Problem Solving by Design

29 Mar 2019
09:00 am
USF Sarasota-Manatee

Problem Solving by Design

When confronted with a problem, the general response is to try to solve it, even if only temporarily. We ask what is the problem and then what is the work around. Design takes a broader, more holistic approach, to problem solving. The difference being the question – why is there a problem? What was the piece of the puzzle that was missed, undervalued, or not fully understood when the original process was put in place? Often we are so anxious to ‘solve’ the problem, we forget to verify that we actually got the question right.

Getting the question right is the focus design based problem solving. We use a systems approach to examine the problem in context. We need to understand the interactions, interdependencies and potential impacts with other components and functions to insure that the proposed solution can operate at the intended scale.

In this workshop we will review the concept and the process of using Problem Solving by Design via two or three case studies. Then, as a group, we will select a problem volunteered by the participants to demonstrate the value of the process as well as how to identify what additional information is needed to understand the context of the issue and then model the viability of the different solutions we discover.

WHAT:
What 3 things will your participants learn or experience as a result of your workshop?

  • One of the first concerns in Problem Solving by Design is did we get the question right. All to often we rush for a quick answer without considering the nuances of the problem.
  • Next is were we sufficiently inclusive of context, content and community where the solutions is to be applied? After all, we want a to create a solution, not inadvertently end up moving the problem down the line.
  • And then, can we model our proposed solution to double check that it solved the issue and can work at the appropriate scale.

SO WHAT:
What might be 3 ways that the content of your workshop changes your attendees’ perceptions, habits, ways of working, or view of the world?

  • Many of the problems/issues we need to resolve are transboundary. They are not about a single issue or limited to a single area. They are part of a system of interactions and interdependent parts. The more intertwined or complex the problem is, the greater the need for the solutions to be applied synergistically and simultaneously. As such, solving the problems requires reconceptualizing the issues and analyzing them holistically so that the solutions inherent in the mixture of issues become both visible and actionable. Most of us were educated via siloed thinking. We had to take math, science, history, and literature but every subject area was taught separately and in isolation of the others. Now our first response to problem solving mimics our educational training. That will work on some issues but not the tough ones: they require us to use an alternative path to find resolution. Problem solving by Design is such an alternative.

NOW WHAT:
What are 3 ways your attendees might apply what they learn in your workshop?

  • Problem Solving by Design works at many scales and in many venues and scenarios in companies, public applications and personal life. Probably one of the more important aspects of this approach is that it can show multiple options to solving a problem as well as providing insights as to the threshold level when a redesign is likely to be needed. All systems grow, but they also reach a point at which they need to restructure themselves to maximize both effectiveness and efficiency. It is the difference between growth and development. I do not expect my students to be taller or weigh more because they took my course, but I do expect them to be more informed, knowledgeable, insightful and hopefully wiser and more understanding. Process of Problem Solving by Design allows me to see and think differently which gives me a better understanding of the issue and therefore a better way to find a ore appropriate and durable solution.

CATEGORIES:

  • Creativity for Business – Entrepreneurs, Business Owners, Corporate
  • Creativity for Community – Nonprofits, Community Builders, Teams
  • Creativity for Education – Educators, Coaches, Facilitators
  • Creativity For Mind, Body, Spirit – Health and Wellness, Human Potential, Personal Growth

Example of Bio #1: Marcia Berkey

Marcia after many years of teaching at traditional universities and corporate training, now teaches full time online in the IT department for South University. She has a wonderful time living and learning and applying the many concepts learned from everywhere. She has presented a variety of e-Creativity sessions for both education and business. Marcia also consults on Word, PowerPoint, Access databases, and Excel spreadsheets.


Example of Bio #2: Jane Goldwasser

Jane Goldwasser is President of New Directions Consulting, Inc. a qualitative research company specializing in new product development. In her spare time, she is on the Board of Directors of a newly re-aligned Girl Scout Council and chairs both their Fund Development and Board Development committees. She is a CPSI alum who, having completed the Integrating Creative Leadership program, has put it to work in leading both PACE sessions and in working with CPSI Youthwise™.


Example of Bio #3: Art Emrich

Art is certified as a Master Practitioner and Trainer of NLP and Hypnosis by the 4 major hypnosis organizations in the US. His practice includes (a) medical referral clients who experience distress not relieved by traditional treatment, (b) the mental game of sports success (such as tennis, golf, and baseball), (c) academic excellence for peak performance in study and testing, and (d) enabling creative solutions for the challenges of life. Art is the HEAD Coach and Founder of U-Solutions LLC in Sarasota (the “U” stands for unconscious, where the most creative solutions reside).

 

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Example of Workshop Description #1: Christine Alexander

Join Chris for a day of exploration through improvisation and theater games…no acting experience required! In this safe, small group setting, you will have opportunities to be both on the stage and in the audience. Through the experiences, discussion, and your reflections, you will find new insights into communication, relationships, and yourself. This is a wonderful opportunity to allow your inner voices to speak to you and to discover the possibilities that come from living in the NOW.


Example of Workshop Description #2: Jane Goldwasser

This is a workshop for people who have dreamed of starting a business, solving one of society’s great problems, or pursuing any dream that has remained elusive for years. Often the biggest challenge to undertaking an audacious, wonderful goal is leaving the security of the known to go out into uncharted territory. If you have such a dream, join Jane Goldwasser for a day-long opportunity to translate this wish into a detailed plan for action. Use Jane’s D.A.R.E. model – D. (Decide), A. (Analyze), R. (Reality Check), E. (Execute).


Example of Workshop Description #3: Ann Bracken

Do you find yourself saying you don’t have enough time? You can’t squeeze in enough space for fun or creativity? What if you could make time expand or contract at will? In this workshop, based on the book Creating Time by Marney Makridakis, you will use journaling to kick-start your ideas and create an art-inspired time-tool to help you flip your day so that you and time can become partners in your creative work.

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Example of Learning Outcomes #1: Christine Alexander

  1. Participate in a variety of Improv exercises and theater games
  2. Take time to reflect and discus experiences and insights
  3. Identify strategies to improve communication
  4. Make connections between ‘play-acting’ and one’s real world POSSIBLE

Example of Learning Outcomes #2: Jane Goldwasser

  1. Translate a dream into a major goal
  2. Develop a plan to realize this goal
  3. Learn to move beyond stumbling blocks

Example of Learning Outcomes #3: Ann Bracken

  1. Identify and describe your relationship to time for creative pursuits
  2. Use a series of structured journaling and visual-arts prompts to identify problems and brainstorm solutions
  3. Pair-share solutions
  4. Create an arts-based clock-face reflect new relationship to time
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Example of Possible Applications #1: Christine Alexander

  1. Add new improv exercises and theater games to teaching, group facilitation or training
  2. Build on the insights gained in the workshop through continued reflection
  3. Discover a passion for the stage and become involved in community theater or beyond

Example of Possible Applications #2: Jane Goldwasser

  1. Implement the plan for action and achieve a major goal
  2. Apply the D.A.R.E. planning tools to other goals

Example of Possible Applications #3: Ann Bracken

  1. Make effective use of reconfiguring time to accomplish important tasks (prof/self)
  2. Use art as a means of goal-setting and track progress in achieving goals (self/prof)
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Example of Possible Applications #1: Christine Alexander

  1. Add new improv exercises and theater games to teaching, group facilitation or training
  2. Build on the insights gained in the workshop through continued reflection
  3. Discover a passion for the stage and become involved in community theater or beyond

Example of Possible Applications #2: Jane Goldwasser

  1. Implement the plan for action and achieve a major goal
  2. Apply the D.A.R.E. planning tools to other goals

Example of Possible Applications #3: Ann Bracken

  1. Make effective use of reconfiguring time to accomplish important tasks (prof/self)
  2. Use art as a means of goal-setting and track progress in achieving goals (self/prof)
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