dialogue about problem solving

The art of thinking together

According to William Isaacs, professor, author, and co-founder of the Center for Organizational Learning at MIT alongside Peter Senge, dialogue is a vehicle for creative problem identification and solving. However, it is different than what is normally conceived as problem solving. The usual modality to tackle problems is discussion. We are used to exposing our points of view, and entering into a dialectic exchange and sometimes debate.

In any of these cases, we are defending our ideas. Resolution or problem solving emerges out of consensus or a decision made by someone high in the hierarchy. In the best case scenario, the compromise is acceptable to all, but in most situations one or more individuals would feel that they lost. Companies with strong decision-making processes would have a way to make the decision “stick” regardless of the opposition. In the 1990s, I worked for a company where accepting and supporting a decision once it was made was a condition for employment.

Dialogue allows for the identification and solution to a problem by “thinking together.” This notion was first introduced by David Bohm , the famed physicist, and extensively documented by Isaacs. Thinking together is the result of the dialogic process. As stated, it starts with the suspension of our underlying assumptions followed by deep inquiry into the assumptions of all the participants. Dialogue allows for the true exploration of the problem. Thinking together arrives as part of what Isaacs calls the generative dialogue. This is the phase of the dialogic process when the participants together reach new insights, co-create, and ultimately solve the problem with a much greater depth than the defensive form of conversation.

As supported by science and personal experience, the speed of change in the world has accelerated greatly. Edgar Schein submits that dialogue can speed up the process of change within an organization. His argument is twofold. First, resistance to change is driven by fragmentation; fragmentation of thought, culture, language and understanding. Second, our customary communication approach of discussion often ends up in suboptimal solutions through compromise or mandate. Dialogue addresses fragmentation by giving all participants access to  proprioception  (one’s own perception). Thought coherence is its result. Thinking together is the optimal way to solve problems once coherence is achieved.

Isaacs developed a model showing how a conversation evolves from its inception into two major paths, one of dialogue and the other of discussion. He posits that a conversation for a specific purpose reaches a point of deliberation. This is the stage where options are considered. It is also the point where a major decision will be made based on how the conversation flows.

Two paths are available. The first path is the suspension of underlying assumptions, and the second one  deals with defense. The path of suspending moves to a dialogic conversation. The path of defense further bifurcates into either a productive defense or an unproductive one. A productive defense will result in a solution through the presentation of facts, a dialectic exchange, and a synthesis of the exposed ideas. A decision will be arrived through consensus or mandate. In the unproductive flow, a discussion will ensue leading to a debate in which points are made and defended without a satisfactory conclusion.

Isaacs speaks about creating the container for dialogue. A container can be described in relation to its “quality of energy, experience, and aliveness.” It is not about the physical attributes of the room necessarily, although they are important. A container includes the physical and the nonphysical. Ultimately, it is how we feel when we are in this container. Do we feel a sense of trust and openness? Dialogue requires that the “field of conversation” be comfortable for this purpose.

Boundaries and sensitivity are essential to dialogue. Boundaries relate to the constituencies in the dialogue. For some groups, participation map be open and people may come and go as they please. For others, participation may be limited to a fixed population. Another area of boundaries relates to the depth of personal questions and statements. Dialogue is not the place for insults. However, participants may want to and may need to make personalized statements. This has to be in agreement with everyone in the group. Bohm stressed the need for great sensitivity when embarking on dialogue. He believed that correcting our thought processes requires support, safety, and above all trust.

The art of thinking together is one of the great tools for our present time. We need dialogue to solve our planetary challenges.

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The Process of Dialogue: Creating Effective Communication

C onsider any complex, potentially volatile issue — Arab-Israeli relations; the problems between the Serbs, Croats, and Bosnians; the U.S. deficit, healthcare costs, or labor/management relations. At the root of such issues, you are likely to find communication failures and cultural misunderstandings that prevent the parties involved from framing the problem in a common way and dealing with it constructively.

We clearly need ways of improving our thought processes, especially in groups where finding a solution depends on people first reaching a common formulation of the problem. Dialogue, a discipline for collective learning and inquiry, can provide a means for developing such shared understanding. Proponents of dialogue claim it can help groups reach higher levels of consciousness, and thus to become more creative and effective. The uninitiated, however, may view dialogue as just one more oversold communication technology.

I believe that in addition to enhancing communication, dialogue holds considerable promise as a problem-formulation and problem-solving philosophy and technology. It is a necessary vehicle for understanding the cultures and subcultures in which we live and work, and organizational learning will ultimately depend upon such cultural understanding. Dialogue thus becomes a central element of any model of organizational transformation.

If dialogue is to become helpful to organizational processes, it must be seen as accessible to everyone. In order to demystify dialogue, therefore, I’d like to focus on the process — how to get started, and how and why dialogue often breaks down — while exploring some of the issues that groups must address if they are to create an effective dialogue process.

We clearly need ways of improving our thought processes, especially in groups where the solution depends on people reaching a common formulation of the problem.

Dialogue vs. Discussion

To understand the different phases of the dialogue process, I have found it helpful to draw a road map based on Bill Isaacs’ basic model (see “Ways of Talking Together,” p. 2). The diagram maps different forms of conversation in terms of two basic paths — dialogue and discussion.

One basic question that all groups must face before entering into dialogue is, “How do we know whether discussion and/or debate is more or less desirable then dialogue? Should we always go down the dialogue path?” I would argue that discussion/debate is a valid problem solving and decision-making process only if one can assume that the group members understand each other well enough to “talk the same language.” Such a state of shared understanding, however, probably cannot be achieved unless some form of dialogue has previously taken place. The danger in premature discussion is that the group may reach “false consensus”: members assume they mean the same thing in using certain terms, but only later discover subtle differences in meaning that have major consequences for action.

Dialogue, on the other hand, is a basic process for building common understanding. By letting go of disagreement, a group gradually builds a shared set of meanings that make much higher levels of mutual understanding and creative thinking possible. As we listen to ourselves and others, we begin to see the subtleties of how each member thinks and expresses meanings. In this process, we do not strive to convince each other, but instead try to build a common experience base that allows us to learn collectively. The more the group achieves such collective understanding, the easier it becomes to reach a decision, and the more likely it is that the decision will be implemented in the way the group meant it to be.

Getting Started

In the groups that I have observed, the facilitator started by arranging the setting and then describing the concept of dialogue. The goal is to give the group enough information to understand dialogue sufficiently to begin the conversation. Next, small group discussion and reflection is used to link dialogue to past experiences of “real communication” (see “Role of the Facilitator: Setting the Context,” p. 3). This introductory session has several objectives which frame the session and allow a more effective dialogue to occur:

• Make the members feel as equal as possible. Having the group sit in a circle neutralizes rank or status differences in the group, and conveys the sense that each person’s unique contribution is of equal value.
• Give everyone a sense of guaranteed “air time” to establish their identity in the group. Asking everyone to comment ensures that all participants will have a turn. In larger groups, not everyone may choose to speak, but each person has the opportunity to do so, and the expectation is that the group will take whatever time is necessary for that to happen.
• Set the task for the group. The group should understand that they have come together to explore the dialogue process and gain some understanding of it, not to make a decision or solve an external problem.
• Legitimize personal experiences. Early in the group’s life, members will primarily be concerned about themselves and their own feelings; hence, legitimizing personal experiences and drawing on these experiences is a good way to begin.

The length and frequency with which the group meets will depend upon the size of the group, the reason for getting together, and the constraints on members. The meetings that I participated in at MIT were generally one-and-a-half to two hours long and occurred at roughly two-to-three-week intervals.

After watching various groups go through a first meeting, I often wondered how the second meeting of each group would get going. I found that the best method was to start by asking everyone to comment on “where they were at” and to go around the circle with the expectation that everyone would speak. Again, what seems to be important is to legitimize “air time” for everyone and to imply tacitly that everyone should make a contribution to starting the meeting, even though the content of that contribution can be virtually anything (see “Check-In, Check-Out: A Tool for ‘Real’ Conversations,” May 1994).

WAYS OF TALKING TOGETHER

The facilitator has a choice about how much theoretical input to provide during a dialogue session. To determine what concepts to introduce when, I have drawn a road map of the dialogue process based on Bill Isaacs’ model, which describes conversation in terms of two basic paths — dialogue and discussion.

Deeper Listening

As a conversation develops in the group, there inevitably comes a point where we sense some form of disconfirmation. Our point is not understood, or we face disagreement, challenge, or attack. At that moment, we usually respond with anxiety and/or anger, though we may be barely aware of it. Our first choice, then, is whether to allow that feeling to surface and trust that it is legitimate.

As we become more aware of these choices, we also become aware of the possibility that the feeling might have been triggered by our perception of what the others in the group did, and that these perceptions could be incorrect. Before we give in to anxiety and/or anger, therefore, we must determine whether we accurately interpreted the data. Were we, in fact, being challenged or attacked?

This moment is critical. As we become more reflective, we begin to realize how much our initial perceptions can be colored by expectations based on our cultural learning and past experiences. We do not always accurately perceive what is “out there.” What we perceive is often based on our needs, expectations, projections, and, most of all, our culturally learned assumptions and categories of thought. Thus the first challenge of really listening to others is to identify the distortions and bias that filter our own cognitive processes. We have to learn to listen to ourselves before we can really understand others. Such internal listening is, of course, especially difficult if one is in the midst of an active, task-oriented discussion. Dialogue, however, opens up the space for such reflection to occur.

Once we realize that our perception itself may not be accurate, we face a second, more fundamental choice — whether actively to explore our perception by asking what the person really meant, explaining ourselves further, or in some other way focusing specifically on the person who produced the disconfirming event. As we have all experienced, choosing to confront the situation immediately can quickly polarize the conversation around a few people and a few issues.

An alternative choice is to “suspend” our feelings to see what more will come up from ourselves and from others. What this means in the group is that when I am upset by what someone else says, I have a genuine choice between (1) voicing my reaction and (2) letting the matter go by suspending my own reaction. Suspending assumptions is particularly difficult if we perceive that our point has been misunderstood or misinterpreted. Nevertheless, I have found repeatedly that if I suspend my assumption, I find that further conversation clarifies the issue and that my own interpretation of what was going on is validated or changed without my having actively to intervene.

When a number of members of the group begin to suspend their own reactions, the group begins to go down the left-hand path toward dialogue. In contrast, when a number of members choose to react by immediately disagreeing, elaborating, questioning, or otherwise focusing on a particular trigger that set them off, the group goes down the path of discussion and eventually gets mired in unproductive debate.

Suspending assumptions allows for reflection, which is very similar to the emphasis in group dynamics training on observing the “here and now.” Bill Isaacs suggests that what we need is proprioception — attention to and living in the moment. Ultimately, dialogue helps us achieve a state in which we know our thoughts at the moment we have them. Whether proprioception is psychologically possible is debatable, but the basic idea is to shorten the internal feedback loop as much as possible. As a result, we can become conscious of how much our thoughts and perceptions are a function of both our past learning and the immediate events that trigger it. This learning is difficult at best, yet it lies at the heart of the ability to enter dialogue.

ROLE OF THE FACILITATOR: SETTING THE CONTEXT

• Organize the physical space to be as close to a circle as possible. Whether or not people are seated at a table or tables is not as important as the sense of equality that comes from sitting in a circle.
• Introduce the general concept of dialogue, then ask everyone to think about a past experience of dialogue (in the sense of “good communication”).
• Ask people to share with their neighbor what the experience was and to think about the characteristics of that experience.
• Ask group members to share what aspects of such past experiences made for good communication and write these characteristics on a flip chart.
• Ask the group to reflect on these characteristics by having each person in turn talk about his/her reactions.
• Let the conversation flow naturally once everyone has commented (this requires one-and-a-half to two hours or more).
• Intervene as necessary to clarify, using concepts and data that illustrate the problems of communication.
• Close the session by asking everyone to comment in whatever way they choose.

Group Dynamics

The dynamics of “building the group” occur parallel to the process of conducting the dialogue. Issues of identity, role, influence, group goals, norms of openness and intimacy, and questions of authority all have to be addressed, though much of this occurs implicitly rather than explicitly. The group usually displays all of the classical issues that occur around authority vis-à-vis the facilitator: Will the facilitator tell us what to do? Will we do what we are told? Does the facilitator have the answers and is withholding them, or is he or she exploring along with the rest of us? At what point can we function without the facilitator?

Issues of group growth and development have to be dealt with if they interfere with or confuse the dialogue process. The facilitator should therefore be skilled in group facilitation, so that the issues can be properly sorted into two categories: those that have to do with the development of the dialogue, and those that have to do with the development of the group. In my own experience, the dialogue process speeds up the development of the group and should therefore be the primary driving process in each meeting. A major reason for this acceleration is that dialogue creates psychological safety and thus allows individual and group change to occur, assuming that some motivation to change is already present (see “Containment”).

The group may initially experience dialogue as a detour from or a slowing down of problem solving. But real change does not happen until people feel psychologically safe, and the implicit or explicit norms that are articulated in a dialogue session provide that safety by giving people both a sense of direction and a sense that the dangerous aspects of interaction will be contained. If the group can work on the task or problem using the dialogue format, it should be able to reach a valid level of communication much faster.

Task vs. Process

Once a group experiences dialogue, the process tends to feed on itself. In several cases, I have been in groups that chose to stay in a circle and continue in a dialogue mode even as they tackled concrete tasks with time limits. I would hypothesize, however, that unless a dialogue group is formed specifically for the purpose of learning about itself, it eventually needs some other larger purpose to sustain itself. Continuing to meet in a dialogue format probably does not work once members have mastered the basic skills.The core task or ultimate problem, then, is likely to be the reason the group met in the first place.

Dialogue is, by definition, a process that has meaning only in a group.

The best way to think about dialogue is as a group process that arises initially out of the individual participants’ personal skills or attitudes. Dialogue is, by definition, a process that has meaning only in a group. Several people have to collaborate with each other for dialogue to occur. But this collaboration rests on individual choice, based on a certain attitude toward how to get the most out of a conversation and on certain skills of reflection and suspension. Once the group has gained those attitudes and skills collectively, it is possible to have even highly time-sensitive problem solving meetings in a dialogue format.

Most people have a general sense of what dialogue is about and have experienced versions of it in their past relationships. Therefore, even in a problem-solving meeting, a facilitator may suggest that the group experiment with dialogue. In my own experience, I have found it best to introduce early on in a meeting the idea that there are always assumptions behind our comments and perceptions, and that our problem-solving process will be improved if we get in touch with these assumptions. Consequently, if the conversation turns into too much of a discussion or debate, I can legitimately raise the question of whether or not the disagreement is based on different assumptions, and then explore those assumptions explicitly. Continually focusing the group on the cognitive categories and underlying assumptions of conversation is, from this point of view, the central role of the facilitator.

One of the ultimate tests of the importance of dialogue will be whether or not difficult, conflict-ridden problems can be handled better in groups that have learned to function in a dialogue mode. Because severe conflicts are almost always the result of cultural or subcultural differences, I would assume that initial dialogue in some form will always be necessary. Dialogue cannot force the conflicting groups into the room together, but once they are there, it holds promise for finding the common ground needed to resolve the conflicts.

Edgar H. Schein is Sloan Fellows professor of management emeritus and a senior lecturer at the Sloan School of Management. He chairs the board of the MIT Organizational Learning Center and is the author of numerous books on organization development, such as Process Consultation, Vol. 1 and 2 (Addison-Wesley, 1987, 1988).

This article is edited from “On Dialogue, Culture, and Organizational Learning” by Edgar H. Schein, which appeared in the Autumn 1993 issue of Organizational Dynamics. Reprinted with permission of the publisher, American Management Association, New York, NY. © 1993.All rights reserved.

CONTAINMENT

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Solving the Problem with Problem-Solving Meetings

Leadership development expert Jonathan Levene shares an effective tool for facilitating productive problem-solving meetings.

Jonathan Levene

Your team is facing a complex problem. So you gather everyone for a meeting, only to spend hours disagreeing on the ideal solution — with no progress toward consensus.

Facilitating productive problem-solving meetings can be challenging. You want to foster an open dialogue and gain buy-in while working toward an ideal solution. To do this effectively, it helps to understand one very important aspect of human nature: how we reason.

A Tool for Better Group Reasoning

In my work with clients, I have found that the ladder of inference* is an essential framework for understanding human reasoning, identifying opportunities, and keeping group reasoning on track. It is especially helpful when your challenge involves ambiguity or complexity.

The ladder of inference lays out the mental steps in our reasoning — from receiving data to drawing a conclusion. It also explains how we adopt certain beliefs about the world.

While our reasoning process may feel logical, our analysis at every step is always based on past experience. And everyone’s experience is different.

Here is how the ladder of inference reveals our reasoning process:

• We begin with the pool of information available to us — the observable data and experiences.
• We then select some of the information — typically that which grabs our attention or seems particularly significant — and ignore the rest.
• Then, we interpret the information, drawing on personal/cultural meanings and making assumptions based on those meanings.
• Finally, we draw a conclusion based on that interpretation. Over time, these conclusions inform our beliefs and drive our actions.

Our beliefs might be founded on faulty selection or interpretation of data. For example, if you have a number of memorable interactions with a few customers, you might focus on and generalize from those experiences. This leads you to certain conclusions about the entire marketplace. We all proceed through these mental steps, often subconsciously. And we’re not always aware of our assumptions.

By using the ladder of inference as a tool to expose chains of reasoning, we are better able to understand ourselves and our colleagues, find the best solutions, and overcome resistance to change.

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Your Role in Meetings of the Minds

As the moderator, your job is to:

• Listen carefully to the views expressed.
• Figure out what type of contribution each person is offering: belief, assumption, or interpretation.
• Bring hidden reasoning into the open by asking questions.

For example, if a person makes an assertion about what should be done, you might ask him or her to describe the chain of reasoning that led to that conclusion.

If two people have reached very different conclusions, one or both may be missing a key subset of data. Or perhaps they are missing an interpretive lens that would lead to a new set of possibilities.

The only way to know is to ask open-ended questions, such as:

• Can you help me understand your thinking?
• What was your chain of reasoning?
• What assumptions are you making?
• What data are you basing your recommendation on?

In asking these questions, you are not challenging people or judging them. You don’t want to put anyone on the defensive. Instead, you want to bring their reasoning to light so that it becomes part of the group’s thinking.

To do so, you can reflect back on what you’re hearing: “It sounds like we’re talking about assumptions here.” Or, if someone has difficulty articulating a chain of reasoning, you might say, “Think about it, and we’ll come back to you.”

At the same time, you should consider what is  not  being said. Keep in mind that silence does not imply agreement — or that a person has nothing to say. Your goal is to understand what’s happening in people’s heads and surface ideas that have not been articulated.

Better learning and decision-making result from staying low on the ladder. By slowing down the conversation — focusing on selecting and interpreting data — you encourage the group to avoid reaching conclusions prematurely. Using the ladder of inference, you can invite more contributions. Think about the ideas that might come to light when you ask questions like:

• Does anyone else have data that bears on this?
• Does anyone think something different might happen if we did this?
• Did anyone else arrive at a different conclusion?
• Did anyone make different assumptions?

The Ladder of Inference in Your Toolbox

As a manager, you can use the ladder of inference in multiple ways. You might start by employing it yourself as a framework for structuring your  own  thinking and interactions. Then, as you become more familiar with the approach, you can introduce the ladder as an explicit standard tool in team meetings.

Once you have introduced the concept, your team will begin to take on ownership of the process. They’ll develop better habits of mind and follow your lead by probing one another’s reasoning in meetings.

Over time, the ladder can become an integral part of how you think and work. Along the way, you’ll be encouraging open-mindedness, building more effective teams—and coming up with better solutions.

*The ladder of inference was initially developed by the late Chris Argyris, former professor at Harvard Business School, and elaborated on in numerous publications including The Fifth Discipline Fieldbook: Strategies and Tools for Building a Learning Organization (Peter Senge, Richard Ross, Bryan Smith, Charlotte Roberts, Art Kleiner).

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About the Author

Levene is a leadership coach and facilitator at Harvard Business School with over 15 years experience leading teams in product development organizations.

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• News and Events
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• Introduction
• Food for Thought Blog
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Discover, Invent, and Unleash Local Solutions to Chronic Problems (25 - 70 min.)

Live the questions now and perhaps without knowing it you will live along someday into the answers. – Rainier Maria Rilke

What is made possible? DADs make it easy for a group or community to discover practices and behaviors that enable some individuals (without access to special resources and facing the same constraints) to find better solutions than their peers to common problems. These are called positive deviant (PD) behaviors and practices. DADs make it possible for people in the group, unit, or community to discover by themselves these PD practices. DADs also create favorable conditions for stimulating participants’ creativity in spaces where they can feel safe to invent new and more effective practices. Resistance to change evaporates as participants are unleashed to choose freely which practices they will adopt or try and which problems they will tackle. DADs make it possible to achieve frontline ownership of solutions.

Five Structural Elements – Min Specs

1. Structuring Invitation

• Invite people to uncover tacit or latent solutions to a shared challenge that are hidden among people in their working group, unit, or community. Ask anybody interested in solving the problem to join a small group and participate in a DAD. In the group, ask seven progressive questions:
• How do you know when problem X is present?
• How do you contribute effectively to solving problem X?
• What prevents you from doing this or taking these actions all the time?
• Do you know anybody who is able to frequently solve problem X and overcome barriers? What behaviors or practices made their success possible?
• Do you have any ideas?
• What needs to be done to make it happen? Any volunteers?
• Who else needs to be involved?

2. How Space Is Arranged and Materials Needed

• DADs take place in a local setting or unit
• Groups may be standing or sitting around a table
• Paper, flip chart, or software/projection equipment needed to record insights and actions

3. How Participation Is Distributed

• Facilitator introduces the questions
• Everyone who is around is invited to join and be included
• Everyone in the group has an equal opportunity to contribute

4. How Groups Are Configured

• Facilitator works with a partner to serve as a recorder
• Group size can be 5–15 people
• Diversity in roles and experience is an important asset

5. Sequence of Steps and Time Allocation

• State the purpose of the initiative being discussed and the DAD and invite brief round-robin introductions. 5 min.
• Ask the 7 questions one by one in the order given in the Invitation. Address them to the whole group and give everyone the opportunity to speak to each question. Make sure your recorder captures insights and action ideas as they emerge—big ones may emerge when you least expect it. 15–60 min.
• Ask your recorder to recap insights, action ideas, and who else needs to be included. 5 min.

  WHY? Purposes

• Engage frontline people in finding solutions to thorny challenges
• Discover tacit and latent behaviors and practices that are positively deviant from the norm
• Spark the emergence of new solutions
• Inspire rather than compel behaviors that solve complex problems
• Generate changes that are sustained because they are discovered and invented by the people doing the work, rather than imported and imposed
• Solve local problems locally and spread momentum across units
• Build relationships between people in diverse functions and levels that otherwise don’t work together to solve problems

Tips and Traps

• Question #2 often consists of two parts: how the problem affects the individual personally and how it affects others. For instance, “What do you do to protect yourself from infections and what do you do to prevent infection transmissions?” or “What do you do to keep your students engaged and what do you to keep yourself energized and enthusiastic?”
• Hold the DADs where the participants work to minimize obstacles for participation
• Make impromptu invitations for people to join in as you enter the area
• Create an informal “climate,” starting with introductions and an anecdote if appropriate
• Maintain eye contact and sit with the group (not higher or away from the group)
• Be sure you talk much less than participants, encouraging everyone to share stories and “sift” for action opportunities
• Dramatizing Behavior Change to Stop Infections” in Part Three: Stories from the Field
• Notice when you form judgments in your head about what is right or wrong, then count to ten and “let it go” before you say anything (you may need to ask for the help of your recorder or a facilitator colleague)
• Avoid statements like “that’s a good idea” and leave space for participants to make their own assessments
• Demonstrate genuine curiosity in everyone’s contributions without answering the questions yourself: study at the feet of the people who do the work
• Do not give or take assignments!
• Don’t judge yourself too harshly: it takes practice to develop a high level of skill with this approach to facilitation. Be sure to ask your recorder for direct feedback.

Riffs and Variations

• Use TRIZ -like questions instead of the first three, namely: (1) What can you do to make sure that problem X becomes much worse? (2) Is there anything you are doing that in any way, shape, or form looks like any of the practices you just listed? (3) What is preventing you from stopping these practices?
• Use insights and barriers that surface to develop scripts for Improv Prototyping scenes and organize Improv sessions
• Use the same sequence and type of questions to guide one-on-one conversations
• With virtual groups, use the chat function to share answers to each question, then select powerful stories/behaviors/actions to be vocalized with the whole group
• For reducing harm to patients experiencing safety lapses (e.g., wrong-side surgery, patient falls, medication errors, iatrogenic infections) with cross-functional groups.  Video of a DAD in progress to reduce the transmission of infections from UHN in Toronto.
• For use as an ethnographic data-collection tool within a multi-site research project
• For eliminating practices that keep professionals from helping clients change unproductive behaviors
• For a series of local dialogues to help community members discover solutions to a chronic problem (e.g., disruptive children in a classroom, a cycle of violence that is not solved only by punishing offenders)
• For researching and unleashing action to build professional competencies (e.g., in medical schools and social-service agencies). See “Developing Competencies for Physician Education” in Part Three: Stories from the Field.
• For use in a one-on-one conversation to find approaches to a tough challenge

Attribution : Liberating Structure developed by Henri Lipmanowicz and Keith McCandless together with a group of coaches working to eliminate MRSA transmissions in hospitals: Sharon Benjamin, Kevin Buck, Lisa Kimball, Curt Lindberg, Jon Lloyd, Mark Munger, Jerry Sternin, Monique Sternin, and Margaret Toth. Inspired by Jerry and Monique Sternin’s work in Positive Deviance.

Collateral Material

Below: Presentation materials to introduce DAD

40 problem-solving techniques and processes

All teams and organizations encounter challenges. Approaching those challenges without a structured problem solving process can end up making things worse.

Proven problem solving techniques such as those outlined below can guide your group through a process of identifying problems and challenges , ideating on possible solutions , and then evaluating and implementing the most suitable .

In this post, you'll find problem-solving tools you can use to develop effective solutions. You'll also find some tips for facilitating the problem solving process and solving complex problems.

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What is problem solving?

Problem solving is a process of finding and implementing a solution to a challenge or obstacle. In most contexts, this means going through a problem solving process that begins with identifying the issue, exploring its root causes, ideating and refining possible solutions before implementing and measuring the impact of that solution.

For simple or small problems, it can be tempting to skip straight to implementing what you believe is the right solution. The danger with this approach is that without exploring the true causes of the issue, it might just occur again or your chosen solution may cause other issues.

Particularly in the world of work, good problem solving means using data to back up each step of the process, bringing in new perspectives and effectively measuring the impact of your solution.

Effective problem solving can help ensure that your team or organization is well positioned to overcome challenges, be resilient to change and create innovation. In my experience, problem solving is a combination of skillset, mindset and process, and it’s especially vital for leaders to cultivate this skill.

What is the seven step problem solving process?

A problem solving process is a step-by-step framework from going from discovering a problem all the way through to implementing a solution.

With practice, this framework can become intuitive, and innovative companies tend to have a consistent and ongoing ability to discover and tackle challenges when they come up.

You might see everything from a four step problem solving process through to seven steps. While all these processes cover roughly the same ground, I’ve found a seven step problem solving process is helpful for making all key steps legible.

We’ll outline that process here and then follow with techniques you can use to explore and work on that step of the problem solving process with a group.

The seven-step problem solving process is:

1. Problem identification 

The first stage of any problem solving process is to identify the problem(s) you need to solve. This often looks like using group discussions and activities to help a group surface and effectively articulate the challenges they’re facing and wish to resolve.

Be sure to align with your team on the exact definition and nature of the problem you’re solving. An effective process is one where everyone is pulling in the same direction – ensure clarity and alignment now to help avoid misunderstandings later.

2. Problem analysis and refinement

The process of problem analysis means ensuring that the problem you are seeking to solve is  the   right problem . Choosing the right problem to solve means you are on the right path to creating the right solution.

At this stage, you may look deeper at the problem you identified to try and discover the root cause at the level of people or process. You may also spend some time sourcing data, consulting relevant parties and creating and refining a problem statement.

Problem refinement means adjusting scope or focus of the problem you will be aiming to solve based on what comes up during your analysis. As you analyze data sources, you might discover that the root cause means you need to adjust your problem statement. Alternatively, you might find that your original problem statement is too big to be meaningful approached within your current project.

Remember that the goal of any problem refinement is to help set the stage for effective solution development and deployment. Set the right focus and get buy-in from your team here and you’ll be well positioned to move forward with confidence.

3. Solution generation

Once your group has nailed down the particulars of the problem you wish to solve, you want to encourage a free flow of ideas connecting to solving that problem. This can take the form of problem solving games that encourage creative thinking or techniquess designed to produce working prototypes of possible solutions. 

The key to ensuring the success of this stage of the problem solving process is to encourage quick, creative thinking and create an open space where all ideas are considered. The best solutions can often come from unlikely places and by using problem solving techniques that celebrate invention, you might come up with solution gold. 

4. Solution development

No solution is perfect right out of the gate. It’s important to discuss and develop the solutions your group has come up with over the course of following the previous problem solving steps in order to arrive at the best possible solution. Problem solving games used in this stage involve lots of critical thinking, measuring potential effort and impact, and looking at possible solutions analytically. 

During this stage, you will often ask your team to iterate and improve upon your front-running solutions and develop them further. Remember that problem solving strategies always benefit from a multitude of voices and opinions, and not to let ego get involved when it comes to choosing which solutions to develop and take further.

Finding the best solution is the goal of all problem solving workshops and here is the place to ensure that your solution is well thought out, sufficiently robust and fit for purpose. 

5. Decision making and planning

Nearly there! Once you’ve got a set of possible, you’ll need to make a decision on which to implement. This can be a consensus-based group decision or it might be for a leader or major stakeholder to decide. You’ll find a set of effective decision making methods below.

Once your group has reached consensus and selected a solution, there are some additional actions that also need to be decided upon. You’ll want to work on allocating ownership of the project, figure out who will do what, how the success of the solution will be measured and decide the next course of action.

Set clear accountabilities, actions, timeframes, and follow-ups for your chosen solution. Make these decisions and set clear next-steps in the problem solving workshop so that everyone is aligned and you can move forward effectively as a group. 

Ensuring that you plan for the roll-out of a solution is one of the most important problem solving steps. Without adequate planning or oversight, it can prove impossible to measure success or iterate further if the problem was not solved. 

6. Solution implementation 

This is what we were waiting for! All problem solving processes have the end goal of implementing an effective and impactful solution that your group has confidence in.

Project management and communication skills are key here – your solution may need to adjust when out in the wild or you might discover new challenges along the way. For some solutions, you might also implement a test with a small group and monitor results before rolling it out to an entire company.

You should have a clear owner for your solution who will oversee the plans you made together and help ensure they’re put into place. This person will often coordinate the implementation team and set-up processes to measure the efficacy of your solution too.

7. Solution evaluation 

So you and your team developed a great solution to a problem and have a gut feeling it’s been solved. Work done, right? Wrong. All problem solving strategies benefit from evaluation, consideration, and feedback.

You might find that the solution does not work for everyone, might create new problems, or is potentially so successful that you will want to roll it out to larger teams or as part of other initiatives. 

None of that is possible without taking the time to evaluate the success of the solution you developed in your problem solving model and adjust if necessary.

Remember that the problem solving process is often iterative and it can be common to not solve complex issues on the first try. Even when this is the case, you and your team will have generated learning that will be important for future problem solving workshops or in other parts of the organization. 

It’s also worth underlining how important record keeping is throughout the problem solving process. If a solution didn’t work, you need to have the data and records to see why that was the case. If you go back to the drawing board, notes from the previous workshop can help save time.

What does an effective problem solving process look like?

Every effective problem solving process begins with an agenda . In our experience, a well-structured problem solving workshop is one of the best methods for successfully guiding a group from exploring a problem to implementing a solution.

The format of a workshop ensures that you can get buy-in from your group, encourage free-thinking and solution exploration before making a decision on what to implement following the session.

This Design Sprint 2.0 template is an effective problem solving process from top agency AJ&Smart. It’s a great format for the entire problem solving process, with four-days of workshops designed to surface issues, explore solutions and even test a solution.

Check it for an example of how you might structure and run a problem solving process and feel free to copy and adjust it your needs!

For a shorter process you can run in a single afternoon, this remote problem solving agenda will guide you effectively in just a couple of hours.

Whatever the length of your workshop, by using SessionLab, it’s easy to go from an idea to a complete agenda . Start by dragging and dropping your core problem solving activities into place . Add timings, breaks and necessary materials before sharing your agenda with your colleagues.

The resulting agenda will be your guide to an effective and productive problem solving session that will also help you stay organized on the day!

Complete problem-solving methods

In this section, we’ll look at in-depth problem-solving methods that provide a complete end-to-end process for developing effective solutions. These will help guide your team from the discovery and definition of a problem through to delivering the right solution.

If you’re looking for an all-encompassing method or problem-solving model, these processes are a great place to start. They’ll ask your team to challenge preconceived ideas and adopt a mindset for solving problems more effectively.

Six Thinking Hats

Individual approaches to solving a problem can be very different based on what team or role an individual holds. It can be easy for existing biases or perspectives to find their way into the mix, or for internal politics to direct a conversation.

Six Thinking Hats is a classic method for identifying the problems that need to be solved and enables your team to consider them from different angles, whether that is by focusing on facts and data, creative solutions, or by considering why a particular solution might not work.

Like all problem-solving frameworks, Six Thinking Hats is effective at helping teams remove roadblocks from a conversation or discussion and come to terms with all the aspects necessary to solve complex problems.

The Six Thinking Hats   #creative thinking   #meeting facilitation   #problem solving   #issue resolution   #idea generation   #conflict resolution   The Six Thinking Hats are used by individuals and groups to separate out conflicting styles of thinking. They enable and encourage a group of people to think constructively together in exploring and implementing change, rather than using argument to fight over who is right and who is wrong.

Lightning Decision Jam

Featured courtesy of Jonathan Courtney of AJ&Smart Berlin, Lightning Decision Jam is one of those strategies that should be in every facilitation toolbox. Exploring problems and finding solutions is often creative in nature, though as with any creative process, there is the potential to lose focus and get lost.

Unstructured discussions might get you there in the end, but it’s much more effective to use a method that creates a clear process and team focus.

In Lightning Decision Jam, participants are invited to begin by writing challenges, concerns, or mistakes on post-its without discussing them before then being invited by the moderator to present them to the group.

From there, the team vote on which problems to solve and are guided through steps that will allow them to reframe those problems, create solutions and then decide what to execute on. 

By deciding the problems that need to be solved as a team before moving on, this group process is great for ensuring the whole team is aligned and can take ownership over the next stages. 

Lightning Decision Jam (LDJ)   #action   #decision making   #problem solving   #issue analysis   #innovation   #design   #remote-friendly   It doesn’t matter where you work and what your job role is, if you work with other people together as a team, you will always encounter the same challenges: Unclear goals and miscommunication that cause busy work and overtime Unstructured meetings that leave attendants tired, confused and without clear outcomes. Frustration builds up because internal challenges to productivity are not addressed Sudden changes in priorities lead to a loss of focus and momentum Muddled compromise takes the place of clear decision- making, leaving everybody to come up with their own interpretation. In short, a lack of structure leads to a waste of time and effort, projects that drag on for too long and frustrated, burnt out teams. AJ&Smart has worked with some of the most innovative, productive companies in the world. What sets their teams apart from others is not better tools, bigger talent or more beautiful offices. The secret sauce to becoming a more productive, more creative and happier team is simple: Replace all open discussion or brainstorming with a structured process that leads to more ideas, clearer decisions and better outcomes. When a good process provides guardrails and a clear path to follow, it becomes easier to come up with ideas, make decisions and solve problems. This is why AJ&Smart created Lightning Decision Jam (LDJ). It’s a simple and short, but powerful group exercise that can be run either in-person, in the same room, or remotely with distributed teams.

Problem Definition Process

While problems can be complex, the problem-solving methods you use to identify and solve those problems can often be simple in design. 

By taking the time to truly identify and define a problem before asking the group to reframe the challenge as an opportunity, this method is a great way to enable change.

Begin by identifying a focus question and exploring the ways in which it manifests before splitting into five teams who will each consider the problem using a different method: escape, reversal, exaggeration, distortion or wishful. Teams develop a problem objective and create ideas in line with their method before then feeding them back to the group.

This method is great for enabling in-depth discussions while also creating space for finding creative solutions too!

Problem Definition   #problem solving   #idea generation   #creativity   #online   #remote-friendly   A problem solving technique to define a problem, challenge or opportunity and to generate ideas.

The 5 Whys 

Sometimes, a group needs to go further with their strategies and analyze the root cause at the heart of organizational issues. An RCA or root cause analysis is the process of identifying what is at the heart of business problems or recurring challenges. 

The 5 Whys is a simple and effective method of helping a group go find the root cause of any problem or challenge and conduct analysis that will deliver results. 

By beginning with the creation of a problem statement and going through five stages to refine it, The 5 Whys provides everything you need to truly discover the cause of an issue.

The 5 Whys   #hyperisland   #innovation   This simple and powerful method is useful for getting to the core of a problem or challenge. As the title suggests, the group defines a problems, then asks the question “why” five times, often using the resulting explanation as a starting point for creative problem solving.

World Cafe is a simple but powerful facilitation technique to help bigger groups to focus their energy and attention on solving complex problems.

World Cafe enables this approach by creating a relaxed atmosphere where participants are able to self-organize and explore topics relevant and important to them which are themed around a central problem-solving purpose. Create the right atmosphere by modeling your space after a cafe and after guiding the group through the method, let them take the lead!

Making problem-solving a part of your organization’s culture in the long term can be a difficult undertaking. More approachable formats like World Cafe can be especially effective in bringing people unfamiliar with workshops into the fold. 

World Cafe   #hyperisland   #innovation   #issue analysis   World Café is a simple yet powerful method, originated by Juanita Brown, for enabling meaningful conversations driven completely by participants and the topics that are relevant and important to them. Facilitators create a cafe-style space and provide simple guidelines. Participants then self-organize and explore a set of relevant topics or questions for conversation.

Discovery & Action Dialogue (DAD)

One of the best approaches is to create a safe space for a group to share and discover practices and behaviors that can help them find their own solutions.

With DAD, you can help a group choose which problems they wish to solve and which approaches they will take to do so. It’s great at helping remove resistance to change and can help get buy-in at every level too!

This process of enabling frontline ownership is great in ensuring follow-through and is one of the methods you will want in your toolbox as a facilitator.

Discovery & Action Dialogue (DAD)   #idea generation   #liberating structures   #action   #issue analysis   #remote-friendly   DADs make it easy for a group or community to discover practices and behaviors that enable some individuals (without access to special resources and facing the same constraints) to find better solutions than their peers to common problems. These are called positive deviant (PD) behaviors and practices. DADs make it possible for people in the group, unit, or community to discover by themselves these PD practices. DADs also create favorable conditions for stimulating participants’ creativity in spaces where they can feel safe to invent new and more effective practices. Resistance to change evaporates as participants are unleashed to choose freely which practices they will adopt or try and which problems they will tackle. DADs make it possible to achieve frontline ownership of solutions.

Design Sprint 2.0

Want to see how a team can solve big problems and move forward with prototyping and testing solutions in a few days? The Design Sprint 2.0 template from Jake Knapp, author of Sprint, is a complete agenda for a with proven results.

Developing the right agenda can involve difficult but necessary planning. Ensuring all the correct steps are followed can also be stressful or time-consuming depending on your level of experience.

Use this complete 4-day workshop template if you are finding there is no obvious solution to your challenge and want to focus your team around a specific problem that might require a shortcut to launching a minimum viable product or waiting for the organization-wide implementation of a solution.

Open space technology

Open space technology- developed by Harrison Owen – creates a space where large groups are invited to take ownership of their problem solving and lead individual sessions. Open space technology is a great format when you have a great deal of expertise and insight in the room and want to allow for different takes and approaches on a particular theme or problem you need to be solved.

Start by bringing your participants together to align around a central theme and focus their efforts. Explain the ground rules to help guide the problem-solving process and then invite members to identify any issue connecting to the central theme that they are interested in and are prepared to take responsibility for.

Once participants have decided on their approach to the core theme, they write their issue on a piece of paper, announce it to the group, pick a session time and place, and post the paper on the wall. As the wall fills up with sessions, the group is then invited to join the sessions that interest them the most and which they can contribute to, then you’re ready to begin!

Everyone joins the problem-solving group they’ve signed up to, record the discussion and if appropriate, findings can then be shared with the rest of the group afterward.

Open Space Technology   #action plan   #idea generation   #problem solving   #issue analysis   #large group   #online   #remote-friendly   Open Space is a methodology for large groups to create their agenda discerning important topics for discussion, suitable for conferences, community gatherings and whole system facilitation

Techniques to identify and analyze problems

Using a problem-solving method to help a team identify and analyze a problem can be a quick and effective addition to any workshop or meeting.

While further actions are always necessary, you can generate momentum and alignment easily, and these activities are a great place to get started.

We’ve put together this list of techniques to help you and your team with problem identification, analysis, and discussion that sets the foundation for developing effective solutions.

Let’s take a look!

Fishbone Analysis

Organizational or team challenges are rarely simple, and it’s important to remember that one problem can be an indication of something that goes deeper and may require further consideration to be solved.

Fishbone Analysis helps groups to dig deeper and understand the origins of a problem. It’s a great example of a root cause analysis method that is simple for everyone on a team to get their head around. 

Participants in this activity are asked to annotate a diagram of a fish, first adding the problem or issue to be worked on at the head of a fish before then brainstorming the root causes of the problem and adding them as bones on the fish. 

Using abstractions such as a diagram of a fish can really help a team break out of their regular thinking and develop a creative approach.

Fishbone Analysis   #problem solving   ##root cause analysis   #decision making   #online facilitation   A process to help identify and understand the origins of problems, issues or observations.

Problem Tree 

Encouraging visual thinking can be an essential part of many strategies. By simply reframing and clarifying problems, a group can move towards developing a problem solving model that works for them. 

In Problem Tree, groups are asked to first brainstorm a list of problems – these can be design problems, team problems or larger business problems – and then organize them into a hierarchy. The hierarchy could be from most important to least important or abstract to practical, though the key thing with problem solving games that involve this aspect is that your group has some way of managing and sorting all the issues that are raised.

Once you have a list of problems that need to be solved and have organized them accordingly, you’re then well-positioned for the next problem solving steps.

Problem tree   #define intentions   #create   #design   #issue analysis   A problem tree is a tool to clarify the hierarchy of problems addressed by the team within a design project; it represents high level problems or related sublevel problems.

SWOT Analysis

Chances are you’ve heard of the SWOT Analysis before. This problem-solving method focuses on identifying strengths, weaknesses, opportunities, and threats is a tried and tested method for both individuals and teams.

Start by creating a desired end state or outcome and bare this in mind – any process solving model is made more effective by knowing what you are moving towards. Create a quadrant made up of the four categories of a SWOT analysis and ask participants to generate ideas based on each of those quadrants.

Once you have those ideas assembled in their quadrants, cluster them together based on their affinity with other ideas. These clusters are then used to facilitate group conversations and move things forward. 

SWOT analysis   #gamestorming   #problem solving   #action   #meeting facilitation   The SWOT Analysis is a long-standing technique of looking at what we have, with respect to the desired end state, as well as what we could improve on. It gives us an opportunity to gauge approaching opportunities and dangers, and assess the seriousness of the conditions that affect our future. When we understand those conditions, we can influence what comes next.

Agreement-Certainty Matrix

Not every problem-solving approach is right for every challenge, and deciding on the right method for the challenge at hand is a key part of being an effective team.

The Agreement Certainty matrix helps teams align on the nature of the challenges facing them. By sorting problems from simple to chaotic, your team can understand what methods are suitable for each problem and what they can do to ensure effective results. 

If you are already using Liberating Structures techniques as part of your problem-solving strategy, the Agreement-Certainty Matrix can be an invaluable addition to your process. We’ve found it particularly if you are having issues with recurring problems in your organization and want to go deeper in understanding the root cause. 

Agreement-Certainty Matrix   #issue analysis   #liberating structures   #problem solving   You can help individuals or groups avoid the frequent mistake of trying to solve a problem with methods that are not adapted to the nature of their challenge. The combination of two questions makes it possible to easily sort challenges into four categories: simple, complicated, complex , and chaotic .  A problem is simple when it can be solved reliably with practices that are easy to duplicate.  It is complicated when experts are required to devise a sophisticated solution that will yield the desired results predictably.  A problem is complex when there are several valid ways to proceed but outcomes are not predictable in detail.  Chaotic is when the context is too turbulent to identify a path forward.  A loose analogy may be used to describe these differences: simple is like following a recipe, complicated like sending a rocket to the moon, complex like raising a child, and chaotic is like the game “Pin the Tail on the Donkey.”  The Liberating Structures Matching Matrix in Chapter 5 can be used as the first step to clarify the nature of a challenge and avoid the mismatches between problems and solutions that are frequently at the root of chronic, recurring problems.

Organizing and charting a team’s progress can be important in ensuring its success. SQUID (Sequential Question and Insight Diagram) is a great model that allows a team to effectively switch between giving questions and answers and develop the skills they need to stay on track throughout the process. 

Begin with two different colored sticky notes – one for questions and one for answers – and with your central topic (the head of the squid) on the board. Ask the group to first come up with a series of questions connected to their best guess of how to approach the topic. Ask the group to come up with answers to those questions, fix them to the board and connect them with a line. After some discussion, go back to question mode by responding to the generated answers or other points on the board.

It’s rewarding to see a diagram grow throughout the exercise, and a completed SQUID can provide a visual resource for future effort and as an example for other teams.

SQUID   #gamestorming   #project planning   #issue analysis   #problem solving   When exploring an information space, it’s important for a group to know where they are at any given time. By using SQUID, a group charts out the territory as they go and can navigate accordingly. SQUID stands for Sequential Question and Insight Diagram.

To continue with our nautical theme, Speed Boat is a short and sweet activity that can help a team quickly identify what employees, clients or service users might have a problem with and analyze what might be standing in the way of achieving a solution.

Methods that allow for a group to make observations, have insights and obtain those eureka moments quickly are invaluable when trying to solve complex problems.

In Speed Boat, the approach is to first consider what anchors and challenges might be holding an organization (or boat) back. Bonus points if you are able to identify any sharks in the water and develop ideas that can also deal with competitors!   

Speed Boat   #gamestorming   #problem solving   #action   Speedboat is a short and sweet way to identify what your employees or clients don’t like about your product/service or what’s standing in the way of a desired goal.

The Journalistic Six

Some of the most effective ways of solving problems is by encouraging teams to be more inclusive and diverse in their thinking.

Based on the six key questions journalism students are taught to answer in articles and news stories, The Journalistic Six helps create teams to see the whole picture. By using who, what, when, where, why, and how to facilitate the conversation and encourage creative thinking, your team can make sure that the problem identification and problem analysis stages of the are covered exhaustively and thoughtfully. Reporter’s notebook and dictaphone optional.

The Journalistic Six – Who What When Where Why How   #idea generation   #issue analysis   #problem solving   #online   #creative thinking   #remote-friendly   A questioning method for generating, explaining, investigating ideas.

Individual and group perspectives are incredibly important, but what happens if people are set in their minds and need a change of perspective in order to approach a problem more effectively?

Flip It is a method we love because it is both simple to understand and run, and allows groups to understand how their perspectives and biases are formed. 

Participants in Flip It are first invited to consider concerns, issues, or problems from a perspective of fear and write them on a flip chart. Then, the group is asked to consider those same issues from a perspective of hope and flip their understanding.  

No problem and solution is free from existing bias and by changing perspectives with Flip It, you can then develop a problem solving model quickly and effectively.

Flip It!   #gamestorming   #problem solving   #action   Often, a change in a problem or situation comes simply from a change in our perspectives. Flip It! is a quick game designed to show players that perspectives are made, not born.

LEGO Challenge

Now for an activity that is a little out of the (toy) box. LEGO Serious Play is a facilitation methodology that can be used to improve creative thinking and problem-solving skills. 

The LEGO Challenge includes giving each member of the team an assignment that is hidden from the rest of the group while they create a structure without speaking.

What the LEGO challenge brings to the table is a fun working example of working with stakeholders who might not be on the same page to solve problems. Also, it’s LEGO! Who doesn’t love LEGO! 

LEGO Challenge   #hyperisland   #team   A team-building activity in which groups must work together to build a structure out of LEGO, but each individual has a secret “assignment” which makes the collaborative process more challenging. It emphasizes group communication, leadership dynamics, conflict, cooperation, patience and problem solving strategy.

What, So What, Now What?

If not carefully managed, the problem identification and problem analysis stages of the problem-solving process can actually create more problems and misunderstandings.

The What, So What, Now What? problem-solving activity is designed to help collect insights and move forward while also eliminating the possibility of disagreement when it comes to identifying, clarifying, and analyzing organizational or work problems. 

Facilitation is all about bringing groups together so that might work on a shared goal and the best problem-solving strategies ensure that teams are aligned in purpose, if not initially in opinion or insight.

Throughout the three steps of this game, you give everyone on a team to reflect on a problem by asking what happened, why it is important, and what actions should then be taken. 

This can be a great activity for bringing our individual perceptions about a problem or challenge and contextualizing it in a larger group setting. This is one of the most important problem-solving skills you can bring to your organization.

W³ – What, So What, Now What?   #issue analysis   #innovation   #liberating structures   You can help groups reflect on a shared experience in a way that builds understanding and spurs coordinated action while avoiding unproductive conflict. It is possible for every voice to be heard while simultaneously sifting for insights and shaping new direction. Progressing in stages makes this practical—from collecting facts about What Happened to making sense of these facts with So What and finally to what actions logically follow with Now What . The shared progression eliminates most of the misunderstandings that otherwise fuel disagreements about what to do. Voila!

Journalists  

Problem analysis can be one of the most important and decisive stages of all problem-solving tools. Sometimes, a team can become bogged down in the details and are unable to move forward.

Journalists is an activity that can avoid a group from getting stuck in the problem identification or problem analysis stages of the process.

In Journalists, the group is invited to draft the front page of a fictional newspaper and figure out what stories deserve to be on the cover and what headlines those stories will have. By reframing how your problems and challenges are approached, you can help a team move productively through the process and be better prepared for the steps to follow.

Journalists   #vision   #big picture   #issue analysis   #remote-friendly   This is an exercise to use when the group gets stuck in details and struggles to see the big picture. Also good for defining a vision.

Problem-solving techniques for brainstorming solutions

Now you have the context and background of the problem you are trying to solving, now comes the time to start ideating and thinking about how you’ll solve the issue.

Here, you’ll want to encourage creative, free thinking and speed. Get as many ideas out as possible and explore different perspectives so you have the raw material for the next step.

Looking at a problem from a new angle can be one of the most effective ways of creating an effective solution. TRIZ is a problem-solving tool that asks the group to consider what they must not do in order to solve a challenge.

By reversing the discussion, new topics and taboo subjects often emerge, allowing the group to think more deeply and create ideas that confront the status quo in a safe and meaningful way. If you’re working on a problem that you’ve tried to solve before, TRIZ is a great problem-solving method to help your team get unblocked.

Making Space with TRIZ   #issue analysis   #liberating structures   #issue resolution   You can clear space for innovation by helping a group let go of what it knows (but rarely admits) limits its success and by inviting creative destruction. TRIZ makes it possible to challenge sacred cows safely and encourages heretical thinking. The question “What must we stop doing to make progress on our deepest purpose?” induces seriously fun yet very courageous conversations. Since laughter often erupts, issues that are otherwise taboo get a chance to be aired and confronted. With creative destruction come opportunities for renewal as local action and innovation rush in to fill the vacuum. Whoosh!

Mindspin  

Brainstorming is part of the bread and butter of the problem-solving process and all problem-solving strategies benefit from getting ideas out and challenging a team to generate solutions quickly. 

With Mindspin, participants are encouraged not only to generate ideas but to do so under time constraints and by slamming down cards and passing them on. By doing multiple rounds, your team can begin with a free generation of possible solutions before moving on to developing those solutions and encouraging further ideation. 

This is one of our favorite problem-solving activities and can be great for keeping the energy up throughout the workshop. Remember the importance of helping people become engaged in the process – energizing problem-solving techniques like Mindspin can help ensure your team stays engaged and happy, even when the problems they’re coming together to solve are complex. 

MindSpin   #teampedia   #idea generation   #problem solving   #action   A fast and loud method to enhance brainstorming within a team. Since this activity has more than round ideas that are repetitive can be ruled out leaving more creative and innovative answers to the challenge.

The Creativity Dice

One of the most useful problem solving skills you can teach your team is of approaching challenges with creativity, flexibility, and openness. Games like The Creativity Dice allow teams to overcome the potential hurdle of too much linear thinking and approach the process with a sense of fun and speed. 

In The Creativity Dice, participants are organized around a topic and roll a dice to determine what they will work on for a period of 3 minutes at a time. They might roll a 3 and work on investigating factual information on the chosen topic. They might roll a 1 and work on identifying the specific goals, standards, or criteria for the session.

Encouraging rapid work and iteration while asking participants to be flexible are great skills to cultivate. Having a stage for idea incubation in this game is also important. Moments of pause can help ensure the ideas that are put forward are the most suitable. 

The Creativity Dice   #creativity   #problem solving   #thiagi   #issue analysis   Too much linear thinking is hazardous to creative problem solving. To be creative, you should approach the problem (or the opportunity) from different points of view. You should leave a thought hanging in mid-air and move to another. This skipping around prevents premature closure and lets your brain incubate one line of thought while you consciously pursue another.

Idea and Concept Development

Brainstorming without structure can quickly become chaotic or frustrating. In a problem-solving context, having an ideation framework to follow can help ensure your team is both creative and disciplined.

In this method, you’ll find an idea generation process that encourages your group to brainstorm effectively before developing their ideas and begin clustering them together. By using concepts such as Yes and…, more is more and postponing judgement, you can create the ideal conditions for brainstorming with ease.

Idea & Concept Development   #hyperisland   #innovation   #idea generation   Ideation and Concept Development is a process for groups to work creatively and collaboratively to generate creative ideas. It’s a general approach that can be adapted and customized to suit many different scenarios. It includes basic principles for idea generation and several steps for groups to work with. It also includes steps for idea selection and development.

Problem-solving techniques for developing and refining solutions 

The success of any problem-solving process can be measured by the solutions it produces. After you’ve defined the issue, explored existing ideas, and ideated, it’s time to develop and refine your ideas in order to bring them closer to a solution that actually solves the problem.

Use these problem-solving techniques when you want to help your team think through their ideas and refine them as part of your problem solving process.

Improved Solutions

After a team has successfully identified a problem and come up with a few solutions, it can be tempting to call the work of the problem-solving process complete. That said, the first solution is not necessarily the best, and by including a further review and reflection activity into your problem-solving model, you can ensure your group reaches the best possible result. 

One of a number of problem-solving games from Thiagi Group, Improved Solutions helps you go the extra mile and develop suggested solutions with close consideration and peer review. By supporting the discussion of several problems at once and by shifting team roles throughout, this problem-solving technique is a dynamic way of finding the best solution. 

Improved Solutions   #creativity   #thiagi   #problem solving   #action   #team   You can improve any solution by objectively reviewing its strengths and weaknesses and making suitable adjustments. In this creativity framegame, you improve the solutions to several problems. To maintain objective detachment, you deal with a different problem during each of six rounds and assume different roles (problem owner, consultant, basher, booster, enhancer, and evaluator) during each round. At the conclusion of the activity, each player ends up with two solutions to her problem.

Four Step Sketch

Creative thinking and visual ideation does not need to be confined to the opening stages of your problem-solving strategies. Exercises that include sketching and prototyping on paper can be effective at the solution finding and development stage of the process, and can be great for keeping a team engaged. 

By going from simple notes to a crazy 8s round that involves rapidly sketching 8 variations on their ideas before then producing a final solution sketch, the group is able to iterate quickly and visually. Problem-solving techniques like Four-Step Sketch are great if you have a group of different thinkers and want to change things up from a more textual or discussion-based approach.

Four-Step Sketch   #design sprint   #innovation   #idea generation   #remote-friendly   The four-step sketch is an exercise that helps people to create well-formed concepts through a structured process that includes: Review key information Start design work on paper,  Consider multiple variations , Create a detailed solution . This exercise is preceded by a set of other activities allowing the group to clarify the challenge they want to solve. See how the Four Step Sketch exercise fits into a Design Sprint

Ensuring that everyone in a group is able to contribute to a discussion is vital during any problem solving process. Not only does this ensure all bases are covered, but its then easier to get buy-in and accountability when people have been able to contribute to the process.

1-2-4-All is a tried and tested facilitation technique where participants are asked to first brainstorm on a topic on their own. Next, they discuss and share ideas in a pair before moving into a small group. Those groups are then asked to present the best idea from their discussion to the rest of the team.

This method can be used in many different contexts effectively, though I find it particularly shines in the idea development stage of the process. Giving each participant time to concretize their ideas and develop them in progressively larger groups can create a great space for both innovation and psychological safety.

1-2-4-All   #idea generation   #liberating structures   #issue analysis   With this facilitation technique you can immediately include everyone regardless of how large the group is. You can generate better ideas and more of them faster than ever before. You can tap the know-how and imagination that is distributed widely in places not known in advance. Open, generative conversation unfolds. Ideas and solutions are sifted in rapid fashion. Most importantly, participants own the ideas, so follow-up and implementation is simplified. No buy-in strategies needed! Simple and elegant!

15% Solutions

Some problems are simpler than others and with the right problem-solving activities, you can empower people to take immediate actions that can help create organizational change. 

Part of the liberating structures toolkit, 15% solutions is a problem-solving technique that focuses on finding and implementing solutions quickly. A process of iterating and making small changes quickly can help generate momentum and an appetite for solving complex problems.

Problem-solving strategies can live and die on whether people are onboard. Getting some quick wins is a great way of getting people behind the process.   

It can be extremely empowering for a team to realize that problem-solving techniques can be deployed quickly and easily and delineate between things they can positively impact and those things they cannot change. 

15% Solutions   #action   #liberating structures   #remote-friendly   You can reveal the actions, however small, that everyone can do immediately. At a minimum, these will create momentum, and that may make a BIG difference.  15% Solutions show that there is no reason to wait around, feel powerless, or fearful. They help people pick it up a level. They get individuals and the group to focus on what is within their discretion instead of what they cannot change.  With a very simple question, you can flip the conversation to what can be done and find solutions to big problems that are often distributed widely in places not known in advance. Shifting a few grains of sand may trigger a landslide and change the whole landscape.

Problem-solving techniques for making decisions and planning

After your group is happy with the possible solutions you’ve developed, now comes the time to choose which to implement. There’s more than one way to make a decision and the best option is often dependant on the needs and set-up of your group.

Sometimes, it’s the case that you’ll want to vote as a group on what is likely to be the most impactful solution. Other times, it might be down to a decision maker or major stakeholder to make the final decision. Whatever your process, here’s some techniques you can use to help you make a decision during your problem solving process.

How-Now-Wow Matrix

The problem-solving process is often creative, as complex problems usually require a change of thinking and creative response in order to find the best solutions. While it’s common for the first stages to encourage creative thinking, groups can often gravitate to familiar solutions when it comes to the end of the process. 

When selecting solutions, you don’t want to lose your creative energy! The How-Now-Wow Matrix from Gamestorming is a great problem-solving activity that enables a group to stay creative and think out of the box when it comes to selecting the right solution for a given problem.

Problem-solving techniques that encourage creative thinking and the ideation and selection of new solutions can be the most effective in organisational change. Give the How-Now-Wow Matrix a go, and not just for how pleasant it is to say out loud. 

How-Now-Wow Matrix   #gamestorming   #idea generation   #remote-friendly   When people want to develop new ideas, they most often think out of the box in the brainstorming or divergent phase. However, when it comes to convergence, people often end up picking ideas that are most familiar to them. This is called a ‘creative paradox’ or a ‘creadox’. The How-Now-Wow matrix is an idea selection tool that breaks the creadox by forcing people to weigh each idea on 2 parameters.

Impact and Effort Matrix

All problem-solving techniques hope to not only find solutions to a given problem or challenge but to find the best solution. When it comes to finding a solution, groups are invited to put on their decision-making hats and really think about how a proposed idea would work in practice. 

The Impact and Effort Matrix is one of the problem-solving techniques that fall into this camp, empowering participants to first generate ideas and then categorize them into a 2×2 matrix based on impact and effort.

Activities that invite critical thinking while remaining simple are invaluable. Use the Impact and Effort Matrix to move from ideation and towards evaluating potential solutions before then committing to them. 

Impact and Effort Matrix   #gamestorming   #decision making   #action   #remote-friendly   In this decision-making exercise, possible actions are mapped based on two factors: effort required to implement and potential impact. Categorizing ideas along these lines is a useful technique in decision making, as it obliges contributors to balance and evaluate suggested actions before committing to them.

If you’ve followed each of the problem-solving steps with your group successfully, you should move towards the end of your process with heaps of possible solutions developed with a specific problem in mind. But how do you help a group go from ideation to putting a solution into action? 

Dotmocracy – or Dot Voting -is a tried and tested method of helping a team in the problem-solving process make decisions and put actions in place with a degree of oversight and consensus. 

One of the problem-solving techniques that should be in every facilitator’s toolbox, Dot Voting is fast and effective and can help identify the most popular and best solutions and help bring a group to a decision effectively. 

Dotmocracy   #action   #decision making   #group prioritization   #hyperisland   #remote-friendly   Dotmocracy is a simple method for group prioritization or decision-making. It is not an activity on its own, but a method to use in processes where prioritization or decision-making is the aim. The method supports a group to quickly see which options are most popular or relevant. The options or ideas are written on post-its and stuck up on a wall for the whole group to see. Each person votes for the options they think are the strongest, and that information is used to inform a decision.

Straddling the gap between decision making and planning, MoSCoW is a simple and effective method that allows a group team to easily prioritize a set of possible options.

Use this method in a problem solving process by collecting and summarizing all your possible solutions and then categorize them into 4 sections: “Must have”, “Should have”, “Could have”, or “Would like but won‘t get”.

This method is particularly useful when its less about choosing one possible solution and more about prioritorizing which to do first and which may not fit in the scope of your project. In my experience, complex challenges often require multiple small fixes, and this method can be a great way to move from a pile of things you’d all like to do to a structured plan.

MoSCoW   #define intentions   #create   #design   #action   #remote-friendly   MoSCoW is a method that allows the team to prioritize the different features that they will work on. Features are then categorized into “Must have”, “Should have”, “Could have”, or “Would like but won‘t get”. To be used at the beginning of a timeslot (for example during Sprint planning) and when planning is needed.

When it comes to managing the rollout of a solution, clarity and accountability are key factors in ensuring the success of the project. The RAACI chart is a simple but effective model for setting roles and responsibilities as part of a planning session.

Start by listing each person involved in the project and put them into the following groups in order to make it clear who is responsible for what during the rollout of your solution.

• Responsibility  (Which person and/or team will be taking action?)
• Authority  (At what “point” must the responsible person check in before going further?)
• Accountability  (Who must the responsible person check in with?)
• Consultation  (Who must be consulted by the responsible person before decisions are made?)
• Information  (Who must be informed of decisions, once made?)

Ensure this information is easily accessible and use it to inform who does what and who is looped into discussions and kept up to date.

RAACI   #roles and responsibility   #teamwork   #project management   Clarifying roles and responsibilities, levels of autonomy/latitude in decision making, and levels of engagement among diverse stakeholders.

Problem-solving warm-up activities

All facilitators know that warm-ups and icebreakers are useful for any workshop or group process. Problem-solving workshops are no different.

Use these problem-solving techniques to warm up a group and prepare them for the rest of the process. Activating your group by tapping into some of the top problem-solving skills can be one of the best ways to see great outcomes from your session.

Check-in / Check-out

Solid processes are planned from beginning to end, and the best facilitators know that setting the tone and establishing a safe, open environment can be integral to a successful problem-solving process. Check-in / Check-out is a great way to begin and/or bookend a problem-solving workshop. Checking in to a session emphasizes that everyone will be seen, heard, and expected to contribute. 

If you are running a series of meetings, setting a consistent pattern of checking in and checking out can really help your team get into a groove. We recommend this opening-closing activity for small to medium-sized groups though it can work with large groups if they’re disciplined!

Check-in / Check-out   #team   #opening   #closing   #hyperisland   #remote-friendly   Either checking-in or checking-out is a simple way for a team to open or close a process, symbolically and in a collaborative way. Checking-in/out invites each member in a group to be present, seen and heard, and to express a reflection or a feeling. Checking-in emphasizes presence, focus and group commitment; checking-out emphasizes reflection and symbolic closure.

Doodling Together  

Thinking creatively and not being afraid to make suggestions are important problem-solving skills for any group or team, and warming up by encouraging these behaviors is a great way to start. 

Doodling Together is one of our favorite creative ice breaker games – it’s quick, effective, and fun and can make all following problem-solving steps easier by encouraging a group to collaborate visually. By passing cards and adding additional items as they go, the workshop group gets into a groove of co-creation and idea development that is crucial to finding solutions to problems. 

Doodling Together   #collaboration   #creativity   #teamwork   #fun   #team   #visual methods   #energiser   #icebreaker   #remote-friendly   Create wild, weird and often funny postcards together & establish a group’s creative confidence.

Show and Tell

You might remember some version of Show and Tell from being a kid in school and it’s a great problem-solving activity to kick off a session.

Asking participants to prepare a little something before a workshop by bringing an object for show and tell can help them warm up before the session has even begun! Games that include a physical object can also help encourage early engagement before moving onto more big-picture thinking.

By asking your participants to tell stories about why they chose to bring a particular item to the group, you can help teams see things from new perspectives and see both differences and similarities in the way they approach a topic. Great groundwork for approaching a problem-solving process as a team! 

Show and Tell   #gamestorming   #action   #opening   #meeting facilitation   Show and Tell taps into the power of metaphors to reveal players’ underlying assumptions and associations around a topic The aim of the game is to get a deeper understanding of stakeholders’ perspectives on anything—a new project, an organizational restructuring, a shift in the company’s vision or team dynamic.

Constellations

Who doesn’t love stars? Constellations is a great warm-up activity for any workshop as it gets people up off their feet, energized, and ready to engage in new ways with established topics. It’s also great for showing existing beliefs, biases, and patterns that can come into play as part of your session.

Using warm-up games that help build trust and connection while also allowing for non-verbal responses can be great for easing people into the problem-solving process and encouraging engagement from everyone in the group. Constellations is great in large spaces that allow for movement and is definitely a practical exercise to allow the group to see patterns that are otherwise invisible. 

Constellations   #trust   #connection   #opening   #coaching   #patterns   #system   Individuals express their response to a statement or idea by standing closer or further from a central object. Used with teams to reveal system, hidden patterns, perspectives.

Draw a Tree

Problem-solving games that help raise group awareness through a central, unifying metaphor can be effective ways to warm-up a group in any problem-solving model.

Draw a Tree is a simple warm-up activity you can use in any group and which can provide a quick jolt of energy. Start by asking your participants to draw a tree in just 45 seconds – they can choose whether it will be abstract or realistic. 

Once the timer is up, ask the group how many people included the roots of the tree and use this as a means to discuss how we can ignore important parts of any system simply because they are not visible.

All problem-solving strategies are made more effective by thinking of problems critically and by exposing things that may not normally come to light. Warm-up games like Draw a Tree are great in that they quickly demonstrate some key problem-solving skills in an accessible and effective way.

Draw a Tree   #thiagi   #opening   #perspectives   #remote-friendly   With this game you can raise awarness about being more mindful, and aware of the environment we live in.

Closing activities for a problem-solving process

Each step of the problem-solving workshop benefits from an intelligent deployment of activities, games, and techniques. Bringing your session to an effective close helps ensure that solutions are followed through on and that you also celebrate what has been achieved.

Here are some problem-solving activities you can use to effectively close a workshop or meeting and ensure the great work you’ve done can continue afterward.

One Breath Feedback

Maintaining attention and focus during the closing stages of a problem-solving workshop can be tricky and so being concise when giving feedback can be important. It’s easy to incur “death by feedback” should some team members go on for too long sharing their perspectives in a quick feedback round. 

One Breath Feedback is a great closing activity for workshops. You give everyone an opportunity to provide feedback on what they’ve done but only in the space of a single breath. This keeps feedback short and to the point and means that everyone is encouraged to provide the most important piece of feedback to them. 

One breath feedback   #closing   #feedback   #action   This is a feedback round in just one breath that excels in maintaining attention: each participants is able to speak during just one breath … for most people that’s around 20 to 25 seconds … unless of course you’ve been a deep sea diver in which case you’ll be able to do it for longer.

Who What When Matrix 

Matrices feature as part of many effective problem-solving strategies and with good reason. They are easily recognizable, simple to use, and generate results.

The Who What When Matrix is a great tool to use when closing your problem-solving session by attributing a who, what and when to the actions and solutions you have decided upon. The resulting matrix is a simple, easy-to-follow way of ensuring your team can move forward. 

Great solutions can’t be enacted without action and ownership. Your problem-solving process should include a stage for allocating tasks to individuals or teams and creating a realistic timeframe for those solutions to be implemented or checked out. Use this method to keep the solution implementation process clear and simple for all involved. 

Who/What/When Matrix   #gamestorming   #action   #project planning   With Who/What/When matrix, you can connect people with clear actions they have defined and have committed to.

Response cards

Group discussion can comprise the bulk of most problem-solving activities and by the end of the process, you might find that your team is talked out! 

Providing a means for your team to give feedback with short written notes can ensure everyone is head and can contribute without the need to stand up and talk. Depending on the needs of the group, giving an alternative can help ensure everyone can contribute to your problem-solving model in the way that makes the most sense for them.

Response Cards is a great way to close a workshop if you are looking for a gentle warm-down and want to get some swift discussion around some of the feedback that is raised. 

Response Cards   #debriefing   #closing   #structured sharing   #questions and answers   #thiagi   #action   It can be hard to involve everyone during a closing of a session. Some might stay in the background or get unheard because of louder participants. However, with the use of Response Cards, everyone will be involved in providing feedback or clarify questions at the end of a session.

Tips for effective problem solving

Problem-solving activities are only one part of the puzzle. While a great method can help unlock your team’s ability to solve problems, without a thoughtful approach and strong facilitation the solutions may not be fit for purpose.

Let’s take a look at some problem-solving tips you can apply to any process to help it be a success!

Clearly define the problem

Jumping straight to solutions can be tempting, though without first clearly articulating a problem, the solution might not be the right one. Many of the problem-solving activities below include sections where the problem is explored and clearly defined before moving on.

This is a vital part of the problem-solving process and taking the time to fully define an issue can save time and effort later. A clear definition helps identify irrelevant information and it also ensures that your team sets off on the right track.

Don’t jump to conclusions

It’s easy for groups to exhibit cognitive bias or have preconceived ideas about both problems and potential solutions. Be sure to back up any problem statements or potential solutions with facts, research, and adequate forethought.

The best techniques ask participants to be methodical and challenge preconceived notions. Make sure you give the group enough time and space to collect relevant information and consider the problem in a new way. By approaching the process with a clear, rational mindset, you’ll often find that better solutions are more forthcoming.  

Try different approaches  

Problems come in all shapes and sizes and so too should the methods you use to solve them. If you find that one approach isn’t yielding results and your team isn’t finding different solutions, try mixing it up. You’ll be surprised at how using a new creative activity can unblock your team and generate great solutions.

Don’t take it personally 

Depending on the nature of your team or organizational problems, it’s easy for conversations to get heated. While it’s good for participants to be engaged in the discussions, ensure that emotions don’t run too high and that blame isn’t thrown around while finding solutions.

You’re all in it together, and even if your team or area is seeing problems, that isn’t necessarily a disparagement of you personally. Using facilitation skills to manage group dynamics is one effective method of helping conversations be more constructive.

Get the right people in the room

Your problem-solving method is often only as effective as the group using it. Getting the right people on the job and managing the number of people present is important too!

If the group is too small, you may not get enough different perspectives to effectively solve a problem. If the group is too large, you can go round and round during the ideation stages.

Creating the right group makeup is also important in ensuring you have the necessary expertise and skillset to both identify and follow up on potential solutions. Carefully consider who to include at each stage to help ensure your problem-solving method is followed and positioned for success.

Create psychologically safe spaces for discussion

Identifying a problem accurately also requires that all members of a group are able to contribute their views in an open and safe manner.

It can be tough for people to stand up and contribute if the problems or challenges are emotive or personal in nature. Try and create a psychologically safe space for these kinds of discussions and where possible, create regular opportunities for challenges to be brought up organically.

Document everything

The best solutions can take refinement, iteration, and reflection to come out. Get into a habit of documenting your process in order to keep all the learnings from the session and to allow ideas to mature and develop. Many of the methods below involve the creation of documents or shared resources. Be sure to keep and share these so everyone can benefit from the work done!

Bring a facilitator 

Facilitation is all about making group processes easier. With a subject as potentially emotive and important as problem-solving, having an impartial third party in the form of a facilitator can make all the difference in finding great solutions and keeping the process moving. Consider bringing a facilitator to your problem-solving session to get better results and generate meaningful solutions!

Develop your problem-solving skills

It takes time and practice to be an effective problem solver. While some roles or participants might more naturally gravitate towards problem-solving, it can take development and planning to help everyone create better solutions.

You might develop a training program, run a problem-solving workshop or simply ask your team to practice using the techniques below. Check out our post on problem-solving skills to see how you and your group can develop the right mental process and be more resilient to issues too!

Design a great agenda

Workshops are a great format for solving problems. With the right approach, you can focus a group and help them find the solutions to their own problems. But designing a process can be time-consuming and finding the right activities can be difficult.

Check out our workshop planning guide to level-up your agenda design and start running more effective workshops. Need inspiration? Check out templates designed by expert facilitators to help you kickstart your process!

Save time and effort creating an effective problem solving process

A structured problem solving process is a surefire way of solving tough problems, discovering creative solutions and driving organizational change. But how can you design for successful outcomes?

With SessionLab, it’s easy to design engaging workshops that deliver results. Drag, drop and reorder blocks  to build your agenda. When you make changes or update your agenda, your session  timing   adjusts automatically , saving you time on manual adjustments.

Collaborating with stakeholders or clients? Share your agenda with a single click and collaborate in real-time. No more sending documents back and forth over email.

Explore  how to use SessionLab  to design effective problem solving workshops or  watch this five minute video  to see the planner in action!

Over to you

The problem-solving process can often be as complicated and multifaceted as the problems they are set-up to solve. With the right problem-solving techniques and a mix of exercises designed to guide discussion and generate purposeful ideas, we hope we’ve given you the tools to find the best solutions as simply and easily as possible.

Is there a problem-solving technique that you are missing here? Do you have a favorite activity or method you use when facilitating? Let us know in the comments below, we’d love to hear from you! 

James Smart is Head of Content at SessionLab. He’s also a creative facilitator who has run workshops and designed courses for establishments like the National Centre for Writing, UK. He especially enjoys working with young people and empowering others in their creative practice.

thank you very much for these excellent techniques

Certainly wonderful article, very detailed. Shared!

Your list of techniques for problem solving can be helpfully extended by adding TRIZ to the list of techniques. TRIZ has 40 problem solving techniques derived from methods inventros and patent holders used to get new patents. About 10-12 are general approaches. many organization sponsor classes in TRIZ that are used to solve business problems or general organiztational problems. You can take a look at TRIZ and dwonload a free internet booklet to see if you feel it shound be included per your selection process.

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Free Speaking Lesson: Problem – ESL Conversation Questions

Welcome to our ESL discussion session on the Importance of English Language Skills ! Today, we will dive into the significance of English language skills in navigating challenges and finding solutions.

Let's explore how language proficiency can enhance problem-solving abilities and foster creativity in various situations. Join us as we unravel the impact of effective communication in overcoming obstacles and working collaboratively.

Get ready for an engaging conversation that will sharpen your language skills and critical thinking !

50 Conversation Questions About Problem

Conversation Questions:

• Do you prefer to analyze problems on your own or with the help of others?
• How do you approach challenges in your daily life?
• Have you ever faced a problem that seemed impossible to solve?
• What motivates you to overcome obstacles?
• Do you believe in the power of teamwork when solving problems?
• How do you stay positive when faced with a difficult situation?
• Have you ever sought advice from someone to solve a problem?
• What role does creativity play in problem-solving for you?
• How do you prioritize different problems when they arise?
• Can you share a success story about overcoming a challenge?
• What strategies do you use to tackle complex issues?
• Do you think outside-the-box when approaching problems?
• How do you handle setbacks while trying to solve a problem?
• Have you ever had to adapt your problem-solving approach based on new information?
• What's your biggest strength when it comes to problem-solving?
• Do you believe in learning from failures when solving problems?
• How do you manage stress when facing a challenging situation?
• Have you ever had to compromise to find a solution to a problem?
• What resources do you turn to when you need help with a problem?
• How do you stay organized when dealing with multiple problems at once?
• Can you share a time when teamwork helped you overcome a challenge?
• Do you think it's important to ask for feedback when working on a problem?
• How do you define success in problem-solving?
• Have you ever mentored someone in solving a problem?
• What role does communication play in solving problems effectively?
• How do you approach problem-solving differently at work versus in your personal life?
• Have you ever used technology to assist you in solving a problem?
• What values guide your decision-making process when facing a problem?
• How do you handle disagreements when working with others to solve a problem?
• Can you share a time when you had to think on your feet to solve a problem?

Conversation Dialogue:

Person 1: Do you usually prefer to tackle problems on your own or with the help of others?

Person 2: I tend to analyze problems independently first, but I'm not afraid to seek help if needed. How about you?

Person 1: I agree, it's good to have a balance. Have you ever faced a problem where teamwork was crucial?

Person 2: Yes, there was a project at work where collaboration led to a creative solution. How do you handle setbacks when solving a problem?

Person 1: I try to stay positive and learn from failures. It's all about progress. What motivates you to overcome obstacles?

Person 2: Setting goals and seeing the impact of overcoming challenges keeps me going. How about you?

Words Related to Problem-Solving:

• Challenge – a task or situation that tests someone's abilities.
• Solution – a means of solving a problem or dealing with a difficult situation.
• Analyze – examine methodically and in detail.
• Innovation – the introduction of something new or different.
• Support – to give assistance or encouragement to someone in need.

So, next time you encounter a problem, remember to think critically , communicate effectively, and consider different perspectives.

By applying creativity, teamwork, and resourcefulness , you can navigate challenges successfully.

Don't be afraid to learn from failures, manage stress, and utilize available resources.

With the right mindset and approach, you can tackle any problem that comes your way.

Keep these insights in mind as you navigate through life's obstacles.

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• Relationships

Four Characteristics of Effective Conversations

These relatively easy habits can help to sustain strong relationships..

Posted December 22, 2020

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Ever been talking about something important to you with someone you care about and found the discussion frustrating instead of fruitful? Negative energy can then cast a shadow over your efforts to build a shared understanding.

In fact, collaborative problem-solving conversations require skills. Strong listening skills are essential. Sprinkling in positivity via appreciation, warm smiles, and affectionate comments helps. So does the essential ability to keep your emotional tone in the calm zone. If the tone of a dialogue heats up and anger erupts, the dialogue flips from collaborative to adversarial, and progress is likely to come to an immediate halt.

In addition, however, the following excerpt from my book on the skills for successful relationships highlights four less commonly known vital habits. All four of what I call The Four S's are easy enough to do. Yet when any of the four are missing, effectiveness can easily become diminished.

Effective dialogue generally has four important characteristics: symmetry, short segments, specifics, and summary.

Symmetry in dialogue refers to the balance of how much each partner talks. Are you each getting equal airtime? When one participant does most of the talking, this asymmetry or lack of balance tends to become annoying to one or both of you. The silent partner typically tires of only listening, while the talker can feel overburdened. Usually, both would prefer more equal give and take.

Different rates of speech and levels of voice volume can erode symmetry as well. The faster or louder partner can easily begin taking up more airtime. The slower-talking or softer-voiced one can have trouble getting the floor.

A more insidious kind of asymmetry occurs when one partner's opinions count more than the other's. One person's input may carry more sway because their style of expression is more vigorous. One viewpoint may tend to get lost because it is expressed more tentatively.

If either partner fairly consistently predominates or evaporates, modifying the pattern will be helpful. The dialogue will feel more productive, and at the same time, the relationship overall is likely to feel more positive.

Short segments

Short segments refer to how much is said at one time. In effective dialogue, each speaker generally offers brief comments rather than trying to say too much at once. Monologues, by contrast, take away more than they add to the discussion.

Listening is a lot like eating. To take in what you hear, small bites work better than large chunks. To keep the bites small enough, either the speaker needs to pause regularly, expecting to take turns talking and listening, or the listener needs to interrupt. In this case, interruptions can be helpful.

Long monologues lose data. A listener can only pick up one or two points at a time and can respond to only one. All but the first of the multiple points in a longer monologue go by the wayside.

Monologues also drain the energy from a conversation Although occasional story-telling can be interesting, briefer comments with frequent interchanges back and forth stimulate a higher energy level, making talking together more fun as well as more effective for building understandings.

To keep your speech segments brief enough, aim to make just one point each time you speak. Let others respond, and then add your next point.

If you hear yourself saying, "Don't interrupt me," think again. Thank them instead. You probably need interruptions from the person you are speaking with to help you to chunk your thoughts into pieces of a length that your listener can digest.

Detailing your underlying concerns becomes vital when you are trying to solve a problem together. To make a shared decision, resolve a disagreement, or clean up after an upset, explaining specifically what your concerns are increases the likelihood that the two of you will reach a positive outcome, a plan of action that works for both of you.

Asking questions to understand the specifics of your partner's underlying concerns as well adds all the more to your odds of success.

Summaries of what each of you has said seldom feel necessary when the purpose of a conversation is amusement or chatting—for instance, just filling each other in on the day's events. Summaries do, however, prove powerfully useful when attempting to solve together a specific dilemma. "So it sounds like your main concerns are x, y, and z. And for me, my concerns are q, r, s, t, and u."

Summaries prevent information loss. They consolidate the information put forth thus far and assure that your data has entered the shared information pool. If any input has been omitted or lost, the summary gives you a second chance to voice it.

Summaries also increase the likelihood that the concerns of both of you will be taken seriously as you begin to generate solutions, that is, plans of action for moving forward.

From The Power of Two: Secrets to a Strong & Loving Marriage , pages 87 to 91. Discussed further in The Power of Two Workbook .

Dialogue patterns create attachment patterns

in close and enjoyable relationships, the four S's facilitate satisfying dialogue. That's vitally important because talking together is one of the main ways that couples create a feeling of coupleness. Talking together also enables couples to solve problems together and to resolve their differences.

In sum, strong habits of utilizing the 4 S's significantly increase the likelihood that a relationship will be a winner.

Susan Heitler, Ph.D ., is the author of many books, including From Conflict to Resolution and The Power of Two . She is a graduate of Harvard University and New York University.

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Problem solving speaking activity

Students work in pairs or small groups trying to find solutions to 5 different problems. It is a good opportunity to practice the second conditional ( I would…, If I were in this situation …), modal verbs    ( should, might, mustn’t etc.) and negotiating (agreeing/disagreeing/expressing your opinion/asking about your partner’s opinion).

To practice agreeing and disagreeing please see Problem Solving Part 2 ,  School Problems ,  Moral Dilemmas , Workplace Dilemmas  and Parental Decisions activities.

Personal Experience

I have used this activity both with adult and teenage students, levels intermediate – advanced. It works well as a warm-up (giving the students just one problem) to a regular class, and may also be used during conversation classes (takes around 20 mins.) Make sure to allow some time for the groups to present and compare their ideas at the end of class.

Problem Solving

I am teaching a fifth semester, Modern Languages Program, course at the university level and I found these activities are excellent to have my students speak more and more fluently. Thanks so much for posting them.

Wonderful news, Jhon! I’m so glad to hear my ideas worked out with your students as well.

I would like to take the time and THANK YOU for the ideas and for sharing this material. I am going to use it for sure. I work with teenagers who need to practice the language a lot and when given the proper topic, get engaged in a good discussion. I find your material very useful. Thanks!

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Lesson Plans Digger

Dialogic Teaching: A classroom guide for better thinking and talking

May 13, 2021

Dialogic Teaching: A classroom guide for better thinking and talking across your school.

Main, P (2021, May 13). Dialogic Teaching: A classroom guide for better thinking and talking. Retrieved from https://www.structural-learning.com/post/how-to-use-dialogic-pedagogy-the-key-to-powerful-teaching

What is dialogic teaching?

Dialogic teaching emphasizes the importance of dialogue and conversation as vital components of the learning process. By fostering meaningful interactions between teachers and students, as well as among students themselves, this method enriches classroom practice and enhances learning outcomes in primary schools.

The work of Neil Mercer and Robin Alexander sheds light on the quality of classroom talk, providing valuable insights into the different kinds of classroom talk and their impact on students' learning.

Research conducted by the Education Endowment Foundation reveals that children in control schools, where dialogic teaching is implemented, demonstrate significant gains in both their understanding and instrumental learning when compared to their peers in traditional classrooms.

Embracing dialogic teaching requires a shift in classroom dynamics, where the teacher assumes the role of a facilitator, creating an environment that fosters effective classroom dialogue and offers abundant learning opportunities.

By incorporating this approach into their practice, educators can empower students to become active participants in their learning journey, cultivating critical thinking , communication, and problem-solving skills that are essential for success in the 21st century.

What are the origins of dialogic teaching?

The term was first developed by Robin Alexander throughout the early 2000s, however the concept of dialogic talk can be traced back to Socrates . Socrates suggested that education practice should be centered on notions of dialogue and that question should elicit new thinking and not probe for set answers. A teacher and student participated in a question that neither of them knew the answer to, suggesting that the process is more important than the outcome.

Before Alexander began his research, Vygotsky was driven by a concern for language. He suggests that development has a social process because children learn through social interaction by communicating and interacting with more knowledgeable and more able people. They gain a better understanding of prior knowledge. This is better known as cognitive scaffolding . Vygotsky linked better language with better thinking or a stronger ability to express what they mean. Children need rich learning environments. In these settings, there needs to be opportunities for children to engage in meaningful conversations about topics which interest them.

These discussions help build relationships between peers and adults. In addition to building relationships, conversation allows children to share information and opinions. Through discussion, children become aware of themselves and each other. As well as developing friendships, children begin to understand the world around them. Conversation provides a safe environment where children feel comfortable sharing personal thoughts and feelings . 

To exchange and experiment with meanings, Alexander explored Vygotsky’s theory further finding that this form of learning is vital in the development of communicative skills . Dialogic talk is a theory that has become increasingly popular in recent years as the discussion continues to grow. The theory discusses the value of talk in the classroom and how it helps develop learner autonomy . It is a teaching method where the teacher encourages and facilitates discussion in order to develop understanding .

Developing the theory derived from Socratic methods , it was thought that lecturing alone was not sufficient in encouraging the development of learners and that questioning should be used to extend thinking rather than assess it. Dialogic talk is seen as a vehicle for increasing people’s engagement at a deep level. However, it is an aspect of teaching that must be thoroughly planned for otherwise the discussion can lose focus.

The Power of Conversation: Fostering Critical Thinking through Dialogic Teaching

Dialogic teaching, much like a vibrant tapestry, weaves together a rich array of ideas, perspectives, and questions, creating a stimulating environment that nurtures critical thinking and intellectual growth. Inspired by Robin Alexander's research on the subject, this dynamic classroom strategy has been shown to foster deeper thinking and promote a positive impact on academic outcomes.

There are numerous benefits to incorporating dialogic teaching methods into classroom practice, including:

• Encouraging active student participation, which fosters a sense of ownership and engagement in their learning journey.
• Developing critical thinking and problem-solving skills , as students are challenged to analyze, evaluate, and synthesize information.
• Facilitating the development of strong communication skills , as students learn to articulate their thoughts and ideas effectively.
• Creating a positive attitude towards learning, as students experience the joy of discovery and intellectual curiosity.
• Building a sense of community and collaboration in the classroom, as students learn from and support one another in their pursuit of knowledge.

The work of Robin Alexander and Barnes and Todd (1995) highlights the transformative potential of dialogic teaching in fostering critical thinking and enhancing academic outcomes. By embracing the power of conversation as a tool for learning, educators can create a dynamic and inclusive learning environment that empowers students to reach their full potential.

Dialogic Teaching Strategies: Encouraging Student Voice and Participation

Dialogic teaching strategies, as fertile soil nourishing the seeds of knowledge, provide a fertile ground for students to cultivate their voice and participate actively in the learning process .

These methods, rooted in educational theories such as Sociocultural theory and Child development theories, emphasize the transformative impact of dialogic education on students' intellectual and social growth. To foster a vibrant and engaging classroom environment, educators can implement the following actionable ideas:

• Encourage open-ended questioning , promoting deeper levels of thinking and stimulating rich, meaningful discussions.
• Utilize think-pair-share activities , allowing students to explore and exchange ideas with their peers before sharing with the whole class.
• Implement Socratic seminars , fostering critical thinking and collaborative inquiry through structured group discussions.
• Incorporate role-playing activities, enabling students to explore various perspectives and develop empathy.
• Create safe spaces for reflection and self-expression, empowering students to share their thoughts and ideas without fear of judgment.

The work of Lyle (2008) and Resnick et al. (2015) emphasizes the significant correlation between oracy and student outcomes, underlining the potential social impact of dialogic teaching strategies. By offering ample opportunities for children to engage in meaningful dialogue, educators can inspire students in school to become confident communicators, critical thinkers, and compassionate members of society.

What are the five key principles of dialogic talk?

Dialogic teaching strategies create a rich and engaging learning experience that promotes student voice and participation. At the core of this approach is the use of dialogue during classroom teaching, which fosters an environment that nurtures the development of critical thinking and collaboration . Drawing upon evidence from classroom practice, we can distill five key principles of dialogic talk:

• Collective: Engaging students in a shared learning experience, where knowledge is co-constructed through dialogue and collaboration.
• Reciprocal: Encouraging the free exchange of ideas, where students listen to one another, question, and respond thoughtfully.
• Supportive: Creating a safe and inclusive environment, enabling students to express their thoughts and opinions without fear of judgment.
• Cumulative: Building on prior knowledge and understanding, allowing students to develop a deeper comprehension of the subject matter.
• Purposeful: Ensuring that classroom discussions are focused and meaningful, with clear learning objectives in mind.

The research conducted by Alexander (2006) and Mercer and Dawes (2014) highlights the significant impact of dialogic teaching strategies on oracy and student outcomes. By fostering learning practices that emphasize the value of dialogue and interaction, educators can create environments in which children thrive, developing the skills and confidence needed for success in today's interconnected world.

By adhering to these key principles in the classroom , students will not only increase understanding of their prior knowledge but also cultivate a sense of curiosity and ownership over their learning journey.

Jerome Bruner, a prominent theorist in the realm of dialogic talk, posits that culture, rather than biology, shapes human life and the human mind. Bruner builds on Vygotsky's notion that most learning in most settings is a communal activity, emphasizing the importance of social interactions in shaping our understanding of the world.

Bruner's research underscores the vital role of positive classroom cultures in fostering effective learning experiences ( Bruner, 1996 ). He suggests that educators have often underestimated children's innate predispositions for particular kinds of interactions, and by understanding the types of interactions that resonate with children, teachers can create more engaging and meaningful learning environments.

Furthermore, Noddings (2005) highlights the importance of fostering a caring and supportive classroom culture, where students feel valued and understood.

To captivate students' interests and facilitate deeper learning, educators must provide context and purpose for the learning material, employing stories, images , metaphors, and analogies to make abstract concepts more accessible.

In addition, it is crucial to create opportunities for students to practice using language appropriately, as this fosters the development of effective communication skills and promotes a greater understanding of the subject matter. By integrating these principles into their teaching practices, educators can nurture a positive classroom culture that empowers students to thrive academically and socially .

What are the benefits of dialogic teaching?

The benefits of dialogic pedagogy can be seen in its other uses. In business, it enhances employee and customer communication, and in politics it builds constituency. As the science behind dialogic pedagogy has come to light, many schools and organisations have adopted it. We recommend that schools use it to further develop their students. Tata Power Group developed a school in Mumbai where dialogic pedagogy has been integrated into the curriculum.

They observe a daily 20 minute break and allow students to discuss in a group. What impact does dialogic pedagogy have on attainment?

The education endowment foundatio n (EEF),conducted a trial researching into the impact the cognitively challenging classroom talk can lead to gains for pupils. For English, Maths and Science, they found a positive impact in English for all children in year 5. It concluded the dialogic teaching made two additional months progress in English and science.

In another study conducted by EEF, they looked at how much time was spent talking about topics such as history, geography, maths and science. They compared three groups: one which had no formal instruction; one who received traditional teacher-led lessons; and one who received an interactive lesson plan . They found that those who were taught via the interactive method achieved higher levels than both the control group and the traditional group.

How should I implement Dialogic Teaching?

There are several ways you could introduce dialogic pedagogy into your class room. The best way would be to start with small steps. You may wish to try out some of the activities suggested below and use them as the basis of starting your own dialogic teaching project.

1) Start off by asking questions. Ask open ended questions. These help build up conversation. When you ask a question, wait for someone else to answer before moving onto the next topic.

2) Use visual aids . Visual aids can include pictures or diagrams.

3) Provide multiple choice options.

4) Allow students to take turns speaking.

5) Have students write down key points from each person’s contribution.

6) Encourage students to share opinions and experiences.

7) Give feedback after every turn.

8) Make sure there is enough silence between speakers.

9) Don't interrupt when people speak.

10) Be prepared to listen carefully.

11) Let everyone finish speaking. 

Embracing a dialogic learning environment

There are numerous guidelines relating to this pedagogical approach but they shouldn't be seen as straitjackets. Provide teaching staff with the principles and some underlying resources such as a dialogic teaching framework . Afford teachers the opportunity to take educational theory and use it in their own classroom practice. If the concept becomes a tick box exercise implemented by a well-meaning management team then the classroom teacher can easily become demotivated.

Maintaining professional integrity in the teaching profession requires us to trust the classroom practitioner to make decisions about their own scaffolding approach. They may facilitate collaborative learning differently from you or me. As long as the concept has been embraced and the learning process has been enhanced particularly for low-achieving students, we should trust classroom teachers to make their own decisions. Dialogic discourse comes in all sorts of form, if it is announcing student interaction and critical thinking then it's probably working.

We have been trying to systematically increase levels of thinking by increasing the complexity of student thinking. Using the Universal Thinking Framework , we can carefully guide dialogic discourse along with the critical thinking that accompanies it. By carefully taking a student through a certain cognitive route we can positively effect their discourse about the content. The collaborative learning that entails has a positive impact on both the classroom talk and the cognitive development of the student.

This dialogic learning gets to the very essence of what Vygotsky theorised. Scaffolding approaches like this means that we can support the learning process for all of our students.

Creating dialogic teaching guidelines

The following principles outline what makes up an effective dialogue between teachers and students. They have been developed from research into successful schools where there was a high degree of student participation in learning activities. The principles also reflect the views of many practitioners working with young people today.

1) Students' voices matter - they must be heard by everyone involved in the lesson. This means not only listening to them but actively engaging with their ideas and opinions. Teachers need to make it clear that they value this input. The levels of engagement need to be strong even among self-declared introverts. 

2) Everyone's voice counts - if we want our learners to feel valued then we must ensure that everyone gets a chance to contribute. We cannot assume that just because somebody speaks first that they will get more airtime. If we do so, we risk creating hierarchies within classrooms based upon power rather than ability.

3) All contributions count equally - even though some might seem less important than others, all contributions still add something valuable to the discussion. This type of democratic engagement builds the foundations of a truly dialogic classroom.

4) Every idea has its place - don't let anyone dominate the debate. There needs to be space for different perspectives on any given issue. Classroom interactions can harvest some new and interesting perspectives. 

5) No one knows everything - nobody has all the answers. Instead, we should encourage pupils to think critically about issues and challenge assumptions. This will help raise the quality of classroom talk and raise the levels of thinking. 

Coming to a conclusion about dialogic pedagogy

Before we move on to criticisms of dialogic talk, let's briefly touch on how you can assess a structured classroom discussion as it may be difficult to grasp exactly what the students understand from the questions. The first way to assess understanding is through active participation. If a student is participating more than others, you can assume they have a better understanding although this is not always the case. Let's move on to the criticisms of dialogic talk.

Another problem with the theory is that the teachers voice is the guiding source in the lesson however, many teachers lack the tools necessary for planning effective whole class dialogues. Dialogic talk must be structured and implemented effectively to have an impact.

It requires time and effort which are often lacking in teacher education programs . In addition, it takes practice and experience to become proficient at using these techniques. Finally, it is very easy to fall back onto old habits when teaching. As such, I would suggest that teachers who wish to use dialogic methods should start small and work towards implementing larger scale lessons.                     

To conclude, when students are given the opportunity to form their own opinions and share their thoughts about a topic, they will have a better understanding of the subject. The power of classroom talk also extends to the development of good language skills as they engage in spoken and written discussion. By developing vocabulary and engaging in effective conversations , students will become more able to use their minds to comprehend and recall information. 

Further Reading

Robin Alexander is Fellow of Wolfson College at the University of Cambridge and Professor of Education Emeritus at the University of Warwick. He has published widely including books , articles and chapters in edited volumes. His research interests include critical pedagogy , social justice issues in schools, literacy and writing instruction, and curriculum design . 

Philosophy for Children (p4c) is a wonderful way of bringing teachers and children together to discuss things that matter. It has many benefits for both groups. He has published widely including books, articles and chapters in edited volumes. For example, it helps develop empathy by encouraging participants to consider other people’s points of view. It encourages children to express themselves freely without fear of being judged or ridiculed. And finally, it provides opportunities for children to learn new words and phrases. 

The following studies collectively highlight the significance of dialogic teaching and learning in enhancing academic outcomes, fostering effective classroom dialogue, and contributing to the social development of students across educational levels.

• Implications for Social Impact of Dialogic Teaching and Learning by Rocío García-Carrión, Garazi López de Aguileta, M. Padrós, Mimar Ramis-Salas (2020): This review discusses the social impact of dialogic teaching and learning, emphasizing its role in improving academic attainment and social cohesion. It highlights the communicative methods approach as crucial for achieving social impact, despite challenges like maintaining monologic discourse by teachers.
• Designing pedagogic strategies for dialogic learning in higher education by Alyson Simpson (2016): This article explores the use of dialogue to strengthen pre-service teachers’ reflective practices and knowledge about the power of talk for learning . It reports positive impacts of dialogue on students' learning experiences in higher education, recommending iterative exchanges across blended learning contexts.
• The Dialogic Turn in Educational Psychology by Sandra Racionero, M. Padrós (2010): Presenting the shift towards dialogue in educational psychology , this article emphasizes culture, interaction , and dialogue as key factors in learning, aligning with the dialogic approach. It reviews how dialogic education aligns with successful practices in Europe, highlighting the move from internalist perspectives to focusing on communication and intersubjectivity.
• Student Thought and Classroom Language : Examining the Mechanisms of Change in Dialogic Teaching by Alina Reznitskaya, M. Gregory (2013): This paper proposes a theory of change for dialogic teaching, identifying epistemological understanding, argument skills, and disciplinary knowledge as learning outcomes. It reviews empirical research related to dialogic teaching, suggesting how dialogic classrooms influence students' development.
• Dialogic teaching in the primary science classroom by N. Mercer, Lyn Dawes, J. K. Staarman (2009): Using primary school science lessons as examples, this paper examines if teachers use dialogue to guide children's understanding development . It discusses how dialogue is used as a pedagogic tool and its educational value in promoting effective use of talk for learning .

A new classroom tool for classroom talk

At structural learning , we have developed a new collaborative pedagogy that helps children talk and think about their learning. Using specially designed building blocks , children can construct sentences, timelines along with all types of curriculum content. The key to the pedagogy is children articulating their ideas to one another. As groups of learners build with the blocks, they nearly always justify and reason verbally. This natural way of problem-solving promotes deeper thinking and better conversations. You can find out more about this pedagogy on our block building page .

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A deep dive into a problem-solving mind map: The Dialog Map

There are some complex problems out there in the world that benefit from a special type of mapping of ideas known as a dialogue map. A dialogue map or dialogue mapping helps find possible solutions. It is a mind map type that’s meant to help with critical thinking and shared understanding of complex problems.

The idea came from Jeff Conklin, who also founded the Connexus institute. You can find more about his theories here , from a book published by John Wiley & Sons.

What is a dialogue map?

Getting back to dialogue mapping, it is a facilitation technique. The main purpose of many dialogue mapping sessions is to combat wicked problems. We’ll look into wicked problems a bit later and what they are.

The dialogue map starts with a series of interconnected nodes . Each node itself is a central focus representing a step or a stage . You can connect these with lines showing the flows . All the ideas and possible solutions are then fully drawn out. It is meant to be used as a shared display with participants to build a mutual understanding. It should also promote group discussions combined with active listener techniques as the basic elements.

Traditional facilitation will have the wicked problems selected beforehand and someone in charge that connects participants’ comments. That person needs to be able to collect all the ideas and be a good communicator at the same time. Dialogue mapping is more about discussion and dialogue from the participants than drawing shapes and lines.

Another use for dialogue maps as a kind of mind-mapping tool can be for project meetings. Project managers (and also other project management roles ) can use this in project meetings to map out the various problems and outcomes possible. Then it’s about working with a shared commitment to solving problems.

Once this happens, it helps to facilitate a successful project. It can also show major warning signs via discussion and dialogue in these meetings. Having a shared space for participants to share their arguments or ideas helps all the stakeholders to be heard. Once they are heard, it also helps to keep the project moving toward solutions.

What is a Wicked Problem?

Wicked problems are ideas or concerns that are basically impossible to solve. These are extremely complex problems. The results are to see how the meeting conversation unfolds. To avoid collective thinking here, it’s also a good idea to have different teams look at the same problems. Wicked problems range from poverty to terrorism to world hunger. Not only is it meant to help in building shared understanding, but helps the group become excellent problem solvers.

The key elements to wicked problems are as follows. They don’t have any specific formula to follow. Unlike other types of problem-solving mind maps , dialogue mapping with a wicked problem doesn’t need to be stopped. There are no definitive answers or solutions to the problem; the only outcomes are good or not good. There’s no real way to test the solutions either.

Yet dialogue mapping helps with wicked problems. The more diverse contributors possible, the more ideas can be created. Towards a possible solution.

What about IBIS diagrams

Another example of Dialogue mapping has also found its use when it comes to handling technical complexity. This is called IBIS or an issue-based information system. It is a flowchart diagram and dialogue map that visualizes three core elements, which are simple IBIS notations. These are issues, options, and pro or con statements.

An IBIS diagram helps to disseminate a highly complex process. It breaks everything down the process by the process to address every single issue. The pro or con statement at the end is there to help resolve any arguments that have come up.

While the topic of the systemic aspects of dialogue mapping can also be considered a type of decision tree . Dialogue mapping shares similar elements of branching paths while at the same time having a bit of knowledge management with it as well. With IBIS notation being easy to learn, it makes it easy to map out everything for a full analysis.

Benefits of a dialogue map

1. problem solving and record keeper.

Key elements of dialogue mapping are all about a central focus and not relying on individual or group memory. A dialogue map is both a tool to solve problems and a record keeper as well. As the group discussion involves, it helps become a document that helps to avoid repeating ideas. It also helps group members who missed a session to get back on the same page.

2. Increase the efficiency of a meeting

Not only do dialogue maps help track, but a map captures any missing pieces in collective thinking. It helps the group use the map to get every idea possible. Many meetings benefit from good dialogue and discussion. Mapping them only helps make those meetings more productive and relevant.

3. An easy technique for anyone

A final piece is that participants don’t need to have any special training. Except for the facilitator, dialogue mapping can be for everyone. Participants will quickly learn the notations and the process. Over time participants will also find themselves making their own processes and building their own dialogue mapping templates. Keep in mind the facilitator primarily helps with the process and to not get off topic.

4. It’s fun and engaging

Dialogue mapping, especially with a wicked problem, can be a fun exercise for teams. It is a powerful tool to get discussions going instead of a formal meeting. It has people bring up their ideas or arguments to a hypothetical situation, all meant to foster discussions. Any example of a wicked problem can be used in the meeting. There are no bad ideas, and in fact, all ideas are welcome in the group.

Working with a great mind map tool

Mindomo helps to bring digital mind map solutions that are cost-effective and ready for collaboration. You can easily build a problem-solving mind map on it via a dialogue map. Then you can share it with meeting participants to expand the discussion and dialogue.

The tool is easy to learn and helps visually see the group’s thinking. The resulting knowledge through this shared diagram will only help bolster the team.

Keep it smart, simple, and creative! The Mindomo Team

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Problem Solving Strategies: How to Turn Challenges into Opportunities

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Managing Conflict: Solvable vs. Perpetual Problems

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When thinking about conflict in a relationship, it is important to ascertain whether a problem is solvable or perpetual. Sixty-nine percent of relationship conflict is about perpetual problems. All couples have them. These problems are grounded in the fundamental differences that any two people face. They are either fundamental differences in your personalities that repeatedly create conflict or fundamental differences in your lifestyle needs.

Instead of solving perpetual problems, what seems to be important is whether or not a couple can establish a dialogue about them. If they cannot establish such a dialogue, the conflict becomes gridlocked , and gridlocked conflict eventually leads to emotional disengagement. In today’s post, we want to take the opportunity to explain the difference between a solvable problem, a perpetual problem, and a gridlocked perpetual problem.

• Solvable problems can be about housecleaning, disciplining children, sex, and in-laws. Solvable problems for one couple can be about the exact same topics that could be perpetual problems for a different couple. A solvable problem within a relationship is about something situational. The conflict is simply about that topic, and there may not be a deeper meaning behind each partner’s position. A solution can be found and maintained.
• Perpetual problems are problems that center on either fundamental differences in your personalities, or fundamental differences in your lifestyle needs. All couples have perpetual problems. These issues can seemingly be about the exact same topics as what for another couple might be solvable; however, unlike a solvable problem, these are the problems that a couple will return to over and over and over again.
• Gridlocked perpetual problems  are perpetual problems that have been mishandled and have essentially calcified into something “uncomfortable.” When a couple tries to discuss a gridlocked issue, it can feel like they are “spinning their wheels” and getting nowhere. The nature of gridlock is that hidden agendas underlie the issue.

The Gottman Method focuses on building emotional intelligence and developing skills for managing conflict and enhancing friendship to help couples create a system of shared meaning in your relationship. What matters is not solving perpetual problems, but rather the affect with which they are discussed. The goal should be to establish a dialogue about the perpetual problem that communicates acceptance of your partner with humor, affection, and even amusement, to actively cope with the unresolvable problem, rather than allowing it to fall into the condition of gridlock. Gridlocked discussions only lead to painful exchanges or icy silence, and almost always involve the  Four Horsemen  (criticism, contempt, stonewalling, and defensiveness).

Learn how to recognize if a perpetual problem in your relationship has become gridlocked in our next blog post, which you can read here .

Michael Fulwiler is the former Chief Marketing Officer of The Gottman Institute. He has a B.A. with Honors in English from the University of Washington. Outside of work, Michael is a baseball coach and cautiously optimistic Seattle Mariners fan.

• Publish Date: July 2, 2012
• Last Updated: June 26, 2024

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Playing technology games and making science fun helps young kids solve visual problems and grasp ideas better

Lecturer, North-West University

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Dr Moleboheng Ramulumo is affiliated with the North West University, School of Mathematics, Science and Technology Education

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As I watched my sons, Wavhudi and Rivhavhudi, play games on my phone before bedtime, I was captivated by their enthusiasm and how deeply they were engaged – especially when the games involved maths or science. Both boys experienced speech delays and I hoped the games would help them develop their language skills. It worked.

What I saw at home has been repeatedly underscored by research: early engagement with science, technology, engineering and mathematics (STEM) concepts through interactive tools can profoundly enhance children’s visual literacy (reading, writing and creating images) and conceptual understanding (grasping ideas).

For my Master’s degree, I’d examined how molecular biology students’ lack of visual literacy made it harder for them to grasp complex scientific concepts. This academic foundation, combined with the newfound spark in my boys, inspired my PhD research : investigating the effects of early STEM education on young children’s visual literacy and ability to grasp scientific concepts.

In a recent, related study , I explored how different types of preschool education influence children’s understanding of science and their ability to interpret visual information. The study involved children aged 4 or 5 years who were in Grade R (the year of schooling before Grade 1) from various private schools in Bloemfontein, South Africa. I observed that those exposed to STEM education were better at spatial visualisation than their peers. These children excelled in tasks that required them to recall and manipulate visual details, such as accurately reproducing elements from images, while their non-STEM counterparts often struggled.

Some people may question why all children should be exposed to STEM concepts, given that not everyone will go on to further study or careers in science, technology, engineering or mathematics fields.

But teaching these skills at a young age is not just about preparing children for specific fields. My findings underscore the profound effects of early STEM education on cognitive development, such as fostering critical thinking, problem-solving skills, creativity, innovation, logical reasoning and adaptability. These qualities are beneficial in many facets of our lives, no matter our career paths.

Testing children’s skills

In South Africa, private schools often have more flexibility than government-run (public) schools to incorporate specialised STEM curricula and innovative teaching methods tailored to early childhood education. This might include hands-on experiments like mixing colours or observing plant growth, problem-solving tasks and interactive learning through, for example, counting games and shape recognition.

Public schools, meanwhile, follow a national curriculum set by the Department of Basic Education. While this includes foundational STEM concepts, not all schools have the necessary resources, so the extent and depth of STEM instruction can vary significantly from school to school.

Though they were private institutions, the non-STEM schools in my study followed the national Curriculum and Assessment Policy Statement set by the Department of Basic Education for Grade R. This does not explicitly emphasise STEM subjects. The STEM schools involved in this study, which were also private institutions, had developed their own curricula that emphasised scientific and related learning.

Drawing from study methods used elsewhere in the world , I created a special test with two main parts to measure my participants’ skills.

One tested their content knowledge. This part assessed how well the children understood basic science concepts, such as distinguishing between living and non-living things. The second evaluated the children’s ability to interpret visual information, including understanding spatial relationships and solving visual problems.

The differences between those who were STEM-educated and those who weren’t were immediately clear.

For example, I showed the children a picture of some blocks and asked them how many blocks they saw. One STEM-educated child said there were nine blocks “because some are hiding behind the others in the picture”. A non-STEM child saw “six blocks because I counted them.”

The child with STEM knowledge used advanced thinking skills to imagine where the hidden blocks might be, while their peer only counted the blocks they could see directly.

In another exercise I showed the children a picture with a dog, ball, tree, desk, boy, school bag, book and chicken and asked them to identify which ones were living things.

STEM child: “The boy, the dog and the chicken are living because they can breathe and need water to grow.” The child understood what makes something alive, using ideas like breathing and needing water.

Non-STEM child: “Only the boy is living because the dog and chicken can’t talk.”

This is a more basic, less accurate concept of what constitutes a living thing.

Game-changing learning

Based on my findings, I encourage educators to integrate STEM activities into early childhood curricula to cultivate spatial thinking, visual literacy and scientific understanding. Digital educational games and interactive learning experiences can be incorporated into lessons.

Policymakers should prioritise early STEM education, recognising its long-term benefits in preparing children for academic and professional success. This involves investing in resources, training educators, and developing curricula that embed STEM principles from the start of formal education.

My PhD research was born out of my personal experience with my sons. This journey of love, learning and relentless determination reflects my deepest aspiration: to ignite the same passion and curiosity in others that I have witnessed in my own children.

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Opinion: Competent caring and problem solving go hand in hand

The world's leaders could learn some important lessons from the dedicated staff at Miles Hospital in Damariscotta.

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Caring is the key to happiness, success and respect alike. The capacity to care is a universal human potential that must be developed and nurtured as part of our spiritual, intellectual, ethical substance. Failing that, we remain – in my father’s words to me, back under Hitler’s rule – “lightweight for a grownup size.” Indeed, just like flotsam rises after a ship has sunk, lightweights around me have kept rising to the top as institutions and societies compromised their values and started sinking. Naïve believers often mistake such rises for “success,” even inspiration.

As the home stretch of this year’s elections unfolds, we hear calls for saving democracy and honest politics, even as we sometimes wonder whether a world order based on such honesty is even possible. Actually, there are working models of honest, caring, democratic collaborations, ready to be adopted and upscaled.  My family and I found such a model in Damariscotta’s Miles Hospital when my wife, in pain, checked in at their emergency room in the middle of the night. Her diagnosis: appendicitis. During surgery the appendix was found to have burst, prolonging the post-operation recovery.

ABOUT THE AUTHOR

Paul F. Kando is a resident of Damariscotta.

Post-operative care was an exemplary combination of science, skill and care, delivered by a multiracial, multiethnic nursing staff – from north, south, Canada, Haiti, Colombia, the Philippines and more. They kept track of vital signs and healing progress, keeping the doctors informed. And they cheerfully kept their patient as comfortable as possible. Beth was released from the hospital eight days after her surgery.

What we experienced is also a great model of successful problem solving, one that I, as an engineer, can sum up as the keys to creative competency. They are:

(1) Conduct research. Peruse prior medical-scientific findings, diagnostic tests, monitoring patient progress. Research is the only reliable way to discover reality – e.g., the appendicitis diagnosis and the results of patient monitoring – the only things that matter. From private lives to unfolding world history, everything is a series of real occurrences.

(2) Truth – e.g., the information shared by members of the medical team – is simply information that describes reality. Misinformation, propaganda, beliefs, denials, lies, and so on, are but damaging distractions from truth and reality, with potentially dire consequences. Advertisement

(3) Questioning and critical evaluation – how members of the medical team decide the appropriate treatment and medications, for example – are the only way to ascertain the truth, and the validity of information from any source.

(4) Respect must be earned by individuals, officials and institutions alike. They earn it by being truthful and caring about the needs of others. Mutual respect is what makes professional collaborations, like those at Miles, possible. Liars, narcissists, hiders behind assorted uniforms may demand, but cannot earn respect.

(5) Equality and mutual respect are the only basis on which diverse people can peacefully and productively work together. We humans are, without exception, equals as members of small minorities within Earth’s great population – of one diaspora among many that may or may not earn the acceptance and respect of the others as citizens of this diverse, multicultural world. This diverse equality is both a comforting fact and a challenge.

I have found the above five key principles applicable to all problems I have been challenged to address. The same simple principles are key to addressing climate change, the Gaza fiasco and this 2024 election season. They define and demonstrate what’s possible. So, the Miles Hospital medical team has much to teach leaders, public servants and citizens alike on both the national and international levels – to act with care, and only on the basis of reality and truth; and to avoid falsehoods, power games and demagoguery. Because only real things matter, i.e., only the facts, uncontaminated by falsehoods, power games and manipulated beliefs.

Sick climate? Ailing country? Warmongering? Demagoguery? Endangered democracy?

What and who could stop us from being diverse, committed caregivers for this country working together?

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Effectiveness of family coping interventions in improving problem-solving skills in the care of children and adolescent cancer survivors during and after treatment: a scoping review.

1. Introduction

2. materials and methods, 2.1. ethical aspects, 2.2. study design, 2.3. methodological procedure, 2.4. data collection and organization, 2.5. article inclusion and exclusion criteria, 2.6. analysis of results, 3.1. search results, 3.2. characteristics of studies, 3.3. categories and subcategories of coping strategies and problem-solving, 3.3.1. positive attitudes, sense of courage and hope, family support and resilience, future planning, 3.3.2. empowerment of the responsible caregiver, acceptance of the diagnosis, emotional distancing, coping through spirituality and religiosity, 3.3.3. communication skills, communication with the professional team, horizontal communication, sincere communication with friends and family, 3.4. coping and problem-solving, 4. discussion, 4.1. study limitations, 4.2. implications for nursing practice, 4.3. future research direction, 5. conclusions, author contributions, data availability statement, public involvement statement, guidelines and standards statement, use of artificial intelligence, acknowledgments, conflicts of interest.

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Share and Cite

Prates, P.E.G.; Correa-Júnior, A.J.S.; Russo, T.M.d.S.; Paraizo-Horvath, C.M.S.; Teles, A.A.d.S.; Sonobe, H.M. Effectiveness of Family Coping Interventions in Improving Problem-Solving Skills in the Care of Children and Adolescent Cancer Survivors during and after Treatment: A Scoping Review. Nurs. Rep. 2024 , 14 , 2153-2178. https://doi.org/10.3390/nursrep14030161

Prates PEG, Correa-Júnior AJS, Russo TMdS, Paraizo-Horvath CMS, Teles AAdS, Sonobe HM. Effectiveness of Family Coping Interventions in Improving Problem-Solving Skills in the Care of Children and Adolescent Cancer Survivors during and after Treatment: A Scoping Review. Nursing Reports . 2024; 14(3):2153-2178. https://doi.org/10.3390/nursrep14030161

Prates, Pedro Emílio Gomes, Antonio Jorge Silva Correa-Júnior, Tatiana Mara da Silva Russo, Camila Maria Silva Paraizo-Horvath, André Aparecido da Silva Teles, and Helena Megumi Sonobe. 2024. "Effectiveness of Family Coping Interventions in Improving Problem-Solving Skills in the Care of Children and Adolescent Cancer Survivors during and after Treatment: A Scoping Review" Nursing Reports 14, no. 3: 2153-2178. https://doi.org/10.3390/nursrep14030161

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Nice’s 1cx could be a game-changer for solving knotty customer problems.

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Imagine that one of your customers is experiencing a problem with a product or service that they have purchased from your company. Wanting to find a fast and easy solution to their problem, they land on your website, but after searching your FAQs and interacting with your chatbot, they realise they won’t be able to find the answer to their problem. It’s a little too complex.

They then decide to call your contact center to seek help. Once they get through to an agent and explain their issue, the agent quickly realises that the customer’s problem is quite complex and not something that they themselves will be able to help with. It will require the assistance of one of their colleagues in the back office. However, rather than asking them to call another team or placing them in another queue, they remember that they helped a customer with a similar issue last week and, in particular, how one of their colleagues in the back office team had been a great help.

Asking the customer to bear with them for a moment, the agent checks their system to see if that colleague is available and quickly messages them to see if they can help. Their colleague quickly responds saying that they can help, and the agent proceeds to loop their colleague into the conversation. Introducing their colleague to the customer and explaining the situation, the agent then takes a back seat in the conversation whilst their colleague helps the customer. This takes a few minutes, so while they wait for the issue to be resolved, the agent catches up with some administrative tasks and answers a few emails from other customers.

Once the customer’s issue is resolved, the agent jumps back into the conversation, thanks their colleague for being able to help and rounds off the interaction by asking the customer if there is anything else that they can help them with today. The customer answers that there is nothing else, and thanks the agent and their colleague for being so helpful. They both bid each other a good day. The call ends.

Customer support agent

I recently played this scenario to Barak Eilam, CEO of NICE , and he explained that the type of connectivity and collaboration described in the scenario is exactly what 1CX , their new product line, aims to facilitate and is something that many of their customers have been asking for for some time now.

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1CX is ostensibly a Unified Communications as a Service (UCaaS) product addition to their existing platform, but its launch recognizes a couple of trends that are emerging in the customer service and experience space, namely:

• Digital, automation and self-service technology will mature and improve in scope and effectiveness. This will remove much of the need for agent involvement in the majority of simple and straightforward inquiries from customers.
• As this happens, the nature of the queries that customer service agents will be asked to handle will increase in complexity. Some of these more complex queries will require access to knowledge, systems, and expertise that is often not accessible on the front line but, more often than not, sits in the middle and back offices of large organizations.

Over and above the capability of their new product and what it will allow contact centers to do, particularly when faced with complex customer problems, one of the most interesting things about 1CX is how they are pricing it. Rather than pricing it like a separate UCaaS-lite offering and charging an additional $25 per seat, as is normal with some other systems, existing CXOne clients will only be charged an additional $5 per user per month for this set of enhanced collaboration and communications capabilities.

This is a smart move, particularly given the budget and investment constraints that many contact centers have to operate under, and is likely to prove popular.

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