Appendix A -- Problem Exploration

Appendix B -- Problem Analysis:Why? Why? Why? Why?

Appendix C -- Brainstorming

Appendix D -- Adaptations, Reversal & Assumptions

Appendix E -- Random Word Searching

Appendix F -- Synectics

CREATIVE PROBLEM SOLVING
Projects have much in common with problems, which are defined by the “Creative Education Foundation” as situations that presents a challenge, offer an opportunity , or are of concern to you – and both involve two basic stages, finding out What really needs to be done, and then finding out How best to make it happen.

Both the What and the How may be either easy or difficult – which is why, when a difficult problem has been very carefully defined, the means to make it happen may be quite simple, involving only the application of standard methods. If both steps are easy, then no formal application of problem-solving techniques may be required.

Experienced problem solvers, however, warn us, that problem identification is probably the most difficult and important of the two steps, and that if we rush in to solve the “obvious “ problem we may end up solving the “wrong” problem. A manufacturer of mechanical kitchen scales, for example, did not need to find ways to manufacture them ever more cheaply, but to design a more accurate, durable and also profitable electronic version.

The Importance of Defining the Right Problem
Experienced Japanese consultant Ohmae says: “When problems are poorly defined or vaguely comprehended, one’s creative mind does not work sharply . . . sensitivity to problems is a notable characteristic of creative poeple”.

Perhaps we should also pay attention to the Albert Einstein who said: “the formulation of a problem is often more important than its solution, which may be merely a matter of mathematical or experimental skill. To raise new questions, new possibilities, or regard old problems from a new angle, requires imagination and makes a real advance in science”.

In Solomon’s famous case of the two harlots who both claimed to be the mother of the same baby, it was his analysis of the emotional dimension rather than simply the physical circumstances of the situation that enabled him to find a wise solution – no doubt taking his own advice in the “Song” to “Return! Return! Return! Return!”

If we cannot write down on paper an unambiguous definition of a problem, then we probably do not yet understand the situation well enough.

The Problem Hierarchy
Problems involve unfulfilled needs, and it is important to appreciate that needs form hierarchies, a fact stressed in “Breakthrough Thinking” by Nadler and Hibidno, who say: “Every problem is part of a larger system . . . Successful people approach a problem by first questioning the purpose of solving it”.

Suppose, as a trivial example, that you want to write a letter to somebody but your word processor breaks down. Obviously, in this simple illustration, you will try to find a pen to write the letter, or failing that a pencil, or in great desperation resort to cutting words out of a newspaper! However, with a little attention to the needs hierarchy, you might decide to telephone or send a fax – and actually achieve the desired result even faster than originally planned. No wonder problems are often regarded as opportunities in disguise.

Problem Identification
It follows from what has been said that the starting point for projects and problem solving is a thorough discussion of the situation using techniques discussed earlier, such as Exploration (Appendix A), a catch-all approach that investigate the general structure and variables of the situation, and Analysis (Appendix B), which digs in to trace out cause-and-effect chains.

At the end of this stage, the problem should be redefined in a form such: “In what ways might . . . “.

Remember, however, much problem solving takes place informally, with the techniques described here only being employed as and when necessary.

Idea Generation
Idea Generation begins with Brainstorming (APPENDIX C), another catch-all approach in which we informally examine the internal structure of the problem situation, looking for variables we can manipulate to make things work better – just as a plant can grow bigger, taller, bud, branch, bear fruit, etc. If Brainstorming fails to produce the ideas we need, we can move on to the more formal technique of Adaptation (APPENDIX D), which explores the internal structure of the problem situation, not only manipulatiing the elements of the situation and making reversals, but also challenging assumptions.

If this exploration of the internal structure of the situation fails to produce the ideas we need, then we can begin to search externally using the metaphorical approach of Random Word (APPENDIX E) and even Synectics (APPENDIX F).

In using metaphors, we are looking outside the problem situation for ideas we can bring in, like a bee carrying pollen, in order to create a solution to our problem. In this respect, it is interesting that consultant, Michael Kirton, identified two types of manager – the Adaptors, who work internally, exploring the status quo in order to make creative improvement – and the Innovators, who work externally, regarding the status quo as a limiting cocoon that that must be broken out of.

In a similar fashion, Nobel physicist Richard Feynmann believed there were two ways of doing physics – the Greek way, working logically from axioms and first principles – and the Babylonian way, seeking parallels between apparently unrelated things.

As already noted, problem solving takes place in two stages -- the What and the How, but, like the right and left hooks of a boxer, these steps may have to be repeatedly carried out before the practical measures required to properly solve the problem can be fully identified.

The What-How cycle is as shown in the diagram:

Idea Dissection
These techniques can generate masses of ideas, some of which may seem at first sight to be of little value, but which, like a lump of gold ore, may contain something of great value waiting to be extracted. Suppose, for example, you have a transport problem, and are offered a car with no engine. You immediately see that, in principle, your problem is solved -- but you now have a new problem: “How to obtain an engine?”

If you then find an engine, but it has no spark plugs, you are one step closer the solution, but you have another new problem to solve – “How to obtain some plugs?” In this iterative fashion, which might include several steps, the creative gap between problem and solution is bridged.

To dissect an idea, or assess a possible solution, first write down what is good about it, ways in which it could in principle solve your problem – and, second, write down the things that are lacking to create a practical solution. Those lacks, or shortfalls, are then stated as new problems, in a form such as: “How to . . . “

Some people intuitively rate each idea generated on a 0-100% scale, then assess them, as above, in order of promise.