal, semi-formal, or casual. Have one group
member strongly support a minority opinion. Come to a minority decision. Will your
event be formal, semi-formal, or casual?
5.Discuss what should be the dress code for the event. The group leader should make an
authority decision. What will be the dress code for your event?
© 2013 UpWrite Press
6.By yourself or as a group, reflect on this activity. What decision-making method was
easiest for your group? Which one was hardest?
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62
My Goal
To learn strategies for
effective and efficient
group communication
Communicating in Meetings
Groups can achieve maximum problem-solving efficiency through
clear communication before, during, and after group meetings.
What communication precedes a meeting?
Creating an Agenda
A meeting agenda lists the
topics to be discussed in a
meeting. Agendas include
the following:
●● Items: The topics up
for discussion
●● Outcomes: The
desired result of each
item
●● People: The people
responsible for
introducing each item
●● Priority: The level of
importance of each
item
The person who arranges a meeting should inform each group
member about the meeting’s purpose and goals as well as the following:
●● Who will attend
●● What will be discussed (See “Creating an Agenda” in the sidebar.)
●● Where the meeting will take place
●● When the meeting will take place
●● Why the meeting is occurring (what needs to be accomplished)
What communication occurs in a meeting?
Group meetings function more efficiently when they follow a
structured agenda (see sidebar). A full discussion of each item should take
place before moving on to the next. Item discussion involves four steps.
1.Introduce the topic. Provide an overview of the item.
2.Share new information about it. Use handouts, visuals, or a
Web presentation.
questions and give opinions.
Problem Solving
Clear communication
facilitates group decision
making and problem
solving.
3.Discuss the information. Enable the group members to ask
4.End the discussion. Close discussion when group members
understand the information.
Note: Record key discussions and actions in the meeting’s minutes.
How should I communicate during meetings?
You can actively engage in a group discussion by doing the following:
●● Speaking: Share information, give feedback, ask questions, and
clarify information.
●● Listening: Listen intently and think critically about what is said
and—often more importantly—what is not said.
●● Writing: Record notes about key information. Write down questions
you would like to ask the speaker or the group in general.
●● Reading: Follow the agenda and closely read any handouts that
accompany items in discussion.
What communication occurs after a meeting?
After the meeting: (1) Archive the meeting minutes electronically so
that they may be reviewed. (2) Distribute information about decisions
and action items from the meeting to group members and other relevant
parties.
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63
Activity 28:
Communicate as a Group
n
Think about groups you participate in—meetings, teams, and work groups. Then
answer the questions below.
1.How do you prepare, if at all, for group meetings?
2.Do your meetings include an agenda? If so, how closely does the group follow the agenda?
3.What causes the greatest inefficiencies in the group meetings you attend? Explain.
© 2013 UpWrite Press
4.Which of the four actions do you most often find yourself doing to stay actively engaged
in your meetings—speaking, listening, writing, or reading? Which one do you do the least?
Follow-up:
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As a group, discuss what problems a group may encounter if it doesn’t properly communicate
during the steps of the problem-solving process (see page 4).
64
My Goal
To create a personal
contract for applying what I
have learned and
continuing to improve
Applying Your Learning
You’ve worked hard and learned a lot, but now you need to apply your
learning back on the job. By creating a personal contract, you will gain the
most from this course.
How can I create a personal contract?
You can create a personal contract by setting a few goals and outlining
specifically what you will do to reach them. Here is a sample personal
contract.
Personal Contract
Date: June 11
I, Kristine Jacobson
improve on the job by doing the following.
, will continue to
Goal 1: I will use problem-solving skills to better define workplace problems.
To accomplish this goal, I will use the following strategies:
Strategy 1: I will follow each stage in the problem-solving process.
Strategy 2: I will use the 5 W’s and H to analyze the problem.
Strategy 3: I will think critically about the causes and effects.
Goal 2: I will use problem-solving skills to innovate effective solutions.
To accomplish this goal, I will use the following strategies:
Strategy 1: I will use brainstorming to discover new solutions.
Strategy 2: I will effectively plan and create a prototype.
Strategy 3: I will apply the solution after presenting it to stakeholders.
Goal 3: I will help solve problems in teams.
To accomplish this goal, I will use the following strategies:
Strategy 1: I will manage my emotions and resolve conflicts.
Strategy 2: I will carry out my role in the group decision-making process.
© 2013 UpWrite Press
Strategy 3: I will enforce rules during group brainstorming.
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65
Activity 29:
Create a Contract
n
Create a personal contract for yourself. List goals and specific strategies that you will
use when you return to your job.
Personal Contract
Date: I, solving on the job by doing the following.
, will continue to improve problem
Goal 1: To accomplish this goal, I will use the following strategies:
Strategy 1: Strategy 2: Strategy 3: Goal 2: To accomplish this goal, I will use the following strategies:
Strategy 1: Strategy 2: Strategy 3: Goal 3: To accomplish this goal, I will use the following strategies:
Strategy 1: Strategy 2: Strategy 3: © 2013 UpWrite Press
Follow-up:
Make a photocopy of this contract and post it in your office in a place where you will see it
regularly. Once a week, review the contract and check your progress.
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66
Activity 30:
Taking a Post-Assessment
n
Answer each item below, providing the best response.
1.What is the best way to define a
problem?
a.
Reduce it to a simplification.
b.
Connect it to everything.
c.
Study its causes and effects.
d.
Blow it out of proportion.
2.Which is good advice for
brainstorming?
a.
Avoid brainstorming in a group.
b.
Do not consider wild ideas.
c.
Write down every idea.
d.
None of these are good advice.
3.Arrange the steps of problem solving in order: plan a solution, brainstorm a solution,
define the problem, apply the solution, make improvements, evaluate the solution
4.What is the purpose of evaluating a
solution?
a.
to analyze its parts
b.
to judge its value or worth
c.
to help decide if it’s the best option
d.
both b and c
5.Which type of creating involves little
planning?
a.
exploring
b.
growing
c.
building
6.Identify at least one tip for presenting to stakeholders. 7.What is the correct order of steps in
the writing process?
a.
draft, prewrite, refine, and revise
b.
prewrite, revise, draft, and refine
c.
prewrite, draft, refine, and revise
d.
prewrite, draft, revise, and refine
8.Which type of problem solving uses
prototypes most often?
a.
design thinking
b.
scientific method
c.
process thinking
d.
all of these
9.What is a hypothesis?
1
1. When should group communication
take place?
a.
before meetings
b.
during meetings
c.
after meetings
d.
all of these
© 2013 UpWrite Press
1
0. Which decision-making style involves
everyone in a group?
a.
majority rule
b.
consensus rule
c.
minority rule
d.
none of these
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1
2. What is the most important thing you learned in this course?
67
7
Answer Key
Activity
3
Activity
3:
3
Activity 1
Activity 1:
■
Think Critically
Taking a Pre-Assessment
■
1. What is the difference between critical thinking and mechanical thinking?
Critical thinking is close, careful thinking. It studies a topic from many different
angles. Mechanical thinking is routine thinking. It could be described as “going
Answer each item below, providing the best response.
1. Which is true about problem solving?
a. It is a process.
b. It requires critical thinking.
c. It requires creative thinking.
d. all of these
takes two dissimilar things, asks how they work together, and analyzes their connections.
5. A “building” approach to creating
solutions involves . . .
a. allowing time for a plan to develop
and adapt.
b. little planning.
c. carrying out a careful plan.
6. How does a trait-evaluation chart work? It lists all the traits of a solution (or solutions)
in the first column and rates the effectiveness of each trait in the other columns.
7. Which of these are problem solving?
a. the engineering process
b. the scientific method
c. the writing process
d. all of these
8. Which strategy works best for
discovering the causes of a problem?
a. process thinking
b. scientific method
c. design thinking
d. all of these
to test one specific variable, or cause, of a phenomenon.
Creating requires the deepest level of thought because it involves all of the other
critical thinking skills.
■
Identify which level of Bloom’s Taxonomy would work best for each scenario below.
Briefly explain your choice.
1. If you needed to examine all of the causes and effects of a new policy, you might use this
type of thinking.
Analyzing : When you analyze, you separate a topic into parts, examine those parts,
and studying how they fit together.
2. If you needed to provide an example of a concept from work, you might use this type of
thinking.
Understanding: When you understand something, you know what it means and can
3. If you needed to convince a colleague to try a new presentation tool, you might use this
type of thinking.
Evaluating: When you evaluate, you judge something’s value or worth, showing why it
is useful or not.
4. If you needed to define for the public a technical term used in your office, you might use
this type of thinking.
Remembering: When you remember, you recall information, including key terms.
11. Which is true about group brainstorming?
a. It works best with no rules.
b. Criticism should be discouraged.
c. Not all ideas are worth sharing.
d. all of these
© 2013 UpWrite Press
© 2013 UpWrite Press
2. What level of thinking requires the deepest thought?
give examples of it in practice.
9. Why do you control variables in the scientific method? You control variables in order
10. Which is true of consensus decision
making?
a. It takes time and discussion.
b. Group members feel involved.
c. Some members may feel left out.
d. Both a and b are true.
through the motions.”
2. Which level of thinking is the deepest?
a. remembering
b. creating
c. understanding
d. applying
3. Describe conceptual blending. Conceptual blending is a critical thinking strategy that
4. An effective prototype . . .
a. is cheap and easy to make.
b. facilitates design thinking.
c. is easy to modify.
d. all of these
Answer the questions below.
12. Name two ways to resolve a conflict. (Any two of these) cooperate, compromise, defer,
assert, compete
Activity 2
(Answers will vary.)
Activity 4
Activity 4:
Target
Follow-up:Causes and Effects
Take another look at Bloom’s Taxonomy. Why do you think it is necessary to remember a topic
Think about an ongoing problem in your workplace. (If you can’t think of a problem,
■
before
you can understand it? Understand it before you can apply it?
imagine that your company’s customer service department is understaffed.) Define
the problem by answering the 5 W’s and H about it and creating a cause-effect chart.
(Answers will vary.)
The Problem
Who?
My company’s customer service representatives
What?
Understaffed
Where?
Customer service department
When?
Since new management changed flexible work-time rules
Why?
Low morale, high turnover, budget constraints
How?
Complaints from the public; customers not receiving services
Causes
© 2013 UpWrite Press
New flex-time rules
Problem
My company’s customer
New management
service department is
Budget constraints
understaffed
Effects
High staff turnover
Low staff morale
Poor customer service
Complaints from public
© 2013 UpWrite Press
Copyright UpWrite Press
Follow-up:
The next time you face a problem at work, think about its causes. How could you eliminate the
causes? Then, think about the effects of the problem. How could you eliminate the effects?
9
Activity 7:
Blend Concepts
■
68
Choose something you know a lot about—a concept, an organization, an idea—and
then think of something entirely different. Construct a question creating a conceptual
blend. Finally, answer the question as creatively as you can.
(Answers will vary.)
11
15
Activity 5:
Activity 5
Activity 7:
Use Root Cause Analysis
Blend Concepts
■
Activity 7
Think of a serious problem that occurred in your workplace. (Consult the inside front
cover for ideas of common workplace problems.) Then use root cause analysis to
explore all the possible causes of the problem.
(Answers will vary.)
■
Choose something you know a lot about—a concept, an organization, an idea—and
then think of something entirely different. Construct a question creating a conceptual
blend. Finally, answer the question as creatively as you can.
(Answers will vary.)
1. What was the nature of the problem, and what caused that nature?
My company’s customer service department is understaffed. The problem occurred
■
when a new management team eliminated flex-time opportunities and many
employees left.
Now think about a problem you are having at work. (If you can’t think of a problem,
imagine there is a lack of trust among employees). Then think of an unrelated idea.
Construct a question creating a conceptual blend. Then answer the question as
creatively as you can.
How can our lack of customer service reps problem be solved by acting like a rock band?
2. What was the magnitude or extent of the problem, and what caused it?
• The customer service reps should be energetic and enthusiastic.
The understaffed department led to unfriendly service, complaints from customers,
• The office should include more comforts for the employees, like a tour bus does
and delayed responses to customer inquiries. These problems were caused by
for a band.
overworked and dispirited customer service employees.
• Customer service reps should make the public feel satisfied with their services.
• Each department member should have a clear understanding of his or her role.
• The members of the department should fight for each other, not against each
3. Where did the problem occur, and what caused it to occur there?
This problem occurred in the customer service call center. Lack of morale in the
office was caused by the employees’ dissatisfaction with new rules set forth by a new
management team.
16
The turnover in the management team and the new rules set forth occurred because
© 2013 UpWrite Press
customer service department, which was already running efficiently. 2. Management
changes. The transition was too abrupt. Perhaps the new management should have
invited old employees to a “State of the Company” meeting to address the challenges.
3. Flexible work-time policies change. The new management should have been clearer
service staff for improved service.
Activity
6
Activity 6:
© 2013 UpWrite Press
© 2013 UpWrite Press
about why the policies changed. 4. Employees using flex time leave. New managers
should have offered alternatives. 5. Customer service worsens. The company should
have reaffirmed its mission to all employees and offered incentives to the customer
Brainstorm Solutions
■
(If possible, work with a partner or group to complete this activity.) Think of a
problem in your workplace. It can be the same one you defined on page 5 or page 9
or a different one. (If you can’t think of a problem, imagine that there isn’t enough
parking.) Write a question that asks how you can solve the problem. Then create a list
or a mind map of possible solutions, writing down every idea, even wild ones.
(Answers will vary.)
• The customer service reps should be energetic and enthusiastic.
Activity
8
Activity
8: office should include more comforts for the employees, like a tour bus does
• The
for a band.
Lesson
Wrap-Up
our company had to cut costs.
1. The company had to cut costs. The company should have cut costs outside of the
other.
Now think about a problem you are having at work. (If you can’t think of a problem,
• The managers should act more like tour managers, making the customer service
imagine there is a lack of trust among employees). Then think of an unrelated idea.
reps’ajobs
more comfortable.
Construct
question
creating a conceptual blend. Then answer the question as
creatively
as you can. should show pride in its work.
• The department
How can our lack of customer service reps problem be solved by acting like a rock band?
4. When did the problem occur, and what caused it to happen then?
5. Create a list of events, in order, that led up to the problem. What should have
happened instead?
■
• Customer service reps should make the public feel satisfied with their services.
Follow-up:
each
question member
by writing
a response.
Note
that your instructor
ask you
■ Answer
• Each
department
should
have a clear
understanding
of his ormay
her role.
Did the
activity
above
help you
better
understand your problem? How so? Did you discover a
to share
your
writing
with
a partner.
• The members of the department should fight for each other, not against each
new solution?
other.
1. How
would you define problem solving? (See page 4.)
solving should
is the process
of like
using
criticaland creative-thinking
skillsservice
to define
•Problem
The managers
act more
tour
managers,
making the customer
problems
and
innovate
solutions.
reps’ jobs
more
comfortable.
• The department should show pride in its work.
2. List at least one critical-thinking step and one creative-thinking step involved in problem
solving. (See page 4.)
(Any of the following critical-thinking steps) define the problem, plan the solution,
and evaluate the solution
(And any of the following creative-thinking steps) brainstorm solutions, apply the
solution, make improvements
Follow-up:
3. activity
What critical-thinking
strategies
can you use
define a problem?
(Seeyou
pagediscover
8.)
Did the
above help you better
understand
yourtoproblem?
How so? Did
a
13 solution?
new
(Either of these) 5W’s and H, cause-effect analysis
4. What is root cause analysis? (page 10)
Root cause analysis is a thorough effort, usually by a team, to discover all the factors
involved in causing a negative event.
5. What four aspects of a negative event do teams ask about to do a root cause analysis?
(page 10)
Teams ask about the nature, magnitude, location, and timing of the event.
How can my company improve its understaffed customer service department?
• Hire more employees.
• Improve communication between management and staff.
• Reaffirm the company’s goals and mission.
• Offer incentives for improved service.
• Pay employees more.
• Bring back flexible-schedule opportunities.
• Change the seating in the office.
• Improve technology.
• Revisit the customer-service procedure.
6. How is a timeline involved in root cause analysis? (page 10)
The team puts together a sequence of events, including mechanical and human causes,
leading to the negative event.
7. What is conceptual blending? (See page 14.)
Conceptual blending is a creative-thinking strategy that takes two dissimilar things,
asks how they work together, and analyzes their connections.
© 2013 UpWrite Press
8. How could conceptual blending help you solve a problem? (See page 14.)
The forced connections can produce innovative solutions to problems.
© 2013 UpWrite Press
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69
32
17
Extra
Practice Page 17
Extra Practice
Activity
15
Activity 15:
Understanding Problem Solving
Lesson Wrap-Up
■
Label the steps in the problem-solving process.
Critical Thinking
■
Creative Thinking
Answer each question by writing a sentence or two. Note that your instructor may
ask you to share your writing with a partner.
1. How can you evaluate a number of possible solutions? (See page 20.)
Define the Problem
Create a trait-evaluation sheet by listing important traits of the solution down
the first column and then labeling additional columns with solutions. Rate each
solution for each trait.
Brainstorm Solutions
Plan the Solution
2. When you are planning, you can create objectives by asking what questions about your
goal? (See page 22.)
Apply the Solution
You should ask who, what, where, when, why, and how.
Evaluate the Solution
3. What are the four T’s that you should consider when making a plan? (See page 22.)
Make Improvements
You should consider Tasks to complete the solution, Time for each task, the Team
that will work on the solution, and the Tools available to the team.
Defining the Problem
■
Think of a problem in your workplace. (If you can’t think of a problem, imagine that
office morale is low.) Define the problem by answering the 5W’s and H and creating a
cause-effect chart. (Answers will vary.)
Who?
Extra Practice Causes
Page 18
Problem
4. What are three jobs that prototypes perform? (See page 24.)
To experiment with an idea, to communicate an idea to colleagues, to get buy-in
from stakeholders
Effects
5. What are three different approaches to creating a solution? (See page 28.)
Building, growing, and exploring
What?
(Answers will vary.)
Where?
Activity 9
6. How can you discover improvements to make to your solution? (See page 30.)
Use your goal and objectives to create an evaluation chart and come up with
suggested improvements.
When?
(Answers will vary.)
39
Why?
Activity 10
Activity 17:
Extra
Practice Page 33
(Answers will vary.)
(Answers
will vary.)
■ Think of something that you might be asked to write in your workplace. (As an
Use the Writing Process
alternative, imagine that you must write an annual report for your department, one
that will be submitted to your superior and to the head of the organization.) Write a
sentence or two in response to each prompt below. (Answers will vary.)
Activity 11
Extra Practice Page 34
(Answers will vary.)
(Answers
will
vary.)
1. Identify your
purpose,
your readers, and the context of the writing.
Activity 12
Activity 16
(Answers will vary.)
(Answers will vary.)
Activity 13
3. Would you organize using a list or an outline? Why?
Activity
17
Activity 17:
Prewrite
2. What research would you need to do before you start writing?
(Answers will vary.)
Use the Writing Process
Draft
■ Think of something that you might be asked to write in your workplace. (As an
Activity 14
alternative, imagine that you must write an annual report for your department, one
4. Time
permitting,
create
a firstsuperior
draft of the
that
will be
submitted
to your
andwriting.
to the head of the organization.) Write a
sentence or two in response to each prompt below. (Answers will vary.)
(Answers will vary.)
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© 2013 UpWrite Press
© 2013 UpWrite Press
How?
Prewrite
Revise and Refine
1. Identify your purpose, your readers, and the context of the writing.
5. Circle the traits of writing that you would focus on during revising. Underline the traits of
writing that you would focus on during refining.
a. Ideas
b. Organization
2. What
research would you need to do before you start writing?
c. Voice
d. Words
e. Sentences
f. Correctness
g. Design
3. Would
you organize using a list or an outline? Why?
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Copyright UpWrite Press
Draft
4. Time permitting, create a first draft of the writing.
Revise and Refine
5. Circle the traits of writing that you would focus on during revising. Underline the traits of
39
70
Activity 18
Extra Practice Page 51
(Answers will vary.)
(Answers will vary.)
Activity 19
52
(Answers will vary.)
Extra Practice Page 52
Using Design Thinking
■
Activity 20
Define the problem.
(Answers will vary.)
Prototype a specific solution.
Research the problem.
Define the problem.
Brainstorm possible solutions.
Brainstorm possible solutions.
Prototype a specific solution.
Research the problem.
Rework the prototype.
Rework the prototype.
Implement your solution.
Activity 21
(Answers will vary.)
Activity 22
50
Write the steps of design thinking in their correct order.
Implement your solution.
Using the Scientific Method
■
(Answers will vary.)
Write the steps of the scientific method in their correct order.
Observe outcomes.
Identify a problem.
List variables.
List variables.
Identify a problem.
Create a hypothesis.
Control variables.
Control variables.
Activity 23:
Draw conclusions.
Observe outcomes.
Lesson Wrap-Up
Create a hypothesis.
Draw conclusions.
Activity 23
■
Answer each of the following questions.
1. What does the acronym SQ3R stand for? (See page 36.)
Survey, Question, Read, Recite, Review
Identifying and Controlling Variables
■
Respond to each of the prompts below.
(Answers will vary.)
1. Identify problems in your workplace.
2. What are the steps in the writing process? (See page 38.)
Prewrite, Draft, Revise, Refine
2. Choose one of the problems and list possible causes.
Problem
Possible Causes
3. What are two different ways you can describe a process? (See page 40.)
Write a set of instructions or create a flowchart that shows the process.
4. What is the focus of design thinking? (See page 42.)
designers to fail “early and often” in order to learn from mistakes.
5. What does the scientific method help you discover? (See page 44.)
© 2013 UpWrite Press
3. Choose one cause to test for and indicate how you could control the other
variables (causes).
Design thinking focuses on experimentation, exploration, and innovation. It allows
The scientific method helps you discover the cause or causes of a problem.
6. After you identify a problem, what should you do next to use the scientific method in
solving the problem? (See page 44.)
List the possible causes of the problem (the variables).
7. Describe what a hypothesis is. (See page 46.)
A hypothesis is a prediction that connects a possible cause to a problem. A
hypothesis is stated as a fact (to be tested).
8. How can you control variables? (See page 46.)
Start by identifying the variable you want to test, and then make sure all other
© 2013 UpWrite Press
© 2013 UpWrite Press
possible causes are removed from the situation.
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71
Activity 24
Activity 27
(Answers will vary.)
(Answers will vary.)
Activity 25
Activity 28
(Answers will vary.)
(Answers
will vary.)
59
Activity
26
Activity 26:
Activity 29
Resolve Conflicts
■
66
Imagine that someone is speaking the bold words below to you. Think of what your
emotional response would be. Then write a response for each prompt.
“In order to cut operating costs, we are considering downsizing office space by sharing
our workspace with another division.”
1. Write a sentence that expresses your emotional response.
(Sample response) Seriously? My workspace is crowded already. How will everyone fit?
I hope this merger won’t lead to layoffs.
2. Write a statement to manage your emotions.
(Sample response) Aside from my feelings about losing space, how could I better
consolidate my workspace?
(Answers will vary.)
Activity
30
Activity 30:
Taking a Post-Assessment
■
Answer each item below, providing the best response.
1. What is the best way to define a
problem?
a. Reduce it to a simplification.
b. Connect it to everything.
c. Study its causes and effects.
d. Blow it out of proportion.
2. Which is good advice for
brainstorming?
a. Avoid brainstorming in a group.
b. Do not consider wild ideas.
c. Write down every idea.
d. None of these are good advice.
3. Arrange the steps of problem solving in order: plan a solution, brainstorm a solution,
define the problem, apply the solution, make improvements, evaluate the solution
3. Write a statement that shows objective, critical thinking about the original statement.
(Sample response) The fact that the department is considering cost-saving alternatives
as opposed to layoffs is encouraging, and bringing in a new set of faces could serve
as a motivating factor for both departments. The question is, will the merger leave us
with enough personal space to work comfortably?
■
Think of a conflict you have had or are having in the workplace. Define the conflict by
answering each question below. (Answers will vary.)
1. What was the problem?
define the problem, brainstorm a solution, plan a solution, apply a solution,
evaluate the solution, make improvements
4. What is the purpose of evaluating a
solution?
a. to analyze its parts
b. to judge its value or worth
c. to help decide if it’s the best option
d. both b and c
5. Which type of creating involves little
planning?
a. exploring
b. growing
c. building
6. Identify at least one tip for presenting to stakeholders. (Any of these) Remind the
stakeholders of the goal. Indicate what the prototype is meant to do. Indicate what feedback
2. What was your purpose in the situation?
3. Who were the people involved?
you want. Record the feedback. Choose your battles, keeping your eyes on the goal.
7. What is the correct order of steps in
the writing process?
a. draft, prewrite, refine, and revise
b. prewrite, revise, draft, and refine
c. prewrite, draft, refine, and revise
d. prewrite, draft, revise, and refine
8. Which type of problem solving uses
prototypes most often?
a. design thinking
b. scientific method
c. process thinking
d. all of these
4. Where did the conflict take place?
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9. What is a hypothesis? An educated guess; a statement connecting a problem to a
■
On your own paper or out loud with a partner, decide which type of resolution from
the list on the facing page you used and which would work best. Explain how you
came to your decision.
possible cause.
11. When should group communication
take place?
a. before meetings
b. during meetings
c. after meetings
d. all of these
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12. What is the most important thing you learned in this course? (Answers will vary.)
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© 2013 UpWrite Press
10. Which decision-making style involves
everyone in a group?
a. majority rule
b. consensus rule
c. minority rule
d. none of these
72
© 2013 UpWrite Press
Copyright UpWrite Press
Copyright UpWrite Press
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