Syllabus Focus: Unit 1 Module 3 Content 2

Specific Objective 2: describe the stages of the problem-solving process;

Content: Stages: including define the problem, analyze the problem (using tools, such as questionnaires,
interviews, observation, reviewing documents), identify and evaluate possible solutions, select and justify the
optimal solution, implement, and review.

Problem Solving
Problem solving is a step-by-step process that always proceeds in a linear and logical manner.

Understanding the problem

If you are to create a successful solution to a problem, you need to understand the problem.

The first step in improving one's

problem solving abilities is to become
aware of the way we solve problems. One of the simplest ways of improving your problem
solving skills is to apply the following six steps in your problem solving approach.

CAPE NOTES Unit 1 Module3 Content 2 1

Stages in the problem solving process

Define the Problem

Problem analysis/Investigate

Identify Possible Solutions

Select the best solution

Implement & Review

1. Problem Definition

Your problem definition transforms your topic into a scientific problem that you will investigate
and analyze. The purpose of writing a definition is to establish accuracy and clarity in the scope
of a project. This step of development involves more than a one-sentence explanation of a topic.
It involves determining its characteristics, limitations, and applications.

Statement of Purpose and Goals

Your problem definition should include a statement of purpose and associated goals and should
include the following characteristics:

 A well defined topic.

o limited enough in scope for you to complete within the school year .
o involves a scientific application.
o lends itself to visualization of results.
o makes good use of computing resources.
 A specific direction.
o establishes an investigative tone.
o determines stages of development.

In the stage of the definition of the problem: Make a list of resources -- people, books, web
sites, etc. -- that have some connection to and information about the problem you are trying to
solve. Use these resources to clarify any unfamiliar terms or concepts and to clarify for the group
what you understand the problem to be. At this point you are looking for symptoms, evidence
that a problem exists, not causes, which in the next step will explain why a problem exists.

Defining the Problem summarize

CAPE NOTES Unit 1 Module3 Content 2 2

  Write a brief, factual statement of the existing problem or issue.
 Set specific goals.
 Check that these are understood and agreed by all involved
 Check that the problem is worth solving

Note:

Don’t include implied solutions in the statement

Examples:
1. Customers in a restaurant are complaining that the food is cold when it is delivered to
their table.
Goal: Food to be hot when delivered to table.
2. Student numbers on the math degree are falling.
Goal: Restore numbers to previous levels

Example

Water management

The purpose of this project is to compare the cost effectiveness among center pivot
sprinkler, flood, and drip agricultural irrigation systems and to evaluate pumping plan
effectiveness over a large-scale region. There are three crops that will be used for data
within the program: corn, grain, and beans. [LIMITS SCOPE] The conclusions drawn
from this project will help agriculturalists determine which irrigation system and delivery
system will be the most efficient for particular crops in particular regions. [SUGGESTS
A CONCLUSION] The goals of this project are: [DETERMINES STAGES OF
DEVELOPMENT].

1. To collect pertinent data including the efficiency ratings of the three different
systems, acres of each different crop, acres of land using each different irrigation
system, and the information needed to calculate the efficiency of the pump being
used.

2. To write a computer program to calculate pump efficiency, overall efficiency of each

irrigation system.

3. To represent the output graphically using Spyglass. [VISUALIZATION]

4. To include an interactive input module to be used by individual agriculturalists that

will give suggestions for improved irrigation water management. [SUGGESTS
RESULTS].

2. Analyze the problem

After the discussion of the evidence for the existence of the problem and defined what that
problem is, you can now turn your attention to analyzing the evidence more thoroughly,

CAPE NOTES Unit 1 Module3 Content 2 3

 looking for relevant data that may explain why the problem exists. This step in the procedure
is a matter of evaluating the data you've collected and the sources it comes from.

Problem Analysis/Investigate summarize

 Keep asking “Why?”

 Need to do a lot of investigating
 Use a systematic approach
- e.g. ‘The 5 Whys’ / ‘Root Cause Analysis’
- Use a diagram to structure information
- Cause & Effect chart / Fishbone diagram / Why, Why chart/ Flowchart
Notes:

 Simplify complex problems by breaking down into individual cause and effect relationships
 Helps to understand the problem
 The 5 Whys and Root Cause Analysis are just slightly different versions of the same thing.
They all involve asking Why, over and over again.
 Charts structure the answers to the Whys as you get them.
 These diagrams are all pretty much the same, just the direction of drawing changes, and the
name.

FISHBONE DIAGRAM
 Place problem in box on right
 Ask, “Why?”
 Identify main possible causes: put as the main bones
 Ask “Why?” for each main bone: identify sub-causes and add as branches off main
bones
Notes:

It is hard to show more than two levels of Why? On a Fishbone diagram

EXAMPLE:

Problem:
o Large, busy restaurant
Stage
o1 Diners complain that meals arrive cold at their table

CAPE NOTES Unit 1 Module3 Content 2 4

Stage
2

CAPE NOTES Unit 1 Module3 Content 2 5

Stage
3

CAUSE & EFFECT DIAGRAM

o Start with problem at left.

o Ask “Why?”
o For each possible answer, add a box or Post-It. Connect by ‘Caused by’
o Follow through one cause with “Why?” and go on to ‘end’.
o Complete all branches

CAPE NOTES Unit 1 Module3 Content 2 6

Notes:

‘end’ occurs when reach a cause that you can have no influence over, or reach a ‘root
cause’.
A ‘root cause’ is a basic underlying cause.

Notes:

Can go deeper into the causes here than on a Fishbone diagram.

If you are not sure of a cause, put a ? As a flag to do some more investigating.
Some people, after completing the causes, annotate each with the evidence they have for
it e.g. a report, private communication etc. This makes it much more convincing to
management.

EXAMPLE: The 5 Whys

o Why are customers dissatisfied?
o Because the product quality is poor
o Why?
o Because the manufacturers have not corrected a design fault
o Why?
o Because they weren’t aware of the problem
o Why?
CAPE NOTES Unit 1 Module3 Content 2 7
 o Because there is no effective mechanism for reporting complaints back to them
o Why? …

Note:

Can go deeper into the causes here than on a Fishbone diagram

Data Flow Symbols

The basic symbols of a data flow diagram are:

Entity

An entity is a person, group, department, or any system that either receives

or originates information.

Process
A process means that some action or group of actions takes place.

Data store

Data store is created for each entity being stored. This is where the data is
held.

Data flow

A data flow shows that information is being passed from or a to a process.

System Flowchart Symbols

Decision Manual operation Manual input Visual display unit

(done by hand) (e.g. keyboard) (VDU)

Magnetic disk Process Magnetic Tape Document or printout

CAPE NOTES Unit 1 Module3 Content 2 8

Communication line

3. Identify and Evaluate Possible Solutions

Once you understand a problem, you can develop an appropriate solution.

Designing Alternative Solutions. Jumping immediately from problem definition to a

single solution limits your options and robs you of the chance to consider the advantages
and disadvantages of several alternatives. Of course, having too many alternatives can
obscure the best solution. Alternative solutions may come from past experience, advice
of others, simulation of business operations models, and your own intuition and ingenuity.

Evaluating Alternative Solutions. To identify the best solution, the proposed alternatives
need to be evaluated. The goal of evaluation is to determine how well each alternative
solution helps the firm and its selected subsystems meet their objectives.
a. Evaluation criteria - should reflect the firm's objectives and constraints. Two
alternative solutions exist:
i. Each alternative needs to be evaluated upon how well it meets the
evaluation criteria.
ii. Criteria may be weighted on their relative importance in achieving firm
goals and objectives.
b. Cost Benefit Analysis - Every legitimate solution will have some advantages or
benefits, and some disadvantages or costs. This process identifies the benefits and
costs associated with each alternative solution.
i. Tangible costs - quantified costs.
(1). Hardware.
(2). Software.
(3). Salaries.
ii. Intangible Costs - difficult to quantify.
(1). Customer goodwill.
(2). Employee morale caused by system errors.
(3). Installation/conversion problems.
iii. Tangible Benefits - favorable results that the firm has attained.
(1). Decrease in payroll.
(2). Decrease in inventory carry.
iv. Intangible Benefits - hard to estimate.
(1). Customer service.
(2). Better delivery of customer request(s).

Identify Possible Solutions (summarize)

 Develop possible solutions for each root cause: e.g. by brainstorming, then narrowing
down to a few promising ones.

CAPE NOTES Unit 1 Module3 Content 2 9

 Note:

Develop the solutions from the diagram, to deal with a specific root cause.

Start with a lot of possible ideas so don’t miss out on the innovative and previously
unthought of solution. E.g. the person at Kodak who first came up with the idea of
making a camera that people could throw away after one use.

For the Falling Maths Numbers problem: Possible solutions: Maths Challenge
Competition. Possible solution for Ignorance of career potential: produce leaflet about
careers of mathematicians

4. Select the best Solutions

Once all alternative solutions have been evaluated, they can be compared to each other,
and the "best" (most desirable) solution can be selected. Since the solutions are
compared based on multiple criteria (some of which may be intangible), this selection is
not always a simple process.

After you have established some basis for evaluating solutions, try brainstorming
solutions. From the list of solutions that emerge from your brainstorming session,
develop a realistic range of solutions and select the one that best fits your needs
according to your evaluation criteria.

Select the Best Solution 1

Evaluate each solution against the criteria:

 Will it prevent recurrence?
 Does it avoid creating new problems?
 Is it within our control?
 Does it meet our goals?

5. Implementation

Once a solution has been selected, it must be implemented. An implementation plan may
have to be developed. A project management effort may be required to supervise the
implementation of large projects. Typically, an implementation plan specifies the
activities, resources, and timing needed for proper implementation. This may include:

a. Types and sources of hardware and software.

b. Construction of physical facilities.
c. Hiring and training of personnel.
d. Start-up and operating procedures.
e. Conversion procedures and timetables
Select the Best Solution & Implement it
 Eliminate solutions not meeting the criteria.
 Choose between remaining solutions by cost, convenience, ease of
implementation, etc.

CAPE NOTES Unit 1 Module3 Content 2 10

  Develop an Action Plan
 Implement and Evaluate
Note:

Action Plan: What will be done, By whom, When by.

Implement the Action Plan.
Is it working?

6. Review

A review should be done to find out if:

 The problem was defined correctly.
 You have jumped to a solution before analysing the problem.
 You have involved the people who know most about the problem.
 You have had an open mind to the problem.
 You were using the wrong criteria for choosing a solution

Note:

Jumping to a solution e.g. The light is bad in this office: we need more light fittings.
Investigation would have shown that the root causes were dirty bulbs, too low wattage
bulbs, and blockage of window light by cupboards etc.

CAPE NOTES Unit 1 Module3 Content 2 11

Class work activity

1. Write a project definition based on the following background information.

While the series of clashes which marked the July 1994 impact of the fragmented comet
Shoemaker-Levy with Jupiter are perhaps more familiar, asteroid collisions have also
played a role in the earth's history. The impact of large asteroids has been implicated in
both the onset of an ice age 2.3 million years ago and mass extinctions. A collision of
great magnitude would have thrown enough dust into the atmosphere to have decreased
incoming sunlight for months - perhaps longer - causing reduced global temperatures and
the extinction of many temperature-sensitive species. Though geological evidence
indicates the possible existence of a crater of the correct age on Mexico's Yucatan
Peninsula, the collision theory is not fully accepted. However, there is some interest in
developing means to avert future disastrous encounters. (Casas, Hashimi, Wollman)

2. Project Definition
As a team, determine the SPECIFIC definition of your project. Set specific goals that
will help define the purpose of your project.

Project Definition
Goal #1:

Goal #2:

Goal #3:

Goal #4:

CAPE NOTES Unit 1 Module3 Content 2 12