Problem-solving behaviours
Careers information, advice and guidance (CIAG)
Part of the BPN Boost provision
AIM & OBJECTIVES
Aim
To explore the behaviours that underpin effective problem-solving and how these can be applied in operational management contexts.
Objectives
•Recognise key behaviours that support structured problem-solving.
•Apply recognised problem-solving models and techniques to workplace scenarios.
•Reflect on their own behaviours when approaching challenges and consider areas for development.
•Link problem-solving behaviours to effective decision-making and team collaboration.
What words/phrases come to mind when you think of ‘problem-solving’?
Problem-solving behaviour…a definition…
“Problem solving involves identifying a goal, carrying out actions to reach the goal and overcoming obstacles that interfere with reaching it.”
(Munakata, 2006)
Problem solving (K12, K13, S2, S16, B5 and B6)
(Resource 1 has the KSBs in full)
Breakout
rooms (resource 2)
• Introduce yourself to the group
• Discuss the following prompts and prepare to give feedback (resource 2).
“Problem solving involves identifying a goal, carrying out actions to reach the goal and overcoming obstacles that interfere with reaching it.” (Munakata, 2006)
• Which behaviours do you think are most important for effective problem-solving (e.g. persistence, adaptability, creativity, collaboration, resilience, any others)?
• To what extent do you feel you demonstrate the behaviours you have discussed - what are your strengths and what might you want to develop further?
• Can you think of someone you know who is a great problem-solver?
What specific behaviours make them stand out?
Recognised problem-solving models/techniques
The 5 ‘Whys’: Root cause analysis
PDCA cycle (plan, do, check, act)
De Bono’s six thinking hats
Kepner-Tregoe decision analysis
Fishbone Diagram (Ishikawa/cause and effect)
Problem: students in one subject area are consistently underperforming compared to other subjects.
Why are results low in this subject?
Students are not completing homework/revisions tasks.
Why are students not completing homework/revisions tasks? They do not see the tasks as meaningful.
The 5 Whys: root cause analysis
Why do they not see the tasks as meaningful?
Tasks are often generic and not targeted for exam revision.
Why are the tasks not targeted for exam revision?
Staff have limited/no time to personalise the resources.
Why do have staff have limited/no time to prepare?
Lesson planning, marking, admin etc: workload is high!
The 5 Whys: root cause analysis
Root cause: staff workload and lack of time for personalised resources.
De Bono’s six thinking hats
White: represents an objective, neutral and unbiased point of view which answers the question: what are the facts?
Black: is the “devil’s advocate” and answers the question: for each of these solutions, what are the risks and drawbacks?
Yellow: represents optimism and answers the question: for each of these solutions, what can be implemented?
Red: doesn’t have to justify itself to the other hats. It answers the question: how do you feel?
Green: represents unlimited creativity and the fertility of ideas, and answers the question: What are the possible solutions, including the most far-fetched?
Blue: represents structured thought and acts as a guide. The process is prevented from getting stuck or sidetracked: What is the best solution? How should it be implemented?
Knowledge into action…
Breakout rooms (resource 4)
• Introduce yourself to the group
• Consider the following scenarios
• Use the ‘5 Whys’ first (to find the root cause)
• Explore possible solutions using ‘De Bono’s six thinking hats’
• Prepare to feedback (in chat or verbally)
Possible scenarios…feel
free to consider one of your own
Scenario 1: Staff (workload & wellbeing)
Sickness absence levels teaching or support staff have risen sharply over the past two terms. This has led to frequent lesson cover, increased workload for colleagues and concerns about morale.
Scenario 2: Pupils (behaviour & engagement)
A specific class has seen a rise in disruptive behaviour. Detentions and sanctions are not reducing incidents and some pupils are becoming disengaged with learning. Staff feel classroom management strategies are inconsistent.
Scenario 3: Organisation (resources & operations)
The IT system across the school has become unreliable, with frequent network/Wi-Fi outages. This is disrupting lessons, frustrating staff and pupils and creating tension between the teaching team and the IT support department.
Key takeaway… Problem-solving isn’t just about models
& techniques
…it’s also about the behaviours that make those tools effective
.
(K12, K13, S2, S16, B5 and B6)
(Resource 1 has the KSBs in full)
Taking this forward… …reflection prompts
• Which behaviour/s will you focus on developing in your leadership & management practice in the coming months?
• Which problem-solving models/techniques might you use?
• How could this link to the wider culture, policies or learner experience?
• What might you need
happen?
(or who might you need to involve) to make this
AIM & OBJECTIVES
Aim
To explore the behaviours that underpin effective problem-solving and how these can be applied in operational management contexts.
Objectives
•Recognise key behaviours that support structured problem-solving.
•Apply recognised problem-solving models and techniques to workplace scenarios.
•Reflect on their own behaviours when approaching challenges and consider areas for development.
•Link problem-solving behaviours to effective decision-making and team collaboration.