strategies for creative problem solving
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Problem Solving
Knowledge is necessary tounderstand and the problem anddevelop technically feasiblesolution
Creativity is necessary togenerate new and innovative ideas
Problem Solving
However, analogous to a pair so scissors, no cutting(problem solving) can be done with only one shear.
Creativity
Knowledg
e
Creativity
Knowledg
e
Problem Solving
Creativity alone will not generate solutions that arenecessary technically feasible
Creativity along with knowledge allows us to cutthrough the problem and obtain original solutions
Creativity
Knowledg
e
The Realand the PerceivedProblem
Engineers must learn to define the realproblem asopposed to theperceivedproblem
Developing and applying a problemsolving heuristicwill help define the realproblem more rapidly
A problem solving heuristic is a systemic approach toproblem solving that helps us through the solutionprocess and generate alternative solution pathways
A problem solving heuristic:
Define the Problem
Generate Solutions
Decide the Courseof Action
Implement the Solution
Evaluate the Solution
The Realand the PerceivedProblem The RealProblem
Defining the realproblem can be a very difficult task
Sometime we are tricked into treating thesymptoms instead of solving the problem - (putting abucket under a leaking roof)
Finding the realproblem (the cause of the leak) isimportant
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Whats the Real Problem?
The case of the hungry grizzly bear - or - an exercisein defining the real problem
Examples of IllDefined Problems
The Situation: Shortly after the upper floorsof a high rise hotel had been renovated toincrease the hotels room capacity, the guestscomplained that the elevators were too slow.The building manager assembled his assistants.
His instructions to solve the perceived problem:Find a way to speed up the elevators.
After calling the elevator company and anindependent expert on elevators, it wasdetermined that nothing could be done to speedup the elevators
Examples of IllDefined Problems
The managers directions were: Find a locationand design a shaft to install another elevator.
An architectural firm was hired to carryout this request. However, neither theshaft nor the new elevator wereinstalled because shortly after the firmwas hired the real problem was
uncovered
Examples of IllDefined Problems
The real problem was to find a way to take theguests minds off their wait rather than to installmore elevators. The guests stopped complainingwhen mirrors were installed on each floor in frontof the elevators
Leaking Flowmeter
The Situation:Flowmeters, such as the ones at thegasoline pumps to measure the number of gallons of gasdelivered to your gas tank, are commonplace inindustry. A flowmeter was installed in a chemical plantto measure the flow rate of a corrosive fluid. A fewmonths after installation, the corrosive fluid had eatenthrough the flowmeter and began to leak onto theplant floor.
The perceived problem: Find material from which tomake a flowmeter that will not corrode and causeleakage of the dangerous fluid.
Leaking Flowmeter
An extensive, time-consuming search was carried outto find such a material and a company that wouldconstruct a cost effective flowmeter. None was found.
The real problem was to prevent the flowmeter fromleaking. The solution was to institute a program ofsimply replacing the existing flowmeter on a regularbasis before corrosion caused a failure
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Right Problem/Wrong Solution
In this case the realproblem has been correctlyidentified, however, the solution is inadequate
The Kansas City Hyatt The Kansas City Hyatt The newly constructed Kansas
City Hyatt Regency Hotel opened in 1980. It hadthree skywalks connecting the bedroom areas with theconference areas on all three levels. The skywalkswere 120 feet long and were suspended from the roof.
Right Problem/Wrong Solution
On July 17, 1981, a tea dance was being held in thelobby area, and people were watching from theskywalks and from the lobby below. The lower two
skywalks collapsed, plummeting to the lobby below.Over 70 tens of concrete and girders fell to theground. There were 114 people killed and hundredsmore injured.
Right Problem/Wrong Solution Right Problem/Wrong Solution
But somewhere between the original design and theactual construction, it was decided to replace eachsingle long rod by two shorter rods.
As a result, the bolt under the top walkway had tosupport not only the upper walkway, but the lower oneas well, which doubled the force on the upper bolt.
Right Problem/Wrong Solution
Initial Design Final Design
Right Problem/Wrong Solution
It did not take long to determine the cause of theaccident.
In the original design the top walkway was to be hungfrom the ceiling by long rods that passed through itand also supported the lower walkway.
In this version of the design, each bolt had to supportonly one walkway.
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Right Problem/Wrong Solution Problem Solving
End of Chapter 1
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Problem Solving - Getting Stared
Right Frame of Mind
Effective and Ineffectiveproblem solvers
Important factors: attitudeaggressivenessaccuracyheuristic
Approaching a situation using the characteristics of aneffective problem solver will help define the realproblem and lead towards generating good solutions
If you think you can --- you willIf you think you cant --- you wont
Problem Solving - Getting Started
Characteristic: Effective: Ineffective:
Attitude: Believe the problem can be solved Give up easily
Redescribe the problem.
Ask themselves questions.
Create a mental picture.
Draw sketches, write equations.
Dont jump to conclusions. Jump to
conclusions
Problem Solving - Getting Stared
Characteristic: Effective: Ineffective:Accuracy: Check and recheck. Do not check.
Solution
Procedures:
Break the problem into subproblems. Dont break the
problem apart
Start at a point they first understand. Dont know where to
start.
Use a few key fundamental concepts as
building blocks.
Fail to identify key
concepts.Use heuristics. Guess.
Persevere when stuck. Quit.
Use quantitative formulas, descriptions. Do not do so.
Keep track of progress. Use no special format.
The 7 Habits of HighlyEffective People
Habit 1 - Be Proactive
Take the initiative and make things happen. If you make amistake, acknowledge it and learn from it.
Habit 2 - Begin with the End in Mind
Determine the right things to accomplish and then how to bestaccomplish them.
Habit 3 - Put First Things First Continually review and prioritize your goals. Focus on the
important tasks, the ones that will have impact if carefullythought out and planned.
The 7 Habits of HighlyEffective People
Habit 4 - Think Win/Win
Win/Win is the frame of mind that seeks mutual benefits forall people involved in solutions and agreements
Habit 5 - Seek First to Understand,Then to Be Understood
Learn as much as you can about the situation. Listen, listen,listen. Present things logically, not emotionally. Be credible,empathetic, and logical
Habit 6 - Synergize
Make the whole greater than the sum of its parts. Value thedifferences in the people you work with
The 7 Habits of HighlyEffective People
Habit 7 -Renewal
Renew the four dimensions of your nature:Physical: Exercise, nutrition, stress management.Mental: Reading, thinking, visualizing, planning, writing.Spiritual: Value clarification and commitment, meditation.Social/Emotional: Service, empathy, self-esteem, synergy.
Learn, Commit, Do;Learn, Commit, Do;Learn, ...
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Taking Risks
Risks or actions with little chance of succeeding thatrequire significant effort, resources, and/or time
Effective problem solvers have developed the properattitude towards risk taking
... the greater the risk, the bigger the reward
Fear of failure is the greatest inhibitor to risk taking
Knowledge gain from failure should be usedconstructively
Taking Risks
The Jolly Green Giant first appeared as thesymbol for Minnesota Valley Canning Company in1925. However, when the company president
proposed putting a green giant onto the labelfor canned peas, executives argued that it wasridiculous to have a giant with green skin.
The initial question: Whoever heard of green skin? The question now: Who has not heard of the green giant?
He has appeared more than 450 million times on cansand been heard to say Ho Ho Ho more than 16,000times in over 300 television commercials.
Taking Risks
He has appeared more than 450 milliontimes on cans and been heard to sayHo Ho Ho more than 16,000 times inover 300 television commercials.
Paradigm Shifts
Aparadigmis a model or pattern based on a set ofrules that define boundaries and specifies how to besuccessful at and within these boundaries
Paradigm Shifts - a new model or new rules replacethe old model
Paradigm Paralysis - frozen to an idea that has beensuccessful in the past
Paradigm Pioneers - escape paradigm paralysis bybreaking the existing model (rules) - no guarantee ofsuccess - risk takers
Example of Paradigm Shifts
In 1968 the Swiss, held approximately 80% of theworld market in watch sales. Today, they hold lessthan 10%
Cause: The emergence of the quartz digital watch
The Swiss invented the quartz digital watch
After all, the digital watch didnt have a main spring,it didnt tick; who would buy such a watch?
Example of Paradigm Shifts
Consequently, the inventors did not protect theirinvention with a patent
As a result of this paradigm paralysis, the employmentin the Swiss watch industry dropped from about65,000 to about 15,000 in a period of a little overthree years
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Fostering Creative Environment
Don t give people goals; give them directions (i.e.,roughly aim them).
Encourage contrary thinking.
The safer you make the situation, the higher you canraise the challenge.
Getting ordinary people to reach beyond themselvesand do extraordinary things can be the result ofestablishing a nurturing creative environment.
Top 10 List of Group Problems
1. Floundering
2. Overbearing Experts
3. Dominating Participants
4. Reluctant Participants
5. Unquestioned Acceptanceof Opinion
6. Rush to Accomplishment
7. Discounting or Ignoring GroupMembers Statement
8. Wanderlust: Digression and
Tangents
9. Feuding Team Members
10. Feuding Team Members
How To Run Effective Meetings
At your first meeting, introduce yourselves, and givea little background. Set the group norms andexpectations (e.g., showing up on time for meetings,responsibilities).
Appoint a leader who will inspire the group to highlevels of performance and be an effective listener.
Prepare and distribute an agenda prior to meetingsand stick to it.
State why the group has come together.
How To Run Effective Meetings
Bring all your materials to all the meetings.
Keep the discussion focused.
Have someone in charge of keeping the meeting ontrack.
Have someone take minutes to remind participants of
decisions made, actions to be taken.
Group Problem
Group Problem:
You are in a group working to solve a problem. Describehow you would handle each of the following situations:
Someone starts dominating the group discussion
Two of the group members are good friendand seem to form a clique
Someone in the group is not carrying their load
Someone in the group continually makes mistakes in their part ofthe project
Problem Solving
End of Chapter 2
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Problem Definition
The mere formulation of a problem is far moreoften essential than its solution, which may bemerely a matter of mathematical or experimental
skill.
To raise new questions, new possibilities, to regardold problems from a new angle requires creativeimagination and marks real advances in science
Problem Definition
The First Four Steps
1. Collect and analyze information and data2.Talk with people familiar with the problem
3.If at all possible, view the problem first hand
4.Confirm all findings
Step 1. Collect and analyze information and data
Learn as much as you can
Determine what information is missing and whatinformation is extraneous
The information should be properly organized,analyzed, and presented
Communicate using drawings, sketches, and graphs
Display numerical or quantitative data graphically
Problem Definition Techniques
The Case of the Dead Fish
Consider the case of a chemical plant that dischargeswaste into a stream that flows into a relatively wideriver.
The Case of the Dead Fish
Biologists monitored the river as an ecosystem andreported the following data of the number of deadfish in the river and the river level:
The Case of the Dead Fish
Graphs of the type shown above are called time plots andcontrol charts.
The acceptable level of dead fish was exceeded onAugust 1 and 15.
We discover that on July 29 there was a large amount ofchemical waste discharged into the river. Discharges ofthis size had not caused any problems in the past.
There has been little rain and the water level in the riverwas low on August 1
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Step 2. Talk with people familiar with the problem
Looking past the obvious
Challenging the basic premise
Asking for clarification when you do not understandsomething
Ask insightful questions
Seeking Advice
Here is a problem encountered by a major hotel a number ofyears ago: this hotel had become very popular, the elevatorswere very busy, and frequently caused backups in the lobby area.
Adding additional elevator shafts would require removal of anumber of rooms and a significant loss of income.
The doorman, overhearing their conversation, casually mentionedthat it was too bad they couldnt just add an elevator on theoutside of the building
A great idea!
It occurred to the doorman because he was outsidethe building much of the time, and that was hisframe of reference
Step 3. If at all possible, view the problem first hand
You should not rely on other peoples interpretationsof the situation or problem
Go inspect the problem yourself
You can see a lot by looking- Yogi Berra
Viewing the Problem Firsthand
In the mid 1970s a company completed a plant toproduce a plastic product (PVC). The main piece ofequipment was a large reactor with a cooling jacketthrough which water passed to keep the reactor cool.
When the plant wasstarted up, the plasticwas dark, nonuniform,and way off design
specifications.
Viewing the Problem Firsthand
The engineers in charge reviewed their design andrefined their model and calculations. However, theproblem did not change
Finally after many days,one of the engineersdecided to look into thereactor. He found that avalve had been carelesslyswitched to the wrong
position
Step 4. Confirm all findings
Cross check and cross reference data, facts,and figures
Challenge assumptions and assertions
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Step 4. Confirm all findings
Boxright had installed a new process for recoveringand recycling their cooking chemicals used in thepaper making process.
After two years, the processhad yet to operate correctly.
Courtland Construction was thesupplier of the recyclingequipment.
Step 4. Confirm all findings
Courtland presented data and information from anarticle in the engineering literature that they claimed
proved Boxright was not operating the process
correctly.
When Boxright analyzed this information in detail,it was stated that the data would not be expectedto apply to industrialsize equipment or processes
Problem Definition Techniques
ProblemDefinitionTechniques
Exploringthe
problem
Finding outwhere theproblem
came fromK.T.ProblemAnalysis
StatementRestatement
Present state
desired state&
Dunckerdiagram
Problem Definition Techniques
ProblemDefinitionTechniques
Exploringthe
problem
Finding outwhere theproblem
came from
Finding outwhere theproblem
came fromK.T.ProblemAnalysis
StatementRestatement
Present state
desired state&
Dunckerdiagram
Find out where theproblem statement came from
Neverassume the problem statement is correct
Where did the problem originate?
Who posed the problem statement in the first place?
Can that person explain the reasoning as to how theyarrived at that particular problem statement?
Are the reasoning and assumptions valid?
Has that person considered the situation from anumber of different viewpoints?
Have you used the first four steps to gatherinformation about the problem?
The Case of the Dead Fish
The Situation: Design a new waste treatment plant toreduce the toxic waste from the chemical plant
Who Posed the Problem?(company upper managements)
Can reasons for arriving at the problemstatement be explained?
(company wants to deflect negative press)
Are the assumptions valid?(company has decided to treat the symptoms)
Has sufficient data been collected?(our engineer initiates his own investigation)
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Problem Definition Techniques
ProblemDefinitionTechniques
Exploringthe
problem
Exploring
theproblem
Finding outwhere theproblem
came from
Finding outwhere theproblem
came fromK.T.ProblemAnalysis
StatementRestatement
Present statedesired state
&Dunckerdiagram
Exploring the Problem
1. Identify all available information
2. Recall or learn pertinent theories and fundamentals
3. Collect missing information
4. Solve a simplified version of the problem to obtain aballpark answer
5. Hypothesize and visualize what could be wrong withthe current situation
Exploring the Problem
6. Brainstorm to guess the answer
7. Recall past or related problems and experiences
8. Describe or sketch the solution in a qualitative manneror sketch out a pathway that will lead to the solution
9. Collect more data and information
10. After using some or all of the activities above,write a concise statement defining the real problem
The Case of the Dead Fish
Our engineer initiates his own investigation
Identify Available Information - toxic discharge, river levellow, large number of dead fish
Learn Fundamentals - call biologist about what could kill fish
Missing Information - a fungus in nearby lakes could kill fish,temperature was quite high, fish dead up and down the river
Hypothesis - Fish dying because of fungus not discharge
More Information - an examination of the fish concluded thatthey did die of a fungus not the discharge
Define the Problem - Identify ways to cure infected fish andprevent healthy fish from being infected
Problem Definition Techniques
ProblemDefinitionTechniques
Exploringthe
problem
Exploringthe
problem
Finding outwhere theproblem
came from
Finding outwhere theproblem
came fromK.T.ProblemAnalysis
StatementRestatement
Present statedesired state
&Dunckerdiagram
Present statedesired state
&Dunckerdiagram
Present State/Desired State
You cant get there from here
Present State/Desired State - help us verbalizewhere we are and where we want to go.
Present State statement should match the DesiredState statement
The Desired State should not contain solutions toproblems that are not in the Present State
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Hitting Em Where They
The Situation: During WWII, a number of aircraftwere shot down over Germany. Many of the planesthat made it back safely to base were riddled withbullet and projectile holes.
Instructions: Reinforcethese damaged areas withthicker armor plating
Hitting Em Where They
Many bullets penetrating aircraft Fewer planes shot down
Present State Desired State
Many bullets penetrating aircraft Fewer bullet holes
Present State Desired State
Many bullets penetrating aircraft Fewer bul lets penetratingin critical and non-critical areas critical areas
Present State Desired State
The Duncker Diagram
The Duncker Diagram points out ways to solve theproblem by making it OK notto reach the desired state.
There are two General Solutions:
Solutions that move from the present stateto the desired state
Solutions that modify the desired stateuntil it conforms to the present state
Functions Solutionsare possible paths to the desired state
Specific Solutionsimplement the functional solutions
The Duncker Diagram
Kindergarten Cop Kindergarten Cop
The real problemwas how to lower her stress at herworkplace
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To Market, To Market Problem Definition Example
Use a Duncker Diagram to help identify the realproblem in Exercise #6 on page 56 of your textbook
Problem Definition Example
A possible Duncker Diagram might look like the following:
Problem Definition Techniques
ProblemDefinitionTechniques
Exploringthe
problem
Exploringthe
problem
Finding outwhere theproblem
came from
Finding outwhere theproblem
came fromK.T.ProblemAnalysis
StatementRestatement
StatementRestatement
Present statedesired state
&Dunckerdiagram
Present state
desired state&
Dunckerdiagram
StatementRestatement
Problem Statement Triggers
1. Vary the stress patterntry placing emphasis on different words andphrases.
2. Choose a term that has an explicit definition and substitute the explicitdefinition in each place that the term appears.
3. Make an opposite statement, change positives to negatives, and viceversa.
4. Change every to some, always to sometimes, sometimes tonever, and vice versa.
5. Replace persuasive words in the problem statement such as obviously,clearly, and certainly with the argument it is supposed to bereplacing.
6. Express words in the form of an equation or picture, and vice versa.
StatementRestatement
Trigger 1 - Vary the stress patterntry placing emphasis on different words and phrases.
Cereal not getting to market fast enough to maintain freshness.(Do other products we have get there faster?)
Cereal not getting to market fast enough to maintain freshness.(Can we make the distance/time shorter?)
Cereal not getting to market fast enough to maintain freshness.(Can we distribute from a centralized locat ion?)
Cereal not getting to market fast enough to maintain freshness.(How can we keep cereal fresher, longer?)
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StatementRestatement
Trigger 2 - Choose a term that has an explicit definition and substitute theexplicit definition in each place that the term appears.
Breakfast food that comes in a box is not gettingto the place where it is sold fast enough to keep itfrom getting stale.
(Makes us think about the box and staleness... what changes might wemake to the box to prevent staleness?)
StatementRestatement
Trigger 3 - Make an opposite statement, change positives to negatives, andvice versa.
How can we find a way to get the cereal to market soslowly that it will never be fresh?
(Makes us think about how long we have to maintain freshness andwhat controls it?)
StatementRestatement
Trigger 4 - Change every to some, always to sometimes,sometimes to never, and vice versa.
Cereal is not getting to market fast enough to
always maintain freshness.
(This change opens new avenues of thought. Why isnt our cerealalways fresh?)
StatementRestatement
Trigger 5 - Replace persuasive words in the problem statement such asobviously, clearly, and certainly with the argument it is supposed to bereplacing.
The problem statement implies that we obviouslywant to get the cereal to market faster to maintainfreshness.
Thus, if we could speed up delivery freshness wouldbe maintained. Maybe not! Maybe the store holds ittoo long. Maybe its stale before it gets to the store.
(This trigger helps us challenge implicit assumptions made in theproblem statement.)
StatementRestatement
Trigger 6 - Express words in the form of an equation or picture,and vice versa.
Freshness is inversely proportional to the time sincethe cereal was baked.
Makes us think of other ways to attack thefreshness problem. For example, what does theproportionality constant, k, depend upon?
kFreshness
Time Since Baked=
Problem Definition Techniques
ProblemDefinitionTechniques
Exploringthe
problem
Exploringthe
problem
Finding outwhere theproblem
came from
Finding outwhere theproblem
came fromK.T.
ProblemAnalysis
K.T.ProblemAnalysis
StatementRestatement
StatementRestatement
Present statedesired state
&Dunckerdiagram
Present statedesired state
&Dunckerdiagram
We will discuss thisin Chapter 5
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Problem Solving
End of Chapter 3
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Generating Solutions
Nothing is more dangerous than an idea, when it isthe only one you have.
Define the Problem
Generate Solutions
Decide the Courseof Action
Implement the Solution
Evaluate the Solution
Generating Solutions
Once you have defined the problem you want to makesure you generate the best solution.
Perseverance is perhaps the most notable characteristicof successful problem solvers, so you shouldnt becomediscouraged when solutions arent immediately evident.
Many times mental blocks hinder your progress toward asolution.
What is the nature of these mental blocks and whatcauses them?
Common Causes of Mental Blocks
Defining the problem too narrowly.
Attacking the symptoms and not the real problem.
Assuming there is only one right answer.
Getting hooked on the first solution that comes tomind.
Getting hooked on a solution that almost works (butreally doesnt).
Common Causes of Mental Blocks
Distracted by irrelevant information, called mentaldazzle.
Getting frustrated by lack of success.
Being too anxious to finish.
Defining the problem ambiguously.
Break up Mental Blocks
There is a direct correlation between the time peoplespend playing with a problem and the diversity of thesolutions generated.
Draw four or fewer straight lines (without lifting yourpencil from the paper) that will cross through all ninedots.
Break up Mental Blocks
Several creative solutions to the nine dot problemexist:
Roll up the piece of paper such that it is cylindrical in shape
and then draw one line around the cylinder that passesthorough all nine dots
photoreduce the nine dots and then using a thick felt pen toconnect them with a single line
Crumple up the piece of paper and stab it with a pencil (this isa statistical approach that may require more than one attemptto hit all the dots)
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What did we learn?
The purpose of this exercise is to showthat putting too many constraints(either consciously or unconsciously) onthe problem statement narrows therange of possible solutions.
What did we learn?
A novice problem solvers will not cross aperceived imaginary limit--a constraintthat is formed unconsciously in themind of the problem solver--eventhough it is not part of the problemstatement.
What did we learn?
Whenever you are faced with aproblem, recall the nine dots to remindyourself to challenge the constraints.
Group Problem
Suggest or devise 25 ways to cross alake of molasses
Recognizing Mental Blocks
The first step to becoming a better problem solver isto understand what conceptual blocks are and howthey interfere with problem solving.
A conceptual block is a mental wall that prevents theproblem solver from correctly perceiving a problem orconceiving its solution.
The most frequently occurring conceptual blocks areperceptual blocks, emotional blocks, cultural blocks,environmental blocks, intellectual blocks, andexpressive blocks.
Perceptual Blocks
Obstacles that prevent the problem solver fromclearly perceiving either the problem itself or theinformation needed to solve it.
Stereotyping
Limiting the problem unnecessarily - recall the nine dotproblem
Saturation or information overload - Too much informationcan be nearly as big a problem as not enough information
Air traffic controllers have learned to overcome this block
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Emotional Blocks
Fear of risk taking- Implementing acreative idea is like taking a risk. Youtake the risk of making a mistake,looking foolish, losing your job, or in astudents case, getting an unacceptablegrade.
They decrease the amount of freedom with which you
explore and manipulate ideas and prevent you fromcommunicating your ideas to others.
Lack of appetite for chaos- Problemsolvers must learn to live withconfusion. What may be best for theindividual may not be best for theorganization or group.
They decrease the amount of freedom with which youexplore and manipulate ideas and prevent you fromcommunicating your ideas to others.
Judging rather than generating ideas- Thisblock can stem from approaching the problemwith a negative attitude. Wild ideas cansometimes trigger feasible ideas which lead toinnovative solutions
Lack of challenge- You feel that the problem isnot worthy of your efforts
Inability to incubate- Rushing to solve theproblem just to get it off your mind can createblocks
Emotional Blocks
Cultural Blocks
Acquired by exposure to a given set of cultural patterns
Environmental Blocks
Distractions can create inhibit deep prolongedconcentration
Intellectual Blocks
Inflexible and inadequate problem-solving strategies(lacking the necessary intellectual skills)
Expressive Blocks
Inability to communicate your ideas to others, ineither verbal or written form
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Blockbusting
Block Blockbuster
Negative Attitude Attitude Adjustment
Fear of Failure Risk Taking
Following the Rules Breaking the Rules
Over Reliance on Logic Internal Creative Climate
You Arent Creative Creative Beliefs
Improving Your Creative Abilities
Keep track of your ideas
Pose new question to yourself everyday
Keep up in your field of study
Avoid rigid, set patterns of doing things
Be open and receptive to new ideas
Be alert in your observations
Improving Your Creative Abilities
Adopt a risk taking attitude
Keep your sense of humor
Engage in creative hobbies
Have courage and selfconfidence
Learn to know and understand yourself
Brainstorming
Brainstorming, one of the oldest techniques tostimulate creativity, is a familiar and effectivetechnique for generating solutions.
Effective tool not only for one or two individualsdiscussing a problem in an informal setting but also inmore formal largegroup problemsolving sessions.
Brainstorming
The initial stages of idea generation begin with an unstructuredfree association of ideas to solve the problem (brainstorming).
During this activity, lists of all possible solutions are generated
either in group discussions or individually. The lists shouldinclude wild solutions or unusual solutions without regard to theirfeasibility.
A critical component of group brainstorming is to maintain apositive group attitude. No negative comments or judgments areallowed during this stage of the solution process
Reserve evaluation and judgment until later
Comments That ReduceBrainstorming to Braindrizzling
That wont work
Its against our policy
Thats too radical We dont have enough time
Its not our job
Thats too expensive
We cant solve this problem
Thats not practical
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The Fishbone Diagram
Fishbone diagrams are a graphical way to organize andrecord brainstorming ideas. The diagrams look like afish skeleton.
To construct a fishbone diagram the followingprocedure is used:
1. Write the real problem in a box (or circle) to the right of thediagram. Draw a horizontal line (the backbone) extendingfrom the problem to the left side:
RealProblem
The Fishbone Diagram
2. Brainstorm potential solutions to the problem
3. Categorize the potential solutions into several majorcategories and list them along the bottom or top of thediagram. Extend diagonal lines from the major categories tothe backbone. These lines form the basic skeleton of thefishbone diagram:
RealProblem
Category 1 Category 2
The Fishbone Diagram
4. Place the potential solutions related to each of the majorcategories along the appropriate line (or bone) in the diagram
RealProblem
Category 1 Category 2
Category 3 Category 4
Solution
Solution
Solution
Solution
Solution
Solution
Sorting and organizingyour ideas is a valuable
effort in the solutionprocess
Group Problem
Problem Statement: How could therules of basketball be changed sothat players under 59 tall mightbe more competitive?
Take five minutes to generatesome ideas
Group Problem
Lower the height of the basket.
Taller players are not allowed outside the key.
Platform tennis shoes.
Tall players can guard only tall players.
Tall players cant rebound.
Tall players must use a heavier ball.
Tall players cant jump.
Osborns Checklist
A technique used to generate additional ideas relatedto those already defined
Osborns Checklist for Adding New Ideas
Adapt? How can this idea be used as is? What areother uses it could be adapted to?
Modify? Change the meaning, material, color, shape,odor, etc.?
Magnify? Add new ingredient? Make longer, stronger,thicker, higher, etc.?
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Osborns Checklist
Osborns Checklist for Adding New Ideas
Minify? Split up? Take something out? Make lighter,lower, shorter, etc
Substitute? Who else, where else, or what else? Otheringredient, material, or approach?
Combine? Combine parts, units, ideas? Blend?Compromise?
Rearrange? Interchange parts? Other patterns,layouts? Transpose cause and effect?Change positives to negatives?
Consider the basketball example
Adapt?
Smaller players can foul as many times as
they want (rule adaptation). Assists bysmaller players count as points.
Modify? Raise baskets for taller players (modifycourt). Tall players stay inside 3point line
Magnify? Short players baskets worth 4points(magnify score).
Tall players shots worth 1point (minifyscore).
Minify?
Rearrange?Separate leagues for taller and shorterplayers (rearrange grouping).
Random Stimulation
Random Stimulation is a technique which is especiallyuseful if we are stuck or in a rut. It is a way ofgenerating totally different ideas than previouslyconsidered and can jump start the idea generationprocess and get it out of whatever current rut it may bein.
Introduce weird ideas during brainstorming.
Choose randomly a word from the dictionary. Use thatword to generate other words that can simulate the flow
of ideas.
Other Peoples Views (OPV)
When approaching a problem that involves thethoughts and feelings of others.
Imagining yourself in the role of the other personallows you to see complications of the problem notconsidered previously.
Example of Other Peoples Views
Problem: Space capsule burns upon entering theatmosphere
NASA Accountant Solve Problem but cost low
Project Manager Complete the project on time
Engineer: New material should not interfere withcapsule
Materials Scientist: Find a material that can handle the hightemperature on reentry.
Astronaut: Doesnt care about:the capsule, to return;
Final solution: Allow the surface of the capsule to bedestroyed, protecting the astronauts.
Group Problem
Problem Statement: You are a passengerin a car without a speedometer. Describe25 ways to determine the speed of the
car.
Take five minutes to generatesome ideas
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Futuring
Examine the problem carefully to make sure the real problem hasbeen defined.
Now, imagine yourself at some point in the future after theproblem has been solved. What are the benefits of having asolution?
Look around in the future. Try to imagine an ideal solution tothe problem at hand without regard to technical feasibility.Remember, in the future, anything is possible.
Make statements such as: If only (this) wouldhappen, I could solve....
Dare to change the rules! The best solutions to some problemsare contrary to conventional wisdom.
Group Problem
Problem Statement:What features would
you like to have on a television 10 yearsfrom now?
Take five minutes togenerate some ideas
Create a fishbone diagramfor your ideas
Brainwriting
Two or more individuals are required in order to carry out aninteractive brainstorming session.
However, when there is no one to interact with, a techniquebeing, used by many companies is that of brainwriting.
In brainwriting you follow the same procedure as brainstorming(e.g., free association, Osborns checklist, random stimulation,futuring). Write down your ideas as fast as you generate them,never pausing or stopping to evaluate the idea.
Keep a notebook handy to write down ideas,
because they often come at unusual times.
Analogy and Cross-fertilization
It is well documented that a number of the most importantadvances in science, engineering, art, and business come fromcross-fertilization and analogies with other disciplines.
Here ideas, rules, laws, facts, and conventions from one disciplineare transferred to another discipline.
There are four steps you can use to solve problems by analogy:
1) State the problem,
2) Generate analogies (this problem is like trying to. . .),
3) Solve the analogy, and
4) Transfer the solution to the problem.
Analogy and Cross-fertilization
Consider the following pairs:
A beautician and a college professor.
A policeman and a software programmer.
An mechanic and an insurance salesman.
A banker and a gardener.
A choreographer and anair traffic controller.
A maitre d and a pastor.
Incubating Ideas
The incubation period is very important in problem solving.Working on a solution to a problem to meet a deadline oftencauses you to pick the first solution that comes to mind and thenrun with it, instead of stopping to think of alternative solutions.
Communicate with other people.
Ask questions about all thecircumstances. Go home and think.
ideas
ideas
ideaside
as
Let it sit overnight, and think about itfrom time to time.
Put the problem down and do somethingelse for awhile
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SUMMARY
Be able to recognize the different mental blocks whenthey appear (Perceptual Emotional, Cultural,Environmental, Intellectual, and Expressive Blocks)
Use Blockbusters: Attitude Adjustment, Risk Taking,Breaking the Rules, Internal Creative Climate, andCreative Beliefs.
Use Osborns Checklist to generate new ideas: Adapt,Modify, Magnify, Minify, Rearrange, Combine.
Use Random Stimulation and Other People s Views(OPV) to generate new ideas.
SUMMARY
Remove all technical blocks to envision a solution in thefuture.
Use a fishbone diagram to help organize yourideas/solutions.
Use analogy and cross-fertilization to bring ideas,phenomena, and knowledge from other disciplines tobear on your problem.
Let the problem incubate so that your mind keepsworking on it while you are doing other things.
End of Chapter 4
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Deciding the Course of Action
Problem solvers must juggle priorities all
the time
Define the Problem
Generate Solutions
Decide the Courseof Action
Implement the Solution
Deciding the Course of Action
Once the real problem is defined and you have
generated a number of possible solutions, it timeto make some decisions:
on first
Choose the best alternativesolution
Decide how to successfullyimplement the solution
An Organizational Approach for Decision Making
KT Approach (KepnerTregoe Approach)
Deciding the Course of Action
(Where are we?)
ProblemAnalysis
DecisionAnalysis
PotentialProblem Analysis
PastWhat is
the faults?
PresentHow to correct
the fault?
FutureHow to preventfuture faults?
KT Situation Analysis can be helpful in deciding whichproblem receives the highest priority
Measure each problem using the following criteria:
KT Situation Analysis
Timing
Trend
Impact
Each of the criteria are evaluatedfor there degree of concern
High (H)
Medium (M) Low (L)
Timing How urgent is the Problem?
Is a deadline involved?
What will happen if nothing is done?
Evaluation Criteria
Trend Will the problem get worst?
Problems potential for growth?
Impact How serous is the problem?
What are the effects on people,products, organization, etc.?
Get dog off leg
Repair car
Put out fire
Ensure papers in briefcase willnot be destroyed
Prepare for tornado
Timing Trend Impact Process
H
HHHLL
MM
M
M
HHH
HH
DA
PPA
PA
DA
DA
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Pareto Analysis and Diagram
When there is more than one problem to deal
with, a Pareto Analysis can be helpful fordeciding which problem to attack first
e :80% of the trouble comes from 20% of theproblems
Pareto Analysis and Diagram
A Toasty Os plant is having some problems with their
product:
Problem Number of boxes
A. Inferior printing on boxes
B. Overfilling of boxes
C. Boxes damages during shipping
D. Inner wrapper not sealed
E. No prize in box
10,000
30,000
2,000
25,000
50,000
Pareto Analysis and Diagram
The original data sorted by the frequency of the number ofboxes affected
40000
50000
s
0
10000
20000
30000
NumberofBoxe
E B D A C
Problems
On first look the Toasty Os plant would attack the problemin E-B-D-A-C order
Pareto Analysis and Diagram
Lets look at the Toasty Os data when lost revenue isconsidered
Number of boxes
A. Inferior printing on boxes
B. Overfilling of boxes
C. Boxes damages during shipping
D. Inner wrapper not sealed
E. No prize in box
10,000/$100
30,000/$6,000
2,000/$7,000
25,000/$87,000
50,000/$17,500
Pareto Analysis and Diagram
Data sorted by lost revenue
80000
100000
ue
Toasty Os plant would attack the problem in D-E-C-B-Aorder
0
20000
40000
60000
LostReven
D E C B A
Problems
Group Problem
Situation Analysis Group Problem
The Exxon Valdezpage 170
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Group Problem
It is 12:45 AM in the morning, March 24, 1989; you have just been alerted that the Exxon Valdez tankerhas run aground on the Bligh Reef and is spilling oil at an enormous rate. By the time you arrive at thespill, 6 million gallons of oil have been lost and the oil slick extends well over a square mile.
A meeting with the emergency response team is called. At the meeting it is suggested that a secondtanker be dispatched to remove the remaining oil from the Exxon Valdez. However, the number ofdamaged compartments from which oil is leaking is not known at this time and there is concern that ifthe tanker slips off the reef, it could capsize if the oil is only removed from the compartments on thedamaged side.The use of chemical dispersants (i.e., soap-like substances) which would break up the oil into drops andcause it to sink is suggested. However, it is not known if there is sufficient chemical available for a spillof this magnitude. The marine biologist at the meeting objected to the use of dispersants, stating thatonce these chemicals are in the water, they would be taken up by the fish and thus be extremelydetrimental to the fish industry.The use of floatable booms to surround and contain the oil also brought about a heated discussion.Because of the spill size, there is not enough boom material even to begin to surround the slick. TheAlaskan governor's office says the available material should be used to surround the shore of a smallvillage on a nearby island. The Coast Guard argues that the slick is not moving in that direction andshould be used to contain or channel the slick movement in the fjord. The Department of Wildlife saysthe first priority is the four fisheries that must be protected by the boom or the fishing industry willbe depressed for years, perhaps generations to come. A related issue is that millions of fish werescheduled to be released from the fisheries into the oil contaminated fjord two weeks from now. Othersuggestions as to where to place the boom material were also put forth at the meeting.
MajorConcerns
Sub-Concerns Timing Trend Impact Process
Prevent more oil fromspilling (removeremaining oil)
Number of damagedCompartments
Tanker slipping off reef
Group Problem
MajorConcerns
Sub-Concerns Timing Trend Impact Process
Prevent more oil fromspilling (removeremaining oil)
Number of damagedCompartments
Tanker slipping off reef
L L M DA
i i
Dispersing spilled oil Environmental concerns
Availability of chemicals
Containing oil spill Availability of floatingbooms
Channel slick in fjord
Protecting island shore
Protecting fisheries
i i
Dispersing spilled oil Environmental concerns
Availability of chemicals
Containing oil spill Availability of floatingbooms
Channel slick in fjord
Protecting island shore
Protecting fisheries
L
L L
M
M
H H HH
H H H
H H H
H H H
DA
DA
DA
DA
PA
PA
Group Problem
Situation Analysis Group Problem
The Adams Familypages 170-171
Group Problem
The four members of the Adams family lice east of Memphis in a middle-class community. Tom Adamscommutes to work in downtown Memphis; his commute is 45 miles each way, and he is not in a car or vanpool. Tom has been thinking about looking for a job closer to his home. However, he has been working formore than a year on a project that, if successfully completed, could lead to a major promotion at hiscurrent company. Unfortunately, there is a major defect in the product; this error has yet to be locatedand corrected. Tom must solve the problem in the very near future because the delivery date promisedto potential customers is a month away.
Tom's financial security is heavily dependent on this promotion because of rising costs at home. Both ofthe Adams children need braces for their teeth, Tom needs a new car (it broke down twice on thefreeway this past fall), the house is in need of painting, and there is a w ater leak in the basement thathe has not been able to repair.
Sarah, Tom's wife, is a mechanical engineer. She has been considering getting a part- time job, butthere are no engineering jobs available in the community. Full-time positions are available in northern ,but accepting one would pose major problems with respect to chauffeuring and managing the children.There are a few day-care centers in the community, but rumor has it they are very substandard. Inaddition, last year the Adams's son Alex was accepted as a new student by the premier piano teacher inthe area and there is no public transportation from their home to his studio. Melissa, the Adams'sdaughter, is very sad at the thought of giving up her YMCA swimming team and her Girl Scout troop,both of which meet after school.
Carry out a K. T. situation appraisal for the Adams family's predicament.
MajorConcerns
Sub-Concerns Timing Trend Impact Process
Toms work Projects
New job
Group Problem
MH PA
DA
H
M MLFinancial problems Braces for kids
New car
Paint house
Water leak in basement
Sara getting a job Managing chi ldren
Finding part-time job
DA
PA/DA
DA
DA
DA
H H
H
H
M MM
M M
M M
L
L
L
L
L
L
MPA/DA
KT Problem Analysis
Situation Analysis(Where are we?)
ProblemAnalysis
DecisionAnalysis
PotentialProblem Analysis
Experienced problem solvers: Ask the right questions Interview as many people as necessary
A technique used in KT Problem Analysis is: Distinctions
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KT Problem Analysis
Situation Analysis(Where are we?)
ProblemAnalysis
DecisionAnalysis
PotentialProblem Analysis
What isthe problem and what is notthe problem?
Where did the problem occur? Where is everythingOK?
When did the problem first occur? When waseverything OK?
What is the magnitude of the problem?
This analysis is useful in troubleshooting operations
A good problem statement includes: What is known What is unknown
KT Problem Analysis
What is sought
What isthe problem and what is not
Think in terms of dissimilarities
Ask who, why, and how Reexamine assumptions
KT Problem Analysis
IS IS NOT DISTINCTION CAUSE
What I de nt if y W ha t i s th eProblem?
What is not theProblem?
What is the distinc-tion between the isandthe is not?
What is apossiblecause?
Where Locate W here is theproblem found?
Where is theproblem not found?
What is distinctiveabout the differentlocations?
What is apossiblecause?
he When does When does What is distinctive What is aTiminthe problemoccur?
the problem notoccur?
about the differentin timing?
possiblecause?
When was itfirst observed?
When was itlast observed?
What is the distinctionbetween theseobservations?
What is apossiblecause?
Extent How far doesthe problemextent?
How localizedis the problem?
What is thedistinction?
What is apossiblecause?
How manyunits areaffected
How manyunits are notaffected
What is thedistinction?
What is apossiblecause?
Magnitude
How much ofany one unit isaffected?
How much ofany one unit isnot affected?
What is thedistinction?
What is apossiblecause?
A new model of airplane was delivered to EasternAirlines in 1980. Soon the flight attendants developeda red rash on their arms, hands, and faces. It occurredonly on flights that were over water.
KT Problem Analysis
Fortunately, it usuallydisappeared in 24 hours andcaused no additional problems.
When the attendants flew otherplanes over the same routes, no
ill effects occurred.
KT Problem Analysis
A new model of airplane was delivered to EasternAirlines in 1980. Soon the flight attendants developeda red rash on their arms, hands, and faces. It occurred
only on flights that were over water.
The same number of attendantscontacted the rash on eachflight.
In addition, a few of those whocontracted the rash felt ill, andthe union threatened action.
IS IS NOT DISTINCTION
WhatWhenWhere
KT Problem Analysis
Rash Other illness External contact
New planes Old planes Different materials
Fl ights over water Fl ight over land Different crew
Extent
Look at all the distinctions:
a) something contacting the arms and face
b) the rash occurs only on flights over water
c) the lifevests on the new plane are made of new materialsor of a different brand of materials
Only some attendants All attendants Crew duties
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KT Decision Analysis
Situation Analysis(Where are we?)
ProblemAnalysis
DecisionAnalysis
PotentialProblem Analysis
How to choose the best solution from a number ofalternatives
Write a concise decision statement
Collect and analysis information and data
Talk with people familiar with the problem
If possible, view the problem first hand
Confirm all findings
KT Decision Analysis
Situation Analysis(Where are we?)
ProblemAnalysis
DecisionAnalysis
PotentialProblem Analysis
Specify the objectives of the decision
Divide these objectives into two categories:
musts
and wants
Musts are mandatory to a successful solution
If a solution satisfies all musts
KT Decision Analysis
Wantsare desirable but nor mandatory
If a solution does not satisfy anyone of the muststhen the solutionis a no go
Assign a weight(1 - 10) to eachwanton how important it is toyou
KT Decision Analysis
Assign a rating(0 - 10) as tohow well it satisfies the wants
A score for the solution can be determined bymultiplying the ratingby the weight
Assigning weightsis asubjective thing
KT Decision Analysis
Compare wantstwo at a timeto help arrive at consistentassignment of weights
Assessment of weightmust be consistent is thedecision is to be valid
Choosing a Paint Gun . . .
KT Decision Analysis Example
A auto manufacturing plant needs
to choose an electrostatic paintspray gun.
Paint RightNew SprayGun Ho
Decision Statement: Choose a paint spray gun.The available guns are:
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Musts:
1) Control over paint flow rate2) Acceptable paint appearance
KT Decision Analysis Example
Wants:1) Easy service2) Low cost3) Longterm durability4) Personnel with experience
KT Decision Analysis Example
GoGo
GoGo
No GoGo
MUSTSAdequate flow controlAcceptable appearance
Paint Right New Spray Gun Ho
Weight7644
Rating2839
Rating9672
Score14481236
Score6336288
No Go
Total 110 135
Easy serviceDurabilityLow costExperience
Risk Assessment
Explore the risk associated with eachalternative
KT Decision Analysis Example
Evaluate theprobability(0 - 10) ofadverse consequences of eachalternative solution
Evaluate the seriousness(0 -10) of the
consequence if it occurs
Problems with Subjective Measurements
KT Decision Analysis Example
Giving higher weights/scores topredetermined favored projects
Missing Information - What if... ?
Is the decision ethical?
Unimportant details
Faulty perception of objectives
Group Problem
Decision Analysis Group Problem
Choosing an Electivepage 171
KT Decision Analysis Example
GoGo
GoNo Go
No GoGo
MUSTS3 CreditsInexpensive
Music 101 Art 101 HISH 201 Art 203 GEOL 101 Music 205
No GoGo
GoGo
GoGo
Wt6810
Rating8210
Total 164
Good gradeInterestingLow time
commitment
Rating4105
Rating565
154 128
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KT Potential Problem Analysis
Situation Analysis(Where are we?)
ProblemAnalysis
DecisionAnalysis
PotentialProblem Analysis
This analysis can help decrease the possibilityof a disastrous outcome
A PPA table delineates the potential problemsand suggestspossible causes,preventiveactions, and contingent actions
KT Potential Problem Analysis
Situation Analysis(Where are we?)
ProblemAnalysis
DecisionAnalysis
PotentialProblem Analysis
KT Potential Problem AnalysisPotentialProblem
PossibleCauses
PreventiveActions
ContingentActions
A. 1.2.
B. 1.2.
Identify how serious each problem is
How probable is it that the problem will occur?
KT Potential Problem Analysis
Once Problems are identified
List all possible causes
Develop preventive actions for each cause
Group Problem
Potential Problem Analysis
New Chicken Sandwichpage 176-177
KT Potential Problem Analysis
PotentialProblem
Consequence ProbableCause
PreventiveAction
ContingentAction
People dontbuy sandwich
Company losesmoney
Too spicy Performtaste tests
Serve sauceon side in
hot/mild
Bacteria infood
varie ies
Too expensive Compare unitcost withcompetition
Runpromotionalspecials
Name scarespotentialcustomers
Take survey Change name
Mishandlingof chicken byemployees
Dont allowemployees tocontact rawchicken
Performperiodicinspections
Lawsuits, lossof customers
End of Chapter 7
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Implementing the Solution
Many people get stuck in the problem-solving processby analyzing things to death
Define the Problem
Generate Solutions
Decide the Courseof Action
Implement the Solution
Evaluate the Solution
Implementing the Solution
There are a number of techniques that will facilitatethe implementation process
Define the Problem
Generate Solutions
Decide the Courseof Action
Implement the Solution
Evaluate the Solution
Implementing the Solution
DecideApprovalApproval
PlanningPlanning
Carry ThroughCarry Through
Follow UpFollow Up
Evaluate
Implementation
ApprovalApproval
Approval
The first step in the implementation process is to getapproval from your organization
Sell your ideas
Prepare a document to sell your project
Your report should describe:
What you want to do Why you want to do it
How you are going to do it
How your project will benefit the organization
Approval
Avoid technical jargon
Keep presentation clear and to the point
Make presentation in logical and orderly manner
Be concise
Anticipate questions
Be enthusiastic about your ideas
Implementing the Solution
DecideApprovalApproval
PlanningPlanning
Carry ThroughCarry Through
Follow UpFollow Up
Evaluate
Implementation
PlanningPlanning
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Planning
Planning is the most important step in theimplementation process
Consider the following items Allocate your time time and resources
Anticipate bottleneck
Identify milestone
Identity and sketch the pathway to the solution
A modified KT situation analysis canbe useful
Planning
KTSituationAnalysis
KT PotentialProblemAnalysis
Critical PathManagement
Critical PathManagement
GanttCharts
GanttCharts
NecessaryResources
NecessaryResources
Time andResourceAllocation
ApprovalApproval
Planning
Many people use a personal organizer to keep track ofactivities and commitments
We will discuss four types of organization methods:
Gantt Chart
Coordination and development
Critical path Necessary resources
Planning
Gantt Chart - a common way to allocate time tospecific tasks
If you dont know where youre going youll probablyend up somewhere else
Planning
July Aug Sept Oct Nov Dec Jan Feb Mar Apr May
Task 1 -Literature Review
Task 2 -Feasibility Study
Task3 -Development ofPrototype
Task4 -Laboratory Studyof Prototype
Task4a - Static Flow
Task4a -Dynamic Flow
Task5 -Data Acquisition
Task6 - Report Preparation
Gantt Chart
Planning
Coordinate and Development
Coordination among various team members isimperative to achieving an efficient solution in thetime allotted
The use of a Development Chart can help guidethe team by assigning various responsibilities todifferent team members
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Planning Example
Thanksgiving Dinner - my extended family consists of25 people
Main Course: Roasted turkey with dressing clean (0.5 hr), stuff (0.5 hr),cook (7 hr @ 350oF), cool andslice (1 hr)
Vegetable: Green beans with prep. time (30 min)mushroom sauce microwave (30 min)
Potato: Sweet potato casserole prep. time (30 min),cook (3 hr @ 350oF)
Sauce: Jel lied cranberry sauce open can, sl ice, serve
Dessert: Pumpkin pie prep. time (45 min),cook (1 hr @ 425oF)
Beverages: Coffee, tea, milk, water, wine
Gantt Chart for Thanksgiving Dinner
Planning Example
clean
stuff
cook, 7 hours @ 350oF cool - serve - slice
clean house
prep. and bake @ 350oF - keep warm
prep. and bake @ 425oF
7 am 8 9 10 11 12 1 2 3 4 5 6 pm
Turkey
Housework
Sweet Potato
Pumpkin Pie
Green Beansprep. microwave -keep warm
Planning
Critical Path - Organizing critical tasks alonga time line
Develop an understanding of how one taskeffects other tasks in the project
Use extensively in the constructionindustry
Constructing a critical path is a dynamicprocess
Critical Path for Thanksgiving Dinner
Critical Path Example
Clean and stuffturkey
Clean and stuffturkey
Prepare casserole withpotatoes, spices,butter and milk
Prepare casserole withpotatoes, spices,butter and milk
Bake sweet potatoes350o for 1 hrs
Bake sweet potatoes350o for 1 hrs
Remove turkey andcasserole from ovenRemove turkey andcasserole from oven
Bakepie @425o
Bakepie @425o
Servemeal
Servemeal
Bake casserole350o for 2.5 hrsBake casserole
350o for 2.5 hrs
Cook turkey350o for 7 hrsCook turkey
350o for 7 hrs
Preparepie crustPreparepie crust
Prepare/addpie filling
Prepare/addpie filling
CleanhouseCleanhouse
SettableSet
table
Critical Path for Thanksgiving Dinner
Critical Path Example
Clean and stuffturkey
Clean and stuffturkey
Prepare casserole withpotatoes, spices,butter and milk
Prepare casserole withpotatoes, spices,butter and milk
Bake sweet potatoes350o for 1 hrs
Bake sweet potatoes350o for 1 hrs
Remove turkey andcasserole from ovenRemove turkey andcasserole from oven
Bakepie @425o
Bakepie @425o
Servemeal
Servemeal
Bake casserole350o for 2.5 hrsBake casserole
350o for 2.5 hrs
Cook turkey350o for 7 hrsCook turkey
350o for 7 hrs
Preparepie crustPreparepie crust
Prepare/addpie filling
Prepare/addpie filling
CleanhouseCleanhouse
SettableSet
table
Group Problem
Critical PathGroup Problem
Page 148
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Planning
Necessary Resources
Typically resource are divided intofive categories:
Personnel
Equipment Travel
Supplies
Overhead
PlanningI. Salaries and Wages
A. Principal Investigator, C.V. Camp
Summer, 2 month @ 66.67% 14,925$
Ext ra Compenst at ion (1 month ac ademic year @11. 11%) 7,462$
B. Shahram Pezeshk
Summer, 2 month @ 66.67% 14,925$
Ext ra Compenst at ion (1 month ac ademic year @11. 11%) 7,462$
C. Undergraduate Research Assistant2 @ $6/hr (1280 hours) 15,360$
Subtotal I 60,134$
II. Fringe Benefits
@ 17.65% of IA+IB 7,903$
III. Travel 2,000$
IV. Operating Expenses 15,000$
V. Subcontract - Dr. Russell Deaton - The Univeristy of Arkansas 37,597$
Total Direct Costs 122,634$
VI. Facilities & Administration Costs @ 15% MTDC 18,395$
Total Project Costs 141,029$
Planning
Carry Through - all the planning in the world will notsave a poor job of carrying through the chosen solution
Carry Through Checklist: Find the limits of your solution - overestimate or underestimate
your assumptions
Anticipate your solution
Construction of a model our your solution to see if it will workunder simple conditions
Continue to collect information and research your solution
Make sure no physical law are violated
Plan you simulations carefully
Planning
Revealing the Solution - Its like peeling an onion
Knowledg
e
Comprehension
Application
Analysis
Synthesis
Planning
Revealing the Solution
Evaluation - qualitative and quantitative judgements abouthow material and methods satisfy problem criteria
Synthesis - formulation of problem statement and testingprocedures from fuzzy situations
Analysis - break the problem into parts, identify missing,redundant, and and contradictory information
Planning
Revealing the Solution
Application - organize which set of activities will beapplied
Comprehension - understanding, manipulation, and/orextrapolation of information generated or identified in theapplication step
Knowledge - remembering previously learned material
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Planning
Follow Up
Flexibility in an essential trait of problem solvers
Periodically check your progress
Inspect what you expect
Planning
Follow Up
Follow the solution plan
Proceed on schedule
Stay within budget
Planning
Follow Up
Acceptable quality
Still relevant to the problem
Planning
Problems That Change With Time
Where did the goals come from and why?
Are the goals still appropriate to the problem?
Are you trying to hit a moving target?
Planning
Experimental Projects
Examine the Need for the ExperimentExamine the Need for the Experiment
Define Objectives for the ExperimentDefine Objectives for the Experiment
Choose Responses You Want to MeasureChoose Responses You Want to Measure
Identify the Important VariablesIdentify the Important Variables
Design ExperimentDesign Experiment
Perform ExperimentPerform Experiment
Analysis ResultsAnalysis Results
Planning
Experimental Projects
Examine the Need for the ExperimentExamine the Need for the Experiment
Define Objectives for the ExperimentDefine Objectives for the Experiment
Choose Responses You Want to MeasureChoose Responses You Want to Measure
Identify the Important VariablesIdentify the Important Variables
Design ExperimentDesign Experiment
Perform ExperimentPerform Experiment
Analysis ResultsAnalysis Results
Report and PresentReport and PresentAct on ResultsAct on Results
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Examine the Need for the ExperimentExamine the Need for the Experiment
Planning
Experimental Projects
Examine the Need for the ExperimentExamine the Need for the Experiment
Define Objectives for the ExperimentDefine Objectives for the Experiment
Choose Responses You Want to MeasureChoose Responses You Want to Measure
Identify the Important VariablesIdentify the Important Variables
Design ExperimentDesign Experiment
Perform ExperimentPerform Experiment
Analysis ResultsAnalysis Results
Report and PresentReport and PresentAct on ResultsAct on Results
Planning
Experimental Projects
Do you really need the experiment?
Why perform the experiment?
Do you have enough time and money?
Is the information already available?
Define Objectives for the ExperimentDefine Objectives for the Experiment
Planning
Experimental Projects
Examine the Need for the ExperimentExamine the Need for the Experiment
Define Objectives for the ExperimentDefine Objectives for the Experiment
Choose Responses You Want to MeasureChoose Responses You Want to Measure
Identify the Important VariablesIdentify the Important Variables
Design ExperimentDesign Experiment
Perform ExperimentPerform Experiment
Analysis ResultsAnalysis Results
Report and PresentReport and PresentAct on ResultsAct on Results
Planning
Experimental Projects
What are the objectives of the experiment?
Prepare a list of objectives you wish to accomplish
What question would you most like to answer?
Cant see the forest for the tress
Choose Responses You Want to MeasureChoose Responses You Want to Measure
Planning
Experimental Projects
Examine the Need for the ExperimentExamine the Need for the Experiment
Define Objectives for the ExperimentDefine Objectives for the Experiment
Choose Responses You Want to MeasureChoose Responses You Want to Measure
Identify the Important VariablesIdentify the Important Variables
Design ExperimentDesign Experiment
Perform ExperimentPerform Experiment
Analysis ResultsAnalysis Results
Report and PresentReport and PresentAct on ResultsAct on Results
Planning
Experimental Projects
Choose the Response You Want to Measure
What are the dependent and independentvariables?
Do you have the appropriate equipment?
Are your measures and accurate and precise
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Identify the Important VariablesIdentify the Important Variables
Planning
Experimental Projects
Examine the Need for the ExperimentExamine the Need for the Experiment
Define Objectives for the ExperimentDefine Objectives for the Experiment
Choose Responses You Want to MeasureChoose Responses You Want to Measure
Identify the Important VariablesIdentify the Important Variables
Design ExperimentDesign Experiment
Perform ExperimentPerform Experiment
Analysis ResultsAnalysis Results
Report and PresentReport and PresentAct on ResultsAct on Results
Planning
Experimental Projects
Identify Important Variables
What are the reallyimportantmeasurements?
What is the range of each variable?
Look for dimensionless ratios or groups of variables
Design ExperimentDesign Experiment
Planning
Experimental Projects
Examine the Need for the ExperimentExamine the Need for the Experiment
Define Objectives for the ExperimentDefine Objectives for the Experiment
Choose Responses You Want to MeasureChoose Responses You Want to Measure
Identify the Important VariablesIdentify the Important Variables
Design ExperimentDesign Experiment
Perform ExperimentPerform Experiment
Analysis ResultsAnalysis Results
Report and PresentReport and PresentAct on ResultsAct on Results
Planning
Experimental Projects
Design the Experiment
What are the types of errors toavoid?
What is the minimum number of experiments that
must be performed?
Should we repeat the experiment?
Perform ExperimentPerform Experiment
Planning
Experimental Projects
Examine the Need for the ExperimentExamine the Need for the Experiment
Define Objectives for the ExperimentDefine Objectives for the Experiment
Choose Responses You Want to MeasureChoose Responses You Want to Measure
Identify the Important VariablesIdentify the Important Variables
Design ExperimentDesign Experiment
Perform ExperimentPerform Experiment
Analysis ResultsAnalysis Results
Report and PresentReport and PresentAct on ResultsAct on Results
Planning
Experimental Projects
Perform the Experiment
How many times?Is three
too many?Is one
enough?
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Analysis ResultsAnalysis Results
Planning
Experimental Projects
Examine the Need for the ExperimentExamine the Need for the Experiment
Define Objectives for the ExperimentDefine Objectives for the Experiment
Choose Responses You Want to MeasureChoose Responses You Want to Measure
Identify the Important VariablesIdentify the Important Variables
Design ExperimentDesign Experiment
Perform ExperimentPerform Experiment
Analysis ResultsAnalysis Results
Report and PresentReport and PresentAct on ResultsAct on Results
Planning
Experimental Projects
Analyze the Results
Have all experimental objectivesbeen satisfied?
Report and PresentReport and PresentAct on ResultsAct on Results
Planning
Experimental Projects
Examine the Need for the ExperimentExamine the Need for the Experiment
Define Objectives for the ExperimentDefine Objectives for the Experiment
Choose Responses You Want to MeasureChoose Responses You Want to Measure
Identify the Important VariablesIdentify the Important Variables
Design ExperimentDesign Experiment
Perform ExperimentPerform Experiment
Analysis ResultsAnalysis Results
Report and PresentReport and PresentAct on ResultsAct on Results
Planning
Experimental Projects
Report Format
1. Abstract
2. Introduction
3. Material and Methods
4. Results
5. Discussion of Results6. Conclusions
7. References
Planning
Top Ten List of Effective Reports
1. Perfect grammar
2. Logically organized
3. Logical flow of ideas
4. Concisely written
5. Interestingly written
6. Ideas supported by data
7. Appropriate use of figures
8. Passive voice
9. Clear purpose
10. Professionally bound document
Planning
Top Ten List of Effective Presentations
1. Well organized
2. Logical flow of ideas
3. Ideas presented concisely
4. Ideas supported by data
5. Clear explanations
6. Good visual aids
7. Speak clearly
8. Well prepare and practiced
9. Dress appropriately
10. Conclusions supported by evidence
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End of Chapter 6
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Evaluation
After implementation, a final evaluation ofthe solution is needed
Define the Problem
Generate Solutions
Decide the Courseof Action
Implement the Solution
Evaluate the Solution
Evaluation
Guidelines for evaluating your solutions
Does it completely solve the problem?
Does the solution endanger people orthe environment?
Is the solution ethical?
Evaluation
General Guidelines
Evaluation should be a ongoingprocess
Have an independent review of your work
Examine your solutions at each phaseof the project
Ask questions!!
Do a KT Potential Problem Analysis
Evaluation
The McMaster FivePoint Strategy
Check that the solution is blunderfree
Check that criteria and constrainsare satisfied
Check the reasonableness of results
Confirm ALLfindings!
Check the procedure and logicof your arguments
Evaluation
The Snow Cruiser The original conception of the Snow Cruiser is most often credited
to Dr. Thomas C. Poulter who served as second in command ofAdmiral Byrd's Antarctic Expedition II.
During this expedition, Admiral Byrd nearly lost his life when he wasisolated by the weather at the Advanced Base.
It took three attempts for Dr. Poulter to rescue the Admiral due tothe difficulty of traveling a mere 123 miles in the inhospitableconditions.
This incident is believed to have been the spark that inspired Dr.Poulter to first visualize the Snow Cruiser.
Evaluation
The Snow Cruiser
Some Design Features:
1. A range of 5,000 miles
2. Room for a crew of five
3. Supplies for a year
4. An airplane on the roof
5. Outstanding terrain capabilities
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Evaluation Evaluation
The Snow Cruiser
Work on the Snow Cruiser was begun on August 8, 1939 at thePullman shops in Chicago Illinois. The Foundation had just eleven
weeks to build, test and deliver the completed Snow Cruiser toBoston, Massachusetts where it would be loaded aboard ship for
transport to Antarctica.
Evaluation
The Snow Cruiser
On October 24, 1939 the nearly completed Snow Cruise began a1021 mile trek to Boston.
This trip would be the shakedown cruise as well as a race thereach Boston before the North Star sailed for the Antarctic.
On November 12, the SnowCruiser pulled alongside theNorth Star at Boston ArmyWharf. To fit on the deck of
the North Star, the Cruiser'stail section had to betemporarily removed.
Evaluation
The Snow Cruiser
On January 12 the North Star anchored at the Bay of Whales.
To unload the Snow Cruiser from the deck of the North Star, alarge ramp was constructed of heavy timber.
Unloading of the Snow Cruiser took place on January 15, with Dr.Poulter at the helm.
Half way down the ramp thetimbers began to break. Dr.Poulter quickly gave theCruiser full throttle and shelurched from the ramp to thesafety of the ice.
Evaluation
The Snow Cruiser The Snow Cruiser failed to perform up to expectations.
The tires sank deeply into the snow (3 feet) and spun too easily.
To improve traction, theyinstalled chains on the smoothrear tires.
In an attempt to improve the cruisers performance, the crewattached the two spare wheels and tires to the front wheels,increasing the surface area of the tires by 50 percent.
Evaluation
The Snow Cruiser Failed
What when wrong?
Were the assumptions valid? What information is available about the Antarctic environment?
How difficult is the terrain?
If the vehicle will move on dry roads in good weather, what makes usthink it will function on snow and ice?
Most polar vehicles up to this time used caterpillar treads ratherthan tires.
Why would our new tire design work?
Why do other vehicles use treads?
The answers to some of these obvious questions may help avoid afailed design.
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Evaluation
The Snow Cruiser Failed
Does the solution solve the Real Problem?
Clearly the problem is at least twofold.
One problem is to protect the workers and explorers from the harshpolar environment.
The other, and just as important an aspect, is that the vehicleshould have good mobility on the expected terrain so thatexploration (the main goal of the expedition) is possible.
The design was quite successful from the protection/livingaccommodations standpoint.
The Snow Cruiser was nicer inside than many pre-World War IIbungalows.
Evaluation
The Snow Cruiser Failed
Does the solution solve the Real Problem?
The design only partially addressed the mobility problem.
Elaborate design features were included to enable the Snow Cruiserto cross crevasses in the snow that it would certainly encounter, butit appears that insufficient consideration was given to ensuring"normal" mobility in polar ice and snow.
Surely some incorrect assumptions were made regarding the tractionof the tires and the power necessary to move such a mammothvehicle in these severe conditions.
Challenging all the assumptions of the design and making sure thatthe real problem (and all facets of it) are solved are keys todetermining a functional solution.
Evaluation
The Snow Cruiser Failed
Is the problem permanently solve?
If indeed the Snow Cruiser functions as designed, it would bea permanent solution to polar expedition problems.
Does the solution have impact?
In this case, yes. The Snow Cruiser could have revolutionized
the way polar explorations were conducted.
Evaluation
The Snow Cruiser Failed
Have all consequences of the solutionbeen examined? This question is difficult to answer, not knowing what went on
at the time, but providing the vehicle operates as designed, itappears that many adverse consequences were anticipatedand designed for.
Provisions and fuel were available for long periods of time.
It had a travel range of 5000 miles.
Seemingly every contingency had been prepared for...exceptthe fatal mobility flaw.
Evaluation
The Last Penny
Two friends; a business major and anengineering major
The business major has an accountingproject
The accounting sheets for theproject of several hundred thousanddollars will not balance by two orthree dollars
Evaluation
The Last Penny
The business student says: Dontworry it only a small percentage ofthe total.
The engineering student says: Itcould be the result of two majorerrors that may compensated oneanother.
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Evaluation
Ethical Considerations
Solutions are not always black and white with regardto ethics, but shades of gray
Ethics Checklist Is it legal?
Is it balanced?
How will it make me feel about myself?
Will it make me proud?
Evaluation
The Five Ps
Purpose
Pride
Patience
Persistence
Perspective
Evaluation
Purpose What is the objective for which you striving?
Are you comfortable with that as your purpose?
Does your purpose hold up when you look atyourself in the mirror?
Evaluation
Pride Can you take pride in the solution
you have developed?
Is there any false pride or selfdoubt involved?
Evaluation
Patience Have you taken the time to think through all the
ramifications of your solution?
Evaluation
Persistence Are you sticking to your guns and
not being dissuaded by otherdemands?
Have you given up too soon onfinding a solution that is fair andbalanced?
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Evaluation
Perspective Have you taken the time to focus
inside yourself to be sure everythingfits with your ideals and beliefs?
How does the solution fit into theBig Picture?
End of Chapter 7
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