Creative problem solving skills, process, tools, techniques and best practice principles

1. CREATIVE PROBLEM-SOLVING SKILLS AND -PROCESS
CHARLES COTTER PhD candidate, MBA, B.A (Hons), B.A
www.slideshare.net/CharlesCotter
TUPPERWARE MANUFACTURING, BRAKPAN
6-9 MARCH 2018

2. 2-DAY TRAINING PROGRAMME OVERVIEW
• Mastering the fundamentals of problem-solving
• Applying the 6-step creative problem-solving (CPS) process
• Step 1: Identify and define the problem
• Step 2: Analyze the problem
• Step 3: Generate alternative solutions
• Step 4: Assess and select the most appropriate solution
• Step 5: Implement the solution
• Step 6: Monitor and evaluate the effectiveness of the solution

3. AGREE OR DISAGREE?
WHY?

5. “NEXT LEVEL” OUT OF THE BOX THINKING ACTIVITY
1. How do you put a giraffe into your refrigerator?
2. How do you put an elephant into your refrigerator?
3. The Lion King is hosting an animal conference. All
the animals attend - except one. Which animal does
not attend?
4. There is a river you must cross, but it is used by
crocodiles and you do not have a boat. How do you
manage it?

6. CORRECT ANSWERS
• Question 1: Open the refrigerator, put in the giraffe, and close the door.
• This question tests whether you tend to do simple things in an overly
complicated way.
• Question 2: Did you say, Open the refrigerator, put in the elephant, and close the
refrigerator? Wrong answer. Correct answer: Open the refrigerator, take out the
giraffe, put in the elephant and close the door.
• This tests your ability to think through the repercussions of your previous
actions.

7. CORRECT ANSWERS
 Question 3: The elephant. The elephant is in the refrigerator. You just put him in
there.
 This tests your memory.
 Okay, even if you did not answer the first three questions correctly, you still have
one more chance to show your true abilities.
 Question 4: You jump into the river and swim across. Have you not been
listening? All the crocodiles are attending the animal conference.
 This tests whether you learn quickly from your mistakes.

8. CONSOLATION
PRIZE
• According to Anderson
Consulting Worldwide,
around 90% of the
professionals tested got
all 4 questions wrong.

10. INTRODUCTORY ACTIVITY
• Individual activity:
• Complete the following statement by inserting one word only. In order to
effectively solve problems at Tupperware, I need to/to
be………………………………………………
• Jot this word down and find other learners who have written down the same
word. Write this word down on the flip-chart.
• Each learner will have the opportunity to explain their choice of word.

11. FUNDAMENTALS
OF PROBLEM-
SOLVING
4 Problem solving strategies
Defining creative problem solving (CPS)
Types of problems
Critical success factors of effective problem
resolution
Whole brain thinking

13. DEFINING CREATIVE PROBLEM SOLVING (CPS)
• Osborn-Parnes CPS is a proven method for approaching a problem or a challenge in an imaginative and innovative way.
• It's a process that helps you redefine the problems and opportunities you face, come up with new, innovative responses and
solutions, and then take action.
• CPS is a way of solving problems or identifying opportunities when conventional thinking has failed.
• It encourages you to find fresh perspectives and come up with innovative solutions, so that you can formulate a plan to
overcome obstacles to reach your goals.
• CPS asks you to separate your "divergent" and "convergent" thinking as a way to do this.
Divergent thinking is the process of generating lots of potential solutions and possibilities, otherwise known as
brainstorming.
Convergent thinking involves evaluating those options and choosing the most promising one. Often, we use a
combination of the two to develop new ideas or solutions. However, using them simultaneously can result in unbalanced
or biased decisions, and can stifle idea generation.

14. TYPES OF
PROBLEMS –
STRUCTURED
PROBLEMS
Related to
Programmed decisions
Structured problems
are straightforward,
familiar and easily
defined problems.
A programmed decision
is a repetitive decision
that can be handled by
a routine approach.
Because the problem is
structured the manager does
not have to go to the trouble
and expense of going through
an involved decision-making
process.
3 types:
• Procedure
• Rule
• Policy

15. TYPES OF
PROBLEMS –
UNSTRUCTURED
PROBLEMS
Unstructured problems are
new or unusual and for
which information is
ambiguous or incomplete.
When problems are
unstructured, managers
must rely on non-
programmed decision
making in order to develop
unique solutions.
A non-programmed decision
can be defined as a unique
decision that requires a
custom-made solution.
Whether managers are
faced with structured or
unstructured problems,
these problems need to be
resolved in a systematic and
purposeful manner.
Initially any potential
problem needs to be
identified, detected,
recorded and noted with
the objective of resolving
such problems.
Managers need to tap into
their creative resources to
find a winning solution.

16. CRITICAL
SUCCESS
FACTORS OF
EFFECTIVE
PROBLEM
RESOLUTION
• The four factors are listed below:
The right problem-solving strategy
Sufficiency – time, information and
resources
Commitment and ownership (to the
implementation of the solution)
Whole brain thinking – combination of left
(rational) + right brain (creative) thinking

17. WHOLE BRAIN THINKING
• Blue – Logical and Rational (upper left
hemisphere)
• Green – Organized and Planned (lower left
hemisphere)
• Yellow – Big Picture and Creative (upper
right hemisphere)
• Red – Interpersonal feelings and Intuitive
(lower right hemisphere)

18. LEARNING ACTIVITY 1
• Group Discussion:
• By means of practical examples, differentiate
between structured and unstructured
Tupperware work problems.
• Identify the constraints to effective problem-
solving at Tupperware. Recommend
improvement strategies to counteract and/or
mitigate these constraints.
• Evaluate the merits of whole brain thinking as
an effective problem-solving means, within the
Tupperware work environment.

22. STEP 1: PROBLEM IDENTIFICATION, ANALYSIS AND
DEFINITION
• Problem identification is subjective, what one manager considers a problem might not
be considered a problem by another manager. Managers can be better at problem
identification if they understand the three characteristics of problems:
You have to be aware of them
Be under pressure to act
Have the resources needed to take action
• This step requires the searching for facts which leads to the development of many
explanations and symptoms of the problem and ultimately results in the identification
of the root causes i.e. source/origin of the problem as well as the extent of the
problem.
• A useful technique to use during this step is the fishbone diagram (cause and effect
analysis).

23. FISH-BONE DIAGRAM

24. PROCESS OF
CRAFTING A
FISHBONE
DIAGRAM
Step 1: Identify the Problem
Step 2: Work Out the Major Factors
Involved
Step 3: Identify Possible Causes
Step 4: Analyze the Diagram
The culmination of step 1 is the formulation
of a well-defined problem statement.

26. A WELL FORMULATED PROBLEM STATEMENT
– 5 W’s
• A well crafted and formulated
problem statement, complies with the
following criteria:
 What (the nature, scope, extent
and severity of the problem?)
 Why (the causes of the
problem?)
 Who (is affected by the
problem?)
 When (did the problem
emanate?)
 Where (is the problem located?)
• The effect/impact of the problem?

27. SCOPE-SIGNIFICANCE MATRIX
High Scope- Low
Significance
(MODERATE
PRIORITY)
High Scope-High
Significance(HIGH
PRIORITY)
Low Scope-Low
Significance (LOW
PRIORITY)
Low Scope-High
Significance
(MODERATE
PRIORITY)

28. STEP 2: ANALYZE (SEARCH FOR INFORMATION, IDEAS
AND SOLUTIONS)
• This step entails the gathering of problem-related information and other variables that
may have a bearing on the identified problem, in order to make an informed decision.
• Various factual sources of data need to be consulted and collated.
• At this step, it is important for managers to identify decision criteria that will assist in
the making of an objective decision (refer to steps 3 and 4).
• That is the criteria that determines what is relevant in a decision.
• Managers need to determine how they decide, the standard by which the decision is
judged.

29. STEP 2: DECISION CRITERIA
• Typically, these decision criteria could include:
Cost
Time
Practicality
Quality
Sustainability
Feasibility
Efficiency
Effectiveness
Compliance
• After identifying the criteria, managers need to know what is more important in these criteria – they
will have to weigh the criteria, giving the most important criteria the highest weight and the assign
weights to the rest against the standards.
• A simple rating scale of 1 (unimportant) – 5 (critically important) should suffice in this regard.

30. LEARNING ACTIVITY 2
• Group Discussion:
• In the Tupperware work environment/context,
identify a current unstructured problem,
challenge or constraint. By referring to steps 1
and 2 of the creative problem-solving process,
apply the following processes:
Comprehensively define and analyze this
problem by means of a fish-bone diagram
Formulate a problem statement
Indicate the sources of research data
Identify 5 decision criteria and weight each
of these criteria in terms of importance

31. STEP 3: IDENTIFY POSSIBLE SOLUTIONS

32. STEP 3:
IDENTIFY
POSSIBLE
SOLUTIONS
The decision maker will have to
find alternatives that could resolve
the problem and these alternatives
will have to be relevant to the
problem-solving process.
Typically, managers may use a
variety of idea/solution generating
techniques and problem-solving
methods e.g. Brainstorming.

34. THE VALUE OF BRAINSTORMING
• Brainstorming is a group problem-solving technique which focuses on the generation of as
many problem-solving options and ideas as possible.
• The focus of this technique is on the quantity of ideas and not necessarily quality.
Brainstorming is a useful technique to:
Take a problem situation experienced in practice and find solutions for it
Train a group to listen positively to the ideas of others
Give others an opportunity to become part of the decision-making process
• Brainstorming is a free-form process that taps into the creative potential of group through
association of ideas.
• Association works as a two-way current: when a group member voices an idea, this stimulates
ideas from others, which in turn leads to more ideas from the one who initiated the idea.

35. BASIC
PRINCIPLES OF
THE
BRAINSTORMING
TECHNIQUE
Avoid all criticism
and don't evaluate
ideas
Welcome
exaggeration
Obtain as many
ideas as possible
Encourage the
combination of
ideas
Focus on a single
problem not on a
complex series of
problems
Ensure a relaxed,
comfortable and
participatory
atmosphere
Stimulate
participation
Write down all
ideas (or record
them on tape)

36. BRAINSTORMING PROCESS

37. BRAINSTORMING
PROCESS
The first step is to
orientate the participants
to the process.
The second step is to go
through the guidelines for
a successful brainstorming
session with the group.
The third step is to state
the purpose/problem
clearly.
The fourth step is to give
the group the opportunity
to think about the nature
of the subject/problem
and write down their
ideas.

38. BRAINSTORMING PROCESS
The fifth step is to provide,
expand on and exchange ideas.
The sixth step is to conclude the
session when ideas dry up.
The seventh and final step is to
thank group members for their
cooperation and to ensure them
that every team member will be
informed of the decision and
the alternative to be
implemented.

39. LEARNING ACTIVITY 3
• Group Discussion:
• Refer to Learning Activity 2. By
referring to step 3 of the CPS process,
apply the following processes:
By means of a brain-storming
session, identify at least 10
alternative solutions

40. STEP 4: ASSESS THE POSSIBLE SOLUTIONS
• Once the alternatives are identified, the manager must critically analyze each
one, appraising each against the criteria identified in step 2.
• The comparisons will reveal the relative strengths and weaknesses of each
alternative and it will highlight the best alternative that can maintain the most
significant needs of the criteria.
• Two techniques to evaluate the possible solutions are parallel/lateral thinking
and critical thinking.
Parallel thinking - de Bono’s 6 Thinking Hats
Critical thinking – the Decision Matrix

41. DE BONO’S 6 THINKING HATS
• Six Thinking Hats is a system designed by Edward de Bono which describes a tool for group
discussion and individual thinking involving six coloured hats. "Six Thinking Hats" and the
associated idea parallel thinking provide a means for groups to plan thinking processes in a
detailed and cohesive way, and in doing so to think together more effectively.
• Teams can use these hats in any order during a discussion, but typically progress from blue, to
white, to green, to yellow, to red, and finally to black. This order organizes the discussion:
Blue: Start with the approach and process
White: Review the facts
Green: Generate new ideas without judgement
Yellow: Focus on the benefits
Red: Consider emotional responses to any ideas
Black: Apply critical thinking after the benefits have been explored to test the viability of the new ideas

43. DECISION MATRIX

44. STEP 4: ASSESS THE POSSIBLE SOLUTIONS
• A useful technique that managers can use during the evaluation of
ideas/solutions is the Kepner-Tregoe Decision Matrix
• Once the manager has analyzed the alternatives, the next step is to
choose the best alternative i.e. making an informed and objective
decision.
• Decision-making conditions

45. DECISION MAKING CONDITIONS

46. EFFECTIVE
DECISION
MAKING
Focuses on what’s
important
Logical and consistent
Acknowledge both
subjective and
objective thinking and
blends analytical with
intuitive thinking
Require only as much
information and
analysis as is necessary
to resolve a particular
dilemma
Encourages and guides
the gathering of
relevant information
and informed opinion
Straightforward,
reliable, easy to use
and flexible

47. OPTIMAL DECISIONS

48. SATISFICING DECISIONS
• Satisficing is a decision-making strategy that attempts to meet an acceptability threshold.
• This is contrasted with optimal decision-making, an approach that specifically attempts to find the best
option available.
• A satisficing strategy may often be (near) optimal if the costs of the decision-making process itself, such
as the cost of obtaining complete information, are considered in the outcome calculus.
• Human beings often lack the cognitive resources to optimize: we usually do not know the relevant
probabilities of outcomes, we can rarely evaluate all outcomes with sufficient precision, and our
memories are weak and unreliable. A more realistic approach to rationality takes into account these
limitations: This is called bounded rationality.
• Satisficing can also be regarded as combining "satisfying" and "sacrificing. In this usage the satisficing
solution satisfies some criteria and sacrifices others.

49. TYPES OF DECISIONS – MOP IT AND STOP IT

50. LEARNING ACTIVITY 4
• Group Discussion:
• Refer to Learning Activities 2 and 3. By referring to step 4 of
the CPS process, apply the following processes:
 De Bono’s 6 Thinking Hats (apply parallel thinking to
reduce the 10 possible solutions to 5)
 Decision Matrix (to assess these 5 alternative solutions
against the pre-determined and weighted criteria)
 Using the totals of the Decision Matrix as a guideline
and apply your minds and other factors e.g. intuition
and discretion as well as the 3 decision making
conditions, exercise a choice as to the most appropriate
solution.
 Do you believe that you’ve made an optimal decision?
Motivate your response.
 Indicate whether you believe that it’s a Mop-it or Stop-
it solution. Motivate your response.

51. IF IMPLEMENTATION OF SOLUTION NECESSITATES
CHANGE – APPLY FORCE-FIELD ANALYSIS

52. STEP 5: IMPLEMENTATION OF MOST APPROPRIATE
SOLUTION
• Managers then put the decision into action using the chosen
alternative accordingly and develops an implementation plan.
• Refer to an Action Planning template
What
How
Who
When
Weight

54. STEP 6: MONITORING,
EVALUATION AND REVIEW
THE EFFECTIVENESS OF THE
IMPLEMENTED SOLUTION
• The manager evaluates the
outcomes of the decision, to
see if the problem has been
resolved.
• They determine whether the
decision was best and if not
he would need to assess
what went wrong.

55. LEARNING ACTIVITY 5
• Group Discussion:
• Refer to Learning Activities 2, 3 and 4.
By referring to steps 5 and 6 of the CPS
process, apply the following processes:
Develop an implementation plan
Describe how you will monitor,
evaluate and review (if required)
the implemented solution

56. CONCLUSION
• Key points
• Summary
• Questions
• Assignment

57. CONTACT DETAILS
• Charles Cotter
• (+27) 84 562 9446
• charlescot@polka.co.za
• LinkedIn
• Twitter: @Charles_Cotter
• https://www.facebook.com/CharlesACotter/
• http://www.slideshare.net/CharlesCotter