STEP 4: DETERMINE THE MOST LIKELY CAUSE OF THE PROBLEM
Examine the differences between the current and the comparative situations. The most likely cause of the problem will be that potential cause that explains all of the information collected about the problem situation. When you complete this step in a problem-solving effort, record your answers to Steps 3 and 4 on a form like the one presented in Figure 10.7
STEP 5: DETERMINE WHETHER THE PROBLEM IS UNIQUE OR GENERIC
One of the dangers of any approach to problem solving is that it can be seen as primarily reactive. People are taught to wait for a problem to happen, then to respond. At this point in integrated problem management, however, you can begin to move out of that reactive mode by pausing a moment to consider whether the problem is unique or simply a symptom of a broader or more generic problem.
If the problem is unique, you can move on with some hope that, once it has been solved, you will not see it again. If, on the other hand, the problem is generic, you need to decide whether the symptoms are significant enough to warrant continued attention. If they are, you need to continue managing the immediate problem. Once those symptoms are under control, however, you might want to address the more generic problem by returning to the beginning of the problem-solving process. If the symptoms are not significant enough to demand immediate attention, you might want to start addressing the generic problem.
Ideas [Proposal for Moving from Current to Desired State]: What is the best path from the situation to the target? This is where the means, plans, strategies, implementation procedures, and possible actions are identified.
With some clarity gained regarding the nature of a problem that is being addressed—and with misinformation and lies hopefully being avoided—it is time for movement to finding the best set of actions to be taken in addressing this problem. While some initial proposals or pilot tests might have been taken as a way to gain greater clarity regarding the current situation (domain of information), the focus is now on preparing a set of actions that are not only taking into account the valid and useful information that has been collected, but also directed toward the desired outcomes that have been identified.
Idea generation usually involves two steps. The first is based on the value of expanding the range of possible actions. This is often labeled “divergent” problem-solving. The second step is based on the value of homing in on a small number of potential actions—selecting from the broader range of options identified in the first step. This second step is often labeled “convergent” problem-solving.
Divergence: many “brain-storming” and “out of the box” planning tools are available to help open the doors for the production of diverse ideas. We are particularly fond of a tool called Morphological (Shape) Analysis. A problem-solving group engages in divergent and creative processes when they change the shape of a situation (information). Instead of designing a program for fifty people, what if you first designed it for one person or for 500 people.
