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Problem Solving
Knowledge is necessary to
understand and the problem and
develop technically feasible
solution
Creativity is necessary to
generate new and innovative ideas
Problem Solving
However, analogous to a pair so scissors, no cutting
(problem solving) can be done with only one shear.
Creativity
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Creativity
K
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Problem Solving
Creativity alone will not generate solutions that are
necessary technically feasible
Creativity along with knowledge allows us to cut
through the problem and obtain original solutions
Creativity
K
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The Real and the Perceived Problem
Engineers must learn to define the real problem as
opposed to the perceived problem
Developing and applying a problemsolving heuristic
will help define the real problem more rapidly
A problem solving heuristic is a systemic approach to
problem solving that helps us through the solution
process and generate alternative solution pathways
A problem solving heuristic:
Define the Problem
Generate Solutions
Decide the Course
of Action
Implement the Solution
Evaluate the Solution
The Real and the Perceived Problem The Real Problem
Defining the real problem can be a very difficult task
Sometime we are tricked into treating the
symptoms instead of solving the problem - (putting a
bucket under a leaking roof)
Finding the real problem (the cause of the leak) is
important
CIVL 1101 Problem Solving - Chapter 1 1/4
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Whats the Real Problem?
The case of the hungry grizzly bear - or - an exercise
in defining the real problem
Examples of IllDefined Problems
The Situation: Shortly after the upper floors
of a high rise hotel had been renovated to
increase the hotels room capacity, the guests
complained that the elevators were too slow.
The building manager assembled his assistants.
His instructions to solve the perceived problem:
Find a way to speed up the elevators.
After calling the elevator company and an
independent expert on elevators, it was
determined that nothing could be done to speed
up the elevators
Examples of IllDefined Problems
The managers directions were: Find a location
and design a shaft to install another elevator.
An architectural firm was hired to carry
out this request. However, neither the
shaft nor the new elevator were
installed because shortly after the firm
was hired the real problem was
uncovered
Examples of IllDefined Problems
The real problem was to find a way to take the
guests minds off their wait rather than to install
more elevators. The guests stopped complaining
when mirrors were installed on each floor in front
of the elevators
Leaking Flowmeter
The Situation: Flowmeters, such as the ones at the
gasoline pumps to measure the number of gallons of gas
delivered to your gas tank, are commonplace in
industry. A flowmeter was installed in a chemical plant
to measure the flow rate of a corrosive fluid. A few
months after installation, the corrosive fluid had eaten
through the flowmeter and began to leak onto the
plant floor.
The perceived problem: Find material from which to
make a flowmeter that will not corrode and cause
leakage of the dangerous fluid.
Leaking Flowmeter
An extensive, time-consuming search was carried out
to find such a material and a company that would
construct a cost effective flowmeter. None was found.
The real problem was to prevent the flowmeter from
leaking. The solution was to institute a program of
simply replacing the existing flowmeter on a regular
basis before corrosion caused a failure
CIVL 1101 Problem Solving - Chapter 1 2/4
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Right Problem/Wrong Solution
In this case the real problem has been correctly
identified, however, the solution is inadequate
The Kansas City Hyatt
The Kansas City Hyatt The newly constructed Kansas
City Hyatt Regency Hotel opened in 1980. It had
three skywalks connecting the bedroom areas with the
conference areas on all three levels. The skywalks
were 120 feet long and were suspended from the roof.
Right Problem/Wrong Solution
On July 17, 1981, a tea dance was being held in the
lobby area, and people were watching from the
skywalks and from the lobby below. The lower two
skywalks collapsed, plummeting to the lobby below.
Over 70 tens of concrete and girders fell to the
ground. There were 114 people killed and hundreds
more injured.
Right Problem/Wrong Solution Right Problem/Wrong Solution
But somewhere between the original design and the
actual construction, it was decided to replace each
single long rod by two shorter rods.
As a result, the bolt under the top walkway had to
support not only the upper walkway, but the lower one
as well, which doubled the force on the upper bolt.
Right Problem/Wrong Solution
Initial Design Final Design
Right Problem/Wrong Solution
It did not take long to determine the cause of the
accident.
In the original design the top walkway was to be hung
from the ceiling by long rods that passed through it
and also supported the lower walkway.
In this version of the design, each bolt had to support
only one walkway.
CIVL 1101 Problem Solving - Chapter 1 3/4
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Right Problem/Wrong Solution Problem Solving
End of Chapter 1
CIVL 1101 Problem Solving - Chapter 1 4/4
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Problem Solving - Getting Stared
Right Frame of Mind
Effective and Ineffective problem solvers
Important factors: attitude
aggressiveness
accuracy
heuristic
Approaching a situation using the characteristics of an
effective problem solver will help define the real
problem and lead towards generating good solutions
If you think you can --- you will
If you think you cant --- you wont
Problem Solving - Getting Started
Characteristic: Effective: Ineffective:
Attitude: Believe the problem can be solved Give up easily
Redescribe the problem.
Ask themselves questions.
Create a mental picture.
Draw sketches, write equations.
Dont jump to conclusions. Jump to
conclusions
Problem Solving - Getting Stared
Characteristic: Effective: Ineffective:
Accuracy: Check and recheck. Do not check.
Solution
Procedures:
Break the problem into subproblems. Dont break the
problem apart
Start at a point they first understand. Dont know where to
start.
Use a few key fundamental concepts as
building blocks.
Fail to identify key
concepts.
Use heuristics. Guess.
Persevere when stuck. Quit.
Use quantitative formulas, descriptions. Do not do so.
Keep track of progress. Use no special format.
The 7 Habits of Highly
Effective People
Habit 1 - Be Proactive
Take the initiative and make things happen. If you make a
mistake, acknowledge it and learn from it.
Habit 2 - Begin with the End in Mind
Determine the right things to accomplish and then how to best
accomplish them.
Habit 3 - Put First Things First
Continually review and prioritize your goals. Focus on the
important tasks, the ones that will have impact if carefully
thought out and planned.
The 7 Habits of Highly
Effective People
Habit 4 - Think Win/Win
Win/Win is the frame of mind that seeks mutual benefits for
all people involved in solutions and agreements
Habit 5 - Seek First to Understand,
Then to Be Understood
Learn as much as you can about the situation. Listen, listen,
listen. Present things logically, not emotionally. Be credible,
empathetic, and logical
Habit 6 - Synergize
Make the whole greater than the sum of its parts. Value the
differences in the people you work with
The 7 Habits of Highly
Effective People
Habit 7 -Renewal
Renew the four dimensions of your nature:
Physical: Exercise, nutrition, stress management.
Mental: Reading, thinking, visualizing, planning, writing.
Spiritual: Value clarification and commitment, meditation.
Social/Emotional: Service, empathy, self-esteem, synergy.
Learn, Commit, Do;
Learn, Commit, Do;
Learn, ...
CIVL 1101 Problem Solving - Chapter 2 1/3
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Taking Risks
Risks or actions with little chance of succeeding that
require significant effort, resources, and/or time
Effective problem solvers have developed the proper
attitude towards risk taking
... the greater the risk, the bigger the reward
Fear of failure is the greatest inhibitor to risk taking
Knowledge gain from failure should be used
constructively
Taking Risks
The Jolly Green Giant first appeared as the
symbol for Minnesota Valley Canning Company in
1925. However, when the company president
proposed putting a green giant onto the label
for canned peas, executives argued that it was
ridiculous to have a giant with green skin.
The initial question: Whoever heard of green skin?
The question now: Who has not heard of the green giant?
He has appeared more than 450 million times on cans
and been heard to say Ho Ho Ho more than 16,000
times in over 300 television commercials.
Taking Risks
He has appeared more than 450 million
times on cans and been heard to say
Ho Ho Ho more than 16,000 times in
over 300 television commercials.
Paradigm Shifts
A paradigm is a model or pattern based on a set of
rules that define boundaries and specifies how to be
successful at and within these boundaries
Paradigm Shifts - a new model or new rules replace
the old model
Paradigm Paralysis - frozen to an idea that has been
successful in the past
Paradigm Pioneers - escape paradigm paralysis by
breaking the existing model (rules) - no guarantee of
success - risk takers
Example of Paradigm Shifts
In 1968 the Swiss, held approximately 80% of the
world market in watch sales. Today, they hold less
than 10%
Cause: The emergence of the quartz digital watch
The Swiss invented the quartz digital watch
After all, the digital watch didnt have a main spring,
it didnt tick; who would buy such a watch?
Example of Paradigm Shifts
Consequently, the inventors did not protect their
invention with a patent
As a result of this paradigm paralysis, the employment
in the Swiss watch industry dropped from about
65,000 to about 15,000 in a period of a little over
three years
CIVL 1101 Problem Solving - Chapter 2 2/3
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Fostering Creative Environment
Don t give people goals; give them directions (i.e.,
roughly aim them).
Encourage contrary thinking.
The safer you make the situation, the higher you can
raise the challenge.
Getting ordinary people to reach beyond themselves
and do extraordinary things can be the result of
establishing a nurturing creative environment.
Top 10 List of Group Problems
1. Floundering
2. Overbearing Experts
3. Dominating Participants
4. Reluctant Participants
5. Unquestioned Acceptance
of Opinion
6. Rush to Accomplishment
7. Discounting or Ignoring Group
Members Statement
8. Wanderlust: Digression and
Tangents
9. Feuding Team Members
10. Feuding Team Members
How To Run Effective Meetings
At your first meeting, introduce yourselves, and give
a little background. Set the group norms and
expectations (e.g., showing up on time for meetings,
responsibilities).
Appoint a leader who will inspire the group to high
levels of performance and be an effective listener.
Prepare and distribute an agenda prior to meetings
and stick to it.
State why the group has come together.
How To Run Effective Meetings
Bring all your materials to all the meetings.
Keep the discussion focused.
Have someone in charge of keeping the meeting on
track.
Have someone take minutes to remind participants of
decisions made, actions to be taken.
Group Problem
Group Problem:
You are in a group working to solve a problem. Describe
how you would handle each of the following situations:
Someone starts dominating the group discussion
Two of the group members are good friend
and seem to form a clique
Someone in the group is not carrying their load
Someone in the group continually makes mistakes in their part of
the project
Problem Solving
End of Chapter 2
CIVL 1101 Problem Solving - Chapter 2 3/3
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Problem Definition
The mere formulation of a problem is far more
often essential than its solution, which may be
merely a matter of mathematical or experimental
skill.
To raise new questions, new possibilities, to regard
old problems from a new angle requires creative
imagination and marks real advances in science
Problem Definition
The First Four Steps
1. Collect and analyze information and data
2. Talk with people familiar with the problem
3. If at all possible, view the problem first hand
4. Confirm all findings
Step 1. Collect and analyze information and data
Learn as much as you can
Determine what information is missing and what
information is extraneous
The information should be properly organized,
analyzed, and presented
Communicate using drawings, sketches, and graphs
Display numerical or quantitative data graphically
Problem Definition Techniques
The Case of the Dead Fish
Consider the case of a chemical plant that discharges
waste into a stream that flows into a relatively wide
river.
The Case of the Dead Fish
Biologists monitored the river as an ecosystem and
reported the following data of the number of dead
fish in the river and the river level:
The Case of the Dead Fish
Graphs of the type shown above are called time plots and
control charts.
The acceptable level of dead fish was exceeded on
August 1 and 15.
We discover that on July 29 there was a large amount of
chemical waste discharged into the river. Discharges of
this size had not caused any problems in the past.
There has been little rain and the water level in the river
was low on August 1
CIVL 1101 Problem Solving - Chapters 3-4 1/8
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Step 2. Talk with people familiar with the problem
Looking past the obvious
Challenging the basic premise
Asking for clarification when you do not understand
something
Ask insightful questions
Seeking Advice
Here is a problem encountered by a major hotel a number of
years ago: this hotel had become very popular, the elevators
were very busy, and frequently caused backups in the lobby area.
Adding additional elevator shafts would require removal of a
number of rooms and a significant loss of income.
The doorman, overhearing their conversation, casually mentioned
that it was too bad they couldnt just add an elevator on the
outside of the building
A great idea!
It occurred to the doorman because he was outside
the building much of the time, and that was his
frame of reference
Step 3. If at all possible, view the problem first hand
You should not rely on other peoples interpretations
of the situation or problem
Go inspect the problem yourself
You can see a lot by looking - Yogi Berra
Viewing the Problem Firsthand
In the mid 1970s a company completed a plant to
produce a plastic product (PVC). The main piece of
equipment was a large reactor with a cooling jacket
through which water passed to keep the reactor cool.
When the plant was
started up, the plastic
was dark, nonuniform,
and way off design
specifications.
Viewing the Problem Firsthand
The engineers in charge reviewed their design and
refined their model and calculations. However, the
problem did not change
Finally after many days,
one of the engineers
decided to look into the
reactor. He found that a
valve had been carelessly
switched to the wrong
position
Step 4. Confirm all findings
Cross check and cross reference data, facts,
and figures
Challenge assumptions and assertions
CIVL 1101 Problem Solving - Chapters 3-4 2/8
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Step 4. Confirm all findings
Boxright had installed a new process for recovering
and recycling their cooking chemicals used in the
paper making process.
After two years, the process
had yet to operate correctly.
Courtland Construction was the
supplier of the recycling
equipment.
Step 4. Confirm all findings
Courtland presented data and information from an
article in the engineering literature that they claimed
proved Boxright was not operating the process
correctly.
When Boxright analyzed this information in detail,
it was stated that the data would not be expected
to apply to industrialsize equipment or processes
Problem Definition Techniques
Problem
Definition
Techniques
Exploring
the
problem
Finding out
where the
problem
came from
K.T.
Problem
Analysis
Statement
Restatement
Present state
desired state
&
Duncker
diagram
Problem Definition Techniques
Problem
Definition
Techniques
Exploring
the
problem
Finding out
where the
problem
came from
Finding out
where the
problem
came from
K.T.
Problem
Analysis
Statement
Restatement
Present state
desired state
&
Duncker
diagram
Find out where the
problem statement came from
Never assume the problem statement is correct
Where did the problem originate?
Who posed the problem statement in the first place?
Can that person explain the reasoning as to how they
arrived at that particular problem statement?
Are the reasoning and assumptions valid?
Has that person considered the situation from a
number of different viewpoints?
Have you used the first four steps to gather
information about the problem?
The Case of the Dead Fish
The Situation: Design a new waste treatment plant to
reduce the toxic waste from the chemical plant
Who Posed the Problem?
(company upper managements)
Can reasons for arriving at the problem
statement be explained?
(company wants to deflect negative press)
Are the assumptions valid?
(company has decided to treat the symptoms)
Has sufficient data been collected?
(our engineer initiates his own investigation)
CIVL 1101 Problem Solving - Chapters 3-4 3/8
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Problem Definition Techniques
Problem
Definition
Techniques
Exploring
the
problem
Exploring
the
problem
Finding out
where the
problem
came from
Finding out
where the
problem
came from
K.T.
Problem
Analysis
Statement
Restatement
Present state
desired state
&
Duncker
diagram
Exploring the Problem
1. Identify all available information
2. Recall or learn pertinent theories and fundamentals
3. Collect missing information
4. Solve a simplified version of the problem to obtain a
ballpark answer
5. Hypothesize and visualize what could be wrong with
the current situation
Exploring the Problem
6. Brainstorm to guess the answer
7. Recall past or related problems and experiences
8. Describe or sketch the solution in a qualitative manner
or sketch out a pathway that will lead to the solution
9. Collect more data and information
10. After using some or all of the activities above,
write a concise statement defining the real problem
The Case of the Dead Fish
Our engineer initiates his own investigation
Identify Available Information - toxic discharge, river level
low, large number of dead fish
Learn Fundamentals - call biologist about what could kill fish
Missing Information - a fungus in nearby lakes could kill fish,
temperature was quite high, fish dead up and down the river
Hypothesis - Fish dying because of fungus not discharge
More Information - an examination of the fish concluded that
they did die of a fungus not the discharge
Define the Problem - Identify ways to cure infected fish and
prevent healthy fish from being infected
Problem Definition Techniques
Problem
Definition
Techniques
Exploring
the
problem
Exploring
the
problem
Finding out
where the
problem
came from
Finding out
where the
problem
came from
K.T.
Problem
Analysis
Statement
Restatement
Present state
desired state
&
Duncker
diagram
Present state
desired state
&
Duncker
diagram
Present State/Desired State
You cant get there from here
Present State/Desired State - help us verbalize
where we are and where we want to go.
Present State statement should match the Desired
State statement
The Desired State should not contain solutions to
problems that are not in the Present State
CIVL 1101 Problem Solving - Chapters 3-4 4/8
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Hitting Em Where They
The Situation: During WWII, a number of aircraft
were shot down over Germany. Many of the planes
that made it back safely to base were riddled with
bullet and projectile holes.
Instructions: Reinforce
these damaged areas with
thicker armor plating
Hitting Em Where They
Many bullets penetrating aircraft Fewer planes shot down
Present State Desired State
Many bullets penetrating aircraft Fewer bullet holes
Present State Desired State
Many bullets penetrating aircraft Fewer bullets penetrating
in critical and non-critical areas critical areas
Present State Desired State
The Duncker Diagram
The Duncker Diagram points out ways to solve the
problem by making it OK not to reach the desired state.
There are two General Solutions:
Solutions that move from the present state
to the desired state
Solutions that modify the desired state
until it conforms to the present state
Functions Solutions are possible paths to the desired state
Specific Solutions implement the functional solutions
The Duncker Diagram
Kindergarten Cop Kindergarten Cop
The real problem was how to lower her stress at her
workplace
CIVL 1101 Problem Solving - Chapters 3-4 5/8
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To Market, To Market Problem Definition Example
Use a Duncker Diagram to help identify the real
problem in Exercise #6 on page 56 of your textbook
Problem Definition Example
A possible Duncker Diagram might look like the following:
Problem Definition Techniques
Problem
Definition
Techniques
Exploring
the
problem
Exploring
the
problem
Finding out
where the
problem
came from
Finding out
where the
problem
came from
K.T.
Problem
Analysis
Statement
Restatement
Statement
Restatement
Present state
desired state
&
Duncker
diagram
Present state
desired state
&
Duncker
diagram
StatementRestatement
Problem Statement Triggers
1. Vary the stress patterntry placing emphasis on different words and
phrases.
2. Choose a term that has an explicit definition and substitute the explicit
definition in each place that the term appears.
3. Make an opposite statement, change positives to negatives, and vice
versa.
4. Change every to some, always to sometimes, sometimes to
never, and vice versa.
5. Replace persuasive words in the problem statement such as obviously,
clearly, and certainly with the argument it is supposed to be
replacing.
6. Express words in the form of an equation or picture, and vice versa.
StatementRestatement
Trigger 1 - Vary the stress patterntry placing emphasis on different words and phrases.
Cereal not getting to market fast enough to maintain freshness.
(Do other products we have get there faster?)
Cereal not getting to market fast enough to maintain freshness.
(Can we make the distance/time shorter?)
Cereal not getting to market fast enough to maintain freshness.
(Can we distribute from a centralized location?)
Cereal not getting to market fast enough to maintain freshness.
(How can we keep cereal fresher, longer?)
CIVL 1101 Problem Solving - Chapters 3-4 6/8
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StatementRestatement
Trigger 2 - Choose a term that has an explicit definition and substitute the
explicit definition in each place that the term appears.
Breakfast food that comes in a box is not getting
to the place where it is sold fast enough to keep it
from getting stale.
(Makes us think about the box and staleness... what changes might we
make to the box to prevent staleness?)
StatementRestatement
Trigger 3 - Make an opposite statement, change positives to negatives, and
vice versa.
How can we find a way to get the cereal to market so
slowly that it will never be fresh?
(Makes us think about how long we have to maintain freshness and
what controls it?)
StatementRestatement
Trigger 4 - Change every to some, always to sometimes,
sometimes to never, and vice versa.
Cereal is not getting to market fast enough to
always maintain freshness.
(This change opens new avenues of thought. Why isnt our cereal
always fresh?)
StatementRestatement
Trigger 5 - Replace persuasive words in the problem statement such as
obviously, clearly, and certainly with the argument it is supposed to be
replacing.
The problem statement implies that we obviously
want to get the cereal to market faster to maintain
freshness.
Thus, if we could speed up delivery freshness would
be maintained. Maybe not! Maybe the store holds it
too long. Maybe its stale before it gets to the store.
(This trigger helps us challenge implicit assumptions made in the
problem statement.)
StatementRestatement
Trigger 6 - Express words in the form of an equation or picture,
and vice versa.
Freshness is inversely proportional to the time since
the cereal was baked.
Makes us think of other ways to attack the
freshness problem. For example, what does the
proportionality constant, k, depend upon?
k
Freshness
Time Since Baked
=
Problem Definition Techniques
Problem
Definition
Techniques
Exploring
the
problem
Exploring
the
problem
Finding out
where the
problem
came from
Finding out
where the
problem
came from
K.T.
Problem
Analysis
K.T.
Problem
Analysis
Statement
Restatement
Statement
Restatement
Present state
desired state
&
Duncker
diagram
Present state
desired state
&
Duncker
diagram
We will discuss this
in Chapter 5
CIVL 1101 Problem Solving - Chapters 3-4 7/8
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Problem Solving
End of Chapter 3
CIVL 1101 Problem Solving - Chapters 3-4 8/8
Generating Solutions
Nothing is more dangerous than an idea, when it is
the only one you have.
Define the Problem
Generate Solutions
Decide the Course
of Action
Implement the Solution
Evaluate the Solution
Generating Solutions
Once you have defined the problem you want to make
sure you generate the best solution.
Perseverance is perhaps the most notable characteristic
of successful problem solvers, so you shouldnt become
discouraged when solutions arent immediately evident.
Many times mental blocks hinder your progress toward a
solution.
What is the nature of these mental blocks and what
causes them?
Common Causes of Mental Blocks
Defining the problem too narrowly.
Attacking the symptoms and not the real problem.
Assuming there is only one right answer.
Getting hooked on the first solution that comes to
mind.
Getting hooked on a solution that almost works (but
really doesnt).
Common Causes of Mental Blocks
Distracted by irrelevant information, called mental
dazzle.
Getting frustrated by lack of success.
Being too anxious to finish.
Defining the problem ambiguously.
Break up Mental Blocks
There is a direct correlation between the time people
spend playing with a problem and the diversity of the
solutions generated.
Draw four or fewer straight lines (without lifting your
pencil from the paper) that will cross through all nine
dots.
Break up Mental Blocks
Several creative solutions to the nine dot problem
exist:
Roll up the piece of paper such that it is cylindrical in shape
and then draw one line around the cylinder that passes
thorough all nine dots
photoreduce the nine dots and then using a thick felt pen to
connect them with a single line
Crumple up the piece of paper and stab it with a pencil (this is
a statistical approach that may require more than one attempt
to hit all the dots)
CIVL 1101 Problem Solving - Chapters 5-6 1/8
What did we learn?
The purpose of this exercise is to show
that putting too many constraints
(either consciously or unconsciously) on
the problem statement narrows the
range of possible solutions.
What did we learn?
A novice problem solvers will not cross a
perceived imaginary limit--a constraint
that is formed unconsciously in the
mind of the problem solver--even
though it is not part of the problem
statement.
What did we learn?
Whenever you are faced with a
problem, recall the nine dots to remind
yourself to challenge the constraints.
Group Problem
Suggest or devise 25 ways to cross a
lake of molasses
Recognizing Mental Blocks
The first step to becoming a better problem solver is
to understand what conceptual blocks are and how
they interfere with problem solving.
A conceptual block is a mental wall that prevents the
problem solver from correctly perceiving a problem or
conceiving its solution.
The most frequently occurring conceptual blocks are
perceptual blocks, emotional blocks, cultural blocks,
environmental blocks, intellectual blocks, and
expressive blocks.
Perceptual Blocks
Obstacles that prevent the problem solver from
clearly perceiving either the problem itself or the
information needed to solve it.
Stereotyping
Limiting the problem unnecessarily - recall the nine dot
problem
Saturation or information overload - Too much information
can be nearly as big a problem as not enough information
Air traffic controllers have learned to overcome this block
CIVL 1101 Problem Solving - Chapters 5-6 2/8
Emotional Blocks
Fear of risk taking - Implementing a
creative idea is like taking a risk. You
take the risk of making a mistake,
looking foolish, losing your job, or in a
students case, getting an unacceptable
grade.
They decrease the amount of freedom with which you
explore and manipulate ideas and prevent you from
communicating your ideas to others.
Lack of appetite for chaos - Problem
solvers must learn to live with
confusion. What may be best for the
individual may not be best for the
organization or group.
They decrease the amount of freedom with which you
explore and manipulate ideas and prevent you from
communicating your ideas to others.
Judging rather than generating ideas - This
block can stem from approaching the problem
with a negative attitude. Wild ideas can
sometimes trigger feasible ideas which lead to
innovative solutions
Lack of challenge - You feel that the problem is
not worthy of your efforts
Inability to incubate - Rushing to solve the
problem just to get it off your mind can create
blocks
Emotional Blocks
Cultural Blocks
Acquired by exposure to a given set of cultural patterns
Environmental Blocks
Distractions can create inhibit deep prolonged
concentration
Intellectual Blocks
Inflexible and inadequate problem-solving strategies
(lacking the necessary intellectual skills)
Expressive Blocks
Inability to communicate your ideas to others, in
either verbal or written form
CIVL 1101 Problem Solving - Chapters 5-6 3/8
Blockbusting
Block Blockbuster
Negative Attitude Attitude Adjustment
Fear of Failure Risk Taking
Following the Rules Breaking the Rules
Over Reliance on Logic Internal Creative Climate
You Arent Creative Creative Beliefs
Improving Your Creative Abilities
Keep track of your ideas
Pose new question to yourself everyday
Keep up in your field of study
Avoid rigid, set patterns of doing things
Be open and receptive to new ideas
Be alert in your observations
Improving Your Creative Abilities
Adopt a risk taking attitude
Keep your sense of humor
Engage in creative hobbies
Have courage and selfconfidence
Learn to know and understand yourself
Brainstorming
Brainstorming, one of the oldest techniques to
stimulate creativity, is a familiar and effective
technique for generating solutions.
Effective tool not only for one or two individuals
discussing a problem in an informal setting but also in
more formal largegroup problemsolving sessions.
Brainstorming
The initial stages of idea generation begin with an unstructured
free association of ideas to solve the problem (brainstorming).
During this activity, lists of all possible solutions are generated
either in group discussions or individually. The lists should
include wild solutions or unusual solutions without regard to their
feasibility.
A critical component of group brainstorming is to maintain a
positive group attitude. No negative comments or judgments are
allowed during this stage of the solution process
Reserve evaluation and judgment until later
Comments That Reduce
Brainstorming to Braindrizzling
That wont work
Its against our policy
Thats too radical
We dont have enough time
Its not our job
Thats too expensive
We cant solve this problem
Thats not practical
CIVL 1101 Problem Solving - Chapters 5-6 4/8
The Fishbone Diagram
Fishbone diagrams are a graphical way to organize and
record brainstorming ideas. The diagrams look like a
fish skeleton.
To construct a fishbone diagram the following
procedure is used:
1. Write the real problem in a box (or circle) to the right of the
diagram. Draw a horizontal line (the backbone) extending
from the problem to the left side:
Real
Problem
The Fishbone Diagram
2. Brainstorm potential solutions to the problem
3. Categorize the potential solutions into several major
categories and list them along the bottom or top of the
diagram. Extend diagonal lines from the major categories to
the backbone. These lines form the basic skeleton of the
fishbone diagram:
Real
Problem
Category 1 Category 2
The Fishbone Diagram
4. Place the potential solutions related to each of the major
categories along the appropriate line (or bone) in the diagram
Real
Problem
Category 1 Category 2
Category 3 Category 4
Solution
Solution
Solution
Solution
Solution
Solution
Sorting and organizing
your ideas is a valuable
effort in the solution
process
Group Problem
Problem Statement: How could the
rules of basketball be changed so
that players under 59 tall might
be more competitive?
Take five minutes to generate
some ideas
Group Problem
Lower the height of the basket.
Taller players are not allowed outside the key.
Platform tennis shoes.
Tall players can guard only tall players.
Tall players cant rebound.
Tall players must use a heavier ball.
Tall players cant jump.
Osborns Checklist
A technique used to generate additional ideas related
to those already defined
Osborns Checklist for Adding New Ideas
Adapt?
How can this idea be used as is? What are
other uses it could be adapted to?
Modify?
Change the meaning, material, color, shape,
odor, etc.?
Magnify?
Add new ingredient? Make longer, stronger,
thicker, higher, etc.?
CIVL 1101 Problem Solving - Chapters 5-6 5/8
Osborns Checklist
Osborns Checklist for Adding New Ideas
Minify?
Split up? Take something out? Make lighter,
lower, shorter, etc
Substitute?
Who else, where else, or what else? Other
ingredient, material, or approach?
Combine?
Combine parts, units, ideas? Blend?
Compromise?
Rearrange?
Interchange parts? Other patterns,
layouts? Transpose cause and effect?
Change positives to negatives?
Consider the basketball example
Adapt?
Smaller players can foul as many times as
they want (rule adaptation). Assists by
smaller players count as points.
Modify?
Raise baskets for taller players (modify
court). Tall players stay inside 3point line
Magnify?
Short players baskets worth 4points
(magnify score).
Tall players shots worth 1point (minify
score).
Minify?
Rearrange?
Separate leagues for taller and shorter
players (rearrange grouping).
Random Stimulation
Random Stimulation is a technique which is especially
useful if we are stuck or in a rut. It is a way of
generating totally different ideas than previously
considered and can jump start the idea generation
process and get it out of whatever current rut it may be
in.
Introduce weird ideas during brainstorming.
Choose randomly a word from the dictionary. Use that
word to generate other words that can simulate the flow
of ideas.
Other Peoples Views (OPV)
When approaching a problem that involves the
thoughts and feelings of others.
Imagining yourself in the role of the other person
allows you to see complications of the problem not
considered previously.
Example of Other Peoples Views
Problem: Space capsule burns upon entering the
atmosphere
NASA Accountant Solve Problem but cost low
Project Manager Complete the project on time
Engineer: New material should not interfere with
capsule
Materials Scientist: Find a material that can handle the high
temperature on reentry.
Astronaut: Doesnt care about:the capsule, to return;
Final solution: Allow the surface of the capsule to be
destroyed, protecting the astronauts.
Group Problem
Problem Statement: You are a passenger
in a car without a speedometer. Describe
25 ways to determine the speed of the
car.
Take five minutes to generate
some ideas
CIVL 1101 Problem Solving - Chapters 5-6 6/8
Futuring
Examine the problem carefully to make sure the real problem has
been defined.
Now, imagine yourself at some point in the future after the
problem has been solved. What are the benefits of having a
solution?
Look around in the future. Try to imagine an ideal solution to
the problem at hand without regard to technical feasibility.
Remember, in the future, anything is possible.
Make statements such as: If only (this) would
happen, I could solve....
Dare to change the rules! The best solutions to some problems
are contrary to conventional wisdom.
Group Problem
Problem Statement:What features would
you like to have on a television 10 years
from now?
Take five minutes to
generate some ideas
Create a fishbone diagram
for your ideas
Brainwriting
Two or more individuals are required in order to carry out an
interactive brainstorming session.
However, when there is no one to interact with, a technique
being, used by many companies is that of brainwriting.
In brainwriting you follow the same procedure as brainstorming
(e.g., free association, Osborns checklist, random stimulation,
futuring). Write down your ideas as fast as you generate them,
never pausing or stopping to evaluate the idea.
Keep a notebook handy to write down ideas,
because they often come at unusual times.
Analogy and Cross-fertilization
It is well documented that a number of the most important
advances in science, engineering, art, and business come from
cross-fertilization and analogies with other disciplines.
Here ideas, rules, laws, facts, and conventions from one discipline
are transferred to another discipline.
There are four steps you can use to solve problems by analogy:
1) State the problem,
2) Generate analogies (this problem is like trying to. . .),
3) Solve the analogy, and
4) Transfer the solution to the problem.
Analogy and Cross-fertilization
Consider the following pairs:
A beautician and a college professor.
A policeman and a software programmer.
An mechanic and an insurance salesman.
A banker and a gardener.
A choreographer and an
air traffic controller.
A maitre d and a pastor.
Incubating Ideas
The incubation period is very important in problem solving.
Working on a solution to a problem to meet a deadline often
causes you to pick the first solution that comes to mind and then
run with it, instead of stopping to think of alternative solutions.
Communicate with other people.
Ask questions about all the
circumstances. Go home and think.
ideas
ideas
ideas ideas
Let it sit overnight, and think about it
from time to time.
Put the problem down and do something
else for awhile
CIVL 1101 Problem Solving - Chapters 5-6 7/8
SUMMARY
Be able to recognize the different mental blocks when
they appear (Perceptual Emotional, Cultural,
Environmental, Intellectual, and Expressive Blocks)
Use Blockbusters: Attitude Adjustment, Risk Taking,
Breaking the Rules, Internal Creative Climate, and
Creative Beliefs.
Use Osborns Checklist to generate new ideas: Adapt,
Modify, Magnify, Minify, Rearrange, Combine.
Use Random Stimulation and Other People s Views
(OPV) to generate new ideas.
SUMMARY
Remove all technical blocks to envision a solution in the
future.
Use a fishbone diagram to help organize your
ideas/solutions.
Use analogy and cross-fertilization to bring ideas,
phenomena, and knowledge from other disciplines to
bear on your problem.
Let the problem incubate so that your mind keeps
working on it while you are doing other things.
End of Chapter 4
CIVL 1101 Problem Solving - Chapters 5-6 8/8
Deciding the Course of Action
Evaluate the Solution
Problem solvers must juggle priorities all
the time
Define the Problem
Generate Solutions
Decide the Course
of Action
Implement the Solution
Evaluate the Solution
Deciding the Course of Action
Once the real problem is defined and you have
generated a number of possible solutions, it time
to make some decisions:
Decide which problem to work Decide which problem to work
on first
Choose the best alternative
solution
Decide how to successfully
implement the solution
An Organizational Approach for Decision Making
KT Approach (KepnerTregoe Approach)
Deciding the Course of Action
Situation Analysis Situation Analysis
(Where are we?)
Problem
Analysis
Decision
Analysis
Potential
Problem Analysis
Past
What is
the faults?
Present
How to correct
the fault?
Future
How to prevent
future faults?
KT Situation Analysis can be helpful in deciding which
problem receives the highest priority
Measure each problem using the following criteria:
KT Situation Analysis
Timing
Trend
Impact
Each of the criteria are evaluated
for there degree of concern
High (H)
Medium (M)
Low (L)
Timing
How urgent is the Problem?
Is a deadline involved?
What will happen if nothing is done?
Evaluation Criteria
Trend
Will the problem get worst?
Problems potential for growth?
Impact
How serous is the problem?
What are the effects on people,
products, organization, etc.?
Get dog off leg
Repair car
Put out fire
Ensure papers in briefcase will
not be destroyed
Prepare for tornado
Timing Trend Impact Process
H
H H H
L L
M M
M
M
H H H
H H
DA
PPA
PA
DA
DA
CIVL 1101 Problem Solving - Chapter 2 1/7
Th Pareto Principle
Pareto Analysis and Diagram
When there is more than one problem to deal
with, a Pareto Analysis can be helpful for
deciding which problem to attack first
The Pareto Principle:
80% of the trouble comes from 20% of the
problems
Pareto Analysis and Diagram
A Toasty Os plant is having some problems with their
product:
Problem Number of boxes Problem Number of boxes
A. Inferior printing on boxes
B. Overfilling of boxes
C. Boxes damages during shipping
D. Inner wrapper not sealed
E. No prize in box
10,000
30,000
2,000
25,000
50,000
Pareto Analysis and Diagram
The original data sorted by the frequency of the number of
boxes affected
40000
50000
s
0
10000
20000
30000
N
u
m
b
e
r

o
f

B
o
x
e
s
E B D A C
Probl ems
On first look the Toasty Os plant would attack the problem
in E-B-D-A-C order
Pareto Analysis and Diagram
Lets look at the Toasty Os data when lost revenue is
considered
Problem Number of boxes Problem Number of boxes
A. Inferior printing on boxes
B. Overfilling of boxes
C. Boxes damages during shipping
D. Inner wrapper not sealed
E. No prize in box
10,000/$100
30,000/$6,000
2,000/$7,000
25,000/$87,000
50,000/$17,500
Pareto Analysis and Diagram
Data sorted by lost revenue
80000
100000
u
e
Toasty Os plant would attack the problem in D-E-C-B-A
order
0
20000
40000
60000
L
o
s
t

R
e
v
e
n
u
D E C B A
Probl ems
Group Problem
Situation Analysis Group Problem
The Exxon Valdez
page 170
CIVL 1101 Problem Solving - Chapter 2 2/7
Group Problem
It is 12:45 AM in the morning, March 24, 1989; you have just been alerted that the Exxon Valdez tanker
has run aground on the Bligh Reef and is spilling oil at an enormous rate. By the time you arrive at the
spill, 6 million gallons of oil have been lost and the oil slick extends well over a square mile.
A meeting with the emergency response team is called. At the meeting it is suggested that a second
tanker be dispatched to remove the remaining oil from the Exxon Valdez. However, the number of
damaged compartments from which oil is leaking is not known at this time and there is concern that if
the tanker slips off the reef, it could capsize if the oil is only removed from the compartments on the
damaged side. g
The use of chemical dispersants (i.e., soap-like substances) which would break up the oil into drops and
cause it to sink is suggested. However, it is not known if there is sufficient chemical available for a spill
of this magnitude. The marine biologist at the meeting objected to the use of dispersants, stating that
once these chemicals are in the water, they would be taken up by the fish and thus be extremely
detrimental to the fish industry.
The use of floatable booms to surround and contain the oil also brought about a heated discussion.
Because of the spill size, there is not enough boom material even to begin to surround the slick. The
Alaskan governor's office says the available material should be used to surround the shore of a small
village on a nearby island. The Coast Guard argues that the slick is not moving in that direction and
should be used to contain or channel the slick movement in the fjord. The Department of Wildlife says
the first priority is the four fisheries that must be protected by the boom or the fishing industry will
be depressed for years, perhaps generations to come. A related issue is that millions of fish were
scheduled to be released from the fisheries into the oil contaminated fjord two weeks from now. Other
suggestions as to where to place the boom material were also put forth at the meeting.
Major
Concerns
Sub-Concerns Timing Trend Impact Process
Prevent more oil from
spilling (remove
remaining oil)
Number of damaged
Compartments
Tanker slipping off reef
and capsizing
Group Problem
Major
Concerns
Sub-Concerns Timing Trend Impact Process
Prevent more oil from
spilling (remove
remaining oil)
Number of damaged
Compartments
Tanker slipping off reef
and capsizing
L L M
H M H
DA
PPA and capsizing
Dispersing spilled oil Environmental concerns
Availability of chemicals
Containing oil spill Availability of floating
booms
Channel slick in fjord
Protecting island shore
Protecting fisheries
and capsizing
Dispersing spilled oil Environmental concerns
Availability of chemicals
Containing oil spill Availability of floating
booms
Channel slick in fjord
Protecting island shore
Protecting fisheries
L
L L
H
M
M
M H
H H H
H
H H H
H H H
H H H
DA
DA
DA
DA
PPA
PA
PA
Group Problem
Situation Analysis Group Problem
The Adams Family
pages 170-171
Group Problem
The four members of the Adams family lice east of Memphis in a middle-class community. Tom Adams
commutes to work in downtown Memphis; his commute is 45 miles each way, and he is not in a car or van
pool. Tom has been thinking about looking for a job closer to his home. However, he has been working for
more than a year on a project that, if successfully completed, could lead to a major promotion at his
current company. Unfortunately, there is a major defect in the product; this error has yet to be located
and corrected. Tom must solve the problem in the very near future because the delivery date promised
to potential customers is a month away.
Tom's financial security is heavily dependent on this promotion because of rising costs at home. Both of
the Adams children need braces for their teeth, Tom needs a new car (it broke down twice on the
freeway this past fall), the house is in need of painting, and there is a water leak in the basement that
he has not been able to repair.
Sarah, Tom's wife, is a mechanical engineer. She has been considering getting a part- time job, but
there are no engineering jobs available in the community. Full-time positions are available in northern ,
but accepting one would pose major problems with respect to chauffeuring and managing the children.
There are a few day-care centers in the community, but rumor has it they are very substandard. In
addition, last year the Adams's son Alex was accepted as a new student by the premier piano teacher in
the area and there is no public transportation from their home to his studio. Melissa, the Adams's
daughter, is very sad at the thought of giving up her YMCA swimming team and her Girl Scout troop,
both of which meet after school.
Carry out a K. T. situation appraisal for the Adams family's predicament.
Major
Concerns
Sub-Concerns Timing Trend Impact Process
Toms work Projects
New job
Group Problem
M H PA
DA
H
M M L
Financial problems Braces for kids
New car
Paint house
Water leak in basement
Sara getting a job Managing children
Finding part-time job
DA
PA/DA
DA
DA
DA
H H
H
H
M M
M
M M
M M
L
L
L
L
L
L
M
PA/DA
KT Problem Analysis
Situation Analysis
(Where are we?)
Problem
Analysis
Decision
Analysis
Potential
Problem Analysis
Experienced problem solvers:
Ask the right questions
Interview as many people as necessary
A technique used in KT Problem Analysis is:
Distinctions
CIVL 1101 Problem Solving - Chapter 2 3/7
KT Problem Analysis
Situation Analysis
(Where are we?)
Problem
Analysis
Decision
Analysis
Potential
Problem Analysis
What is the problem and what is not the problem?
Where did the problem occur? Where is everything
OK?
When did the problem first occur? When was
everything OK?
What is the magnitude of the problem?
This analysis is useful in troubleshooting operations
A good problem statement includes:
What is known
What is unknown
KT Problem Analysis
What is sought
What is the problem and what is not
Think in terms of dissimilarities
Ask who, why, and how
Reexamine assumptions
KT Problem Analysis
IS IS NOT DISTINCTION CAUSE
What Identify What is the
Problem?
What is not the
Problem?
What is the distinc-
tion between the is and
the is not?
What is a
possible
cause?
Where Locate Where is the
problem found?
Where is the
problem not found?
What is distinctive
about the different
locations?
What is a
possible
cause?
When When does When does What is distinctive What is a Timing W n W n
the problem
occur?
W n
the problem not
occur?
W at t n t
about the different
in timing?
W at a
possible
cause?
m ng
When was it
first observed?
When was it
last observed?
What is the distinction
between these
observations?
What is a
possible
cause?
Extent How far does
the problem
extent?
How localized
is the problem?
What is the
distinction?
What is a
possible
cause?
How many
units are
affected
How many
units are not
affected
What is the
distinction?
What is a
possible
cause?
Magnitude
How much of
any one unit is
affected?
How much of
any one unit is
not affected?
What is the
distinction?
What is a
possible
cause?
A new model of airplane was delivered to Eastern
Airlines in 1980. Soon the flight attendants developed
a red rash on their arms, hands, and faces. It occurred
only on flights that were over water.
KT Problem Analysis
Fortunately, it usually
disappeared in 24 hours and
caused no additional problems.
When the attendants flew other
planes over the same routes, no
ill effects occurred.
KT Problem Analysis
A new model of airplane was delivered to Eastern
Airlines in 1980. Soon the flight attendants developed
a red rash on their arms, hands, and faces. It occurred
only on flights that were over water.
The same number of attendants
contacted the rash on each
flight.
In addition, a few of those who
contracted the rash felt ill, and
the union threatened action.
IS IS NOT DISTINCTION
What
When
Where
KT Problem Analysis
Rash Other illness External contact
New planes Old planes Different materials
Flights over water Flight over land Different crew
procedures
Extent
Look at all the distinctions:
a) something contacting the arms and face
b) the rash occurs only on flights over water
c) the lifevests on the new plane are made of new materials
or of a different brand of materials
procedures
Only some attendants All attendants Crew duties
CIVL 1101 Problem Solving - Chapter 2 4/7
KT Decision Analysis
Situation Analysis
(Where are we?)
Problem
Analysis
Decision
Analysis
Potential
Problem Analysis
How to choose the best solution from a number of
alternatives
Write a concise decision statement
Collect and analysis information and data
Talk with people familiar with the problem
If possible, view the problem first hand
Confirm all findings
KT Decision Analysis
Situation Analysis
(Where are we?)
Problem
Analysis
Decision
Analysis
Potential
Problem Analysis
Specify the objectives of the decision
Divide these objectives into two categories:
musts
and wants
Musts are mandatory to a successful solution
If a solution satisfies all musts
then the solution is a go
KT Decision Analysis
then the solution is a go
Wants are desirable but nor mandatory
If a solution does not satisfy any
one of the musts then the solution
is a no go
Assign a weight (1 - 10) to each
want on how important it is to
you
KT Decision Analysis
Assign a rating (0 - 10) as to
how well it satisfies the wants
A score for the solution can be determined by
multiplying the rating by the weight
Assigning weights is a
subjective thing
KT Decision Analysis
Compare wants two at a time
to help arrive at consistent
assignment of weights
Assessment of weight must be consistent is the
decision is to be valid
Choosing a Paint Gun . . .
KT Decision Analysis Example
A auto manufacturing plant needs
to choose an electrostatic paint p
spray gun.
Paint Right
New Spray
Gun Ho
Decision Statement: Choose a paint spray gun.
The available guns are:
CIVL 1101 Problem Solving - Chapter 2 5/7
Musts:
1) Control over paint flow rate
2) Acceptable paint appearance
KT Decision Analysis Example
Wants:
1) Easy service
2) Low cost
3) Longterm durability
4) Personnel with experience
KT Decision Analysis Example
Go
Go
Go
Go
No Go
Go
MUSTS
Adequate flow control
Acceptable appearance
Paint Right New Spray Gun Ho
WANTS Weight
7
6
4
4
Rating
2
8
3
9
Rating
9
6
7
2
Score
14
48
12
36
Score
63
36
28
8
No Go
Total 110 135
WANTS
Easy service
Durability
Low cost
Experience
Risk Assessment
Explore the risk associated with each
alternative
KT Decision Analysis Example
Evaluate the probability (0 - 10) of
adverse consequences of each
alternative solution
Evaluate the seriousness (0 -10) of the
consequence if it occurs
Problems with Subjective Measurements
KT Decision Analysis Example
Giving higher weights/scores to
predetermined favored projects
Loaded Wants
Missing Information - What if... ?
Is the decision ethical?
Loaded Wants
Unimportant details
Faulty perception of objectives
Group Problem
Decision Analysis Group Problem
Choosing an Elective
page 171
KT Decision Analysis Example
Go
Go
Go
No Go
No Go
Go
MUSTS
3 Credits
Inexpensive
Music 101
WANTS
Art 101 HISH 201 Art 203 GEOL 101 Music 205
No Go
Go
Go
Go
Go
Go
Wt
6
8
10
Rating
8
2
10
Total
164
WANTS
Good grade
Interesting
Low time
commitment
Rating
4
10
5
Rating
5
6
5
154 128
CIVL 1101 Problem Solving - Chapter 2 6/7
KT Potential Problem Analysis
Situation Analysis
(Where are we?)
Problem
Analysis
Decision
Analysis
Potential
Problem Analysis
This analysis can help decrease the possibility
of a disastrous outcome
A PPA table delineates the potential problems
and suggests possible causes, preventive
actions, and contingent actions
KT Potential Problem Analysis
Situation Analysis
(Where are we?)
Problem
Analysis
Decision
Analysis
Potential
Problem Analysis
KT Potential Problem Analysis
Potential
Problem
Possible
Causes
Preventive
Actions
Contingent
Actions
A. 1.
2.
B. 1.
2.
Identify how serious each problem is
How probable is it that the problem will occur?
KT Potential Problem Analysis
Once Problems are identified
List all possible causes
Develop preventive actions for each cause
Group Problem
Potential Problem Analysis
New Chicken Sandwich
page 176-177
KT Potential Problem Analysis
Potential
Problem
Consequence Probable
Cause
Preventive
Action
Contingent
Action
People dont
buy sandwich
Company loses
money
Too spicy Perform
taste tests
Serve sauce
on side in
hot/mild
varieties
Bacteria in
food
varieties
Too expensive Compare unit
cost with
competition
Run
promotional
specials
Name scares
potential
customers
Take survey Change name
Mishandling
of chicken by
employees
Dont allow
employees to
contact raw
chicken
Perform
periodic
inspections
Lawsuits, loss
of customers
End of Chapter 7
CIVL 1101 Problem Solving - Chapter 2 7/7
1
Implementing the Solution
z Many people get stuck in the problem-solving process
by analyzing things to death
Define the Problem
Generate Solutions
Decide the Course
of Action
Implement the Solution
Evaluate the Solution
Implementing the Solution
z There are a number of techniques that will facilitate
the implementation process
Define the Problem
Generate Solutions
Decide the Course
of Action
Implement the Solution
Evaluate the Solution
Implementing the Solution
Decide
Approval
Approval
Planning
Planning
Carry Through
Carry Through
Follow Up
Follow Up
Evaluate
Implementation
Approval
Approval
Approval
z The first step in the implementation process is to get
approval from your organization
z Sell your ideas
z Prepare a document to sell your project
z Your report should describe:
y What you want to do
y Why you want to do it
y How you are going to do it
y How your project will benefit the organization
Approval
z Avoid technical jargon
z Keep presentation clear and to the point
z Make presentation in logical and orderly manner
z Be concise
z Anticipate questions
z Be enthusiastic about your ideas
Implementing the Solution
Decide
Approval
Approval
Planning
Planning
Carry Through
Carry Through
Follow Up
Follow Up
Evaluate
Implementation
Planning
Planning
CIVL 1101 Problem Solving - Chapter 8 1/9
2
Planning
z Planning is the most important step in the
implementation process
z Consider the following items
y Allocate your time time and resources
y Anticipate bottleneck
y Identify milestone
y Identity and sketch the pathway to the solution
z A modified KT situation analysis can
be useful
Planning
KT
Situation
Analysis
KT Potential
Problem
Analysis
Critical Path
Management
Critical Path
Management
Gantt
Charts
Gantt
Charts
Necessary
Resources
Necessary
Resources
Time and
Resource
Allocation
Approval
Approval
Planning
z Many people use a personal organizer to keep track of
activities and commitments
z We will discuss four types of organization methods:
y Gantt Chart
y Coordination and development
y Critical path
y Necessary resources
Planning
z Gantt Chart - a common way to allocate time to
specific tasks
z If you dont know where youre going youll probably
end up somewhere else
Planning
July Aug Sept Oct Nov Dec Jan Feb Mar Apr May
Task 1 - Literature Review
Task 2 - Feasibility Study
Task3 - Development of
Prototype
Task4 - Laboratory Study
of Prototype
Task4a - Static Flow
Task4a - Dynamic Flow
Task5 - Data Acquisition
Task6 - Report Preparation
Gantt Chart
Planning
z Coordinate and Development
z Coordination among various team members is
imperative to achieving an efficient solution in the
time allotted
z The use of a Development Chart can help guide
the team by assigning various responsibilities to
different team members
CIVL 1101 Problem Solving - Chapter 8 2/9
3
Planning Example
z Thanksgiving Dinner - my extended family consists of
25 people
Main Course: Roasted turkey with dressing clean (0.5 hr), stuff (0.5 hr),
cook (7 hr @ 350
o
F), cool and
slice (1 hr)
Vegetable: Green beans with prep. time (30 min)
mushroom sauce microwave (30 min)
Potato: Sweet potato casserole prep. time (30 min),
cook (3 hr @ 350
o
F)
Sauce: Jellied cranberry sauce open can, slice, serve
Dessert: Pumpkin pie prep. time (45 min),
cook (1 hr @ 425
o
F)
Beverages: Coffee, tea, milk, water, wine
z Gantt Chart for Thanksgiving Dinner
Planning Example
clean
stuff
cook, 7 hours @ 350
o
F cool - serve - slice
clean house
prep. and bake @ 350
o
F - keep warm
prep. and bake @ 425
o
F
7 am 8 9 10 11 12 1 2 3 4 5 6 pm
Turkey
Housework
Sweet Potato
Pumpkin Pie
Green Beans
prep. microwave - keep warm
Planning
z Critical Path - Organizing critical tasks along
a time line
z Develop an understanding of how one task
effects other tasks in the project
z Use extensively in the construction
industry
z Constructing a critical path is a dynamic
process
z Critical Path for Thanksgiving Dinner
Critical Path Example
Clean and stuff
turkey
Clean and stuff
turkey
Prepare casserole with
potatoes, spices,
butter and milk
Prepare casserole with
potatoes, spices,
butter and milk
Bake sweet potatoes
350
o
for 1 hrs
Bake sweet potatoes
350
o
for 1 hrs
Remove turkey and
casserole from oven
Remove turkey and
casserole from oven
Bake
pie @425
o
Bake
pie @425
o
Serve
meal
Serve
meal
Bake casserole
350
o
for 2.5 hrs
Bake casserole
350
o
for 2.5 hrs
Cook turkey
350
o
for 7 hrs
Cook turkey
350
o
for 7 hrs
Prepare
pie crust
Prepare
pie crust
Prepare/add
pie filling
Prepare/add
pie filling
Clean
house
Clean
house
Set
table
Set
table
z Critical Path for Thanksgiving Dinner
Critical Path Example
Clean and stuff
turkey
Clean and stuff
turkey
Prepare casserole with
potatoes, spices,
butter and milk
Prepare casserole with
potatoes, spices,
butter and milk
Bake sweet potatoes
350
o
for 1 hrs
Bake sweet potatoes
350
o
for 1 hrs
Remove turkey and
casserole from oven
Remove turkey and
casserole from oven
Bake
pie @425
o
Bake
pie @425
o
Serve
meal
Serve
meal
Bake casserole
350
o
for 2.5 hrs
Bake casserole
350
o
for 2.5 hrs
Cook turkey
350
o
for 7 hrs
Cook turkey
350
o
for 7 hrs
Prepare
pie crust
Prepare
pie crust
Prepare/add
pie filling
Prepare/add
pie filling
Clean
house
Clean
house
Set
table
Set
table
Group Problem
Critical Path
Group Problem
Page 148
CIVL 1101 Problem Solving - Chapter 8 3/9
4
Planning
Necessary Resources
z Typically resource are divided into
five categories:
y Personnel
y Equipment
y Travel
y Supplies
y Overhead
Planning
I. Salaries and Wages
A. Principal Investigator, C.V. Camp
Summer, 2 month @ 66.67% 14,925 $
Extra Compenstation (1 month academic year @11.11%) 7,462 $
B. Shahram Pezeshk
Summer, 2 month @ 66.67% 14,925 $
Extra Compenstation (1 month academic year @11.11%) 7,462 $
C. Undergraduate Research Assistant
2 @ $6/hr (1280 hours) 15,360 $
Subtotal I 60,134 $
II. Fringe Benefits
@ 17.65% of IA+IB 7,903 $
III. Travel 2,000 $
IV. Operating Expenses 15,000 $
V. Subcontract - Dr. Russell Deaton - The Univeristy of Arkansas 37,597 $
Total Direct Costs 122,634 $
VI. Facilities & Administration Costs @ 15% MTDC 18,395 $
Total Project Costs 141,029 $
Planning
z Carry Through - all the planning in the world will not
save a poor job of carrying through the chosen solution
z Carry Through Checklist:
y Find the limits of your solution - overestimate or underestimate
your assumptions
y Anticipate your solution
y Construction of a model our your solution to see if it will work
under simple conditions
y Continue to collect information and research your solution
y Make sure no physical law are violated
y Plan you simulations carefully
Planning
z Revealing the Solution - Its like peeling an onion
K
n
o
w
l
e
d
g
e
C
o
m
p
r
e
h
e
n
s
i
o
n
A
p
p
l
i
c
a
t
i
o
n
A
n
a
l
y
s
i
s
S
y
n
t
h
e
s
i
s
Planning
Revealing the Solution
z Evaluation - qualitative and quantitative judgements about
how material and methods satisfy problem criteria
z Synthesis - formulation of problem statement and testing
procedures from fuzzy situations
z Analysis - break the problem into parts, identify missing,
redundant, and and contradictory information
Planning
Revealing the Solution
z Application - organize which set of activities will be
applied
z Comprehension - understanding, manipulation, and/or
extrapolation of information generated or identified in the
application step
z Knowledge - remembering previously learned material
CIVL 1101 Problem Solving - Chapter 8 4/9
5
Planning
Follow Up
z Flexibility in an essential trait of problem solvers
z Periodically check your progress
Inspect what you expect
Planning
Follow Up
Follow the solution plan
Proceed on schedule
Stay within budget
Planning
Follow Up
Acceptable quality
Still relevant to the problem
Planning
Problems That Change With Time
z Where did the goals come from and why?
z Are the goals still appropriate to the problem?
z Are you trying to hit a moving target?
Planning
Experimental Projects
Examine the Need for the Experiment
Examine the Need for the Experiment
Define Objectives for the Experiment
Define Objectives for the Experiment
Choose Responses You Want to Measure
Choose Responses You Want to Measure
Identify the Important Variables
Identify the Important Variables
Design Experiment
Design Experiment
Perform Experiment
Perform Experiment
Analysis Results
Analysis Results
Planning
Experimental Projects
Examine the Need for the Experiment
Examine the Need for the Experiment
Define Objectives for the Experiment
Define Objectives for the Experiment
Choose Responses You Want to Measure
Choose Responses You Want to Measure
Identify the Important Variables
Identify the Important Variables
Design Experiment
Design Experiment
Perform Experiment
Perform Experiment
Analysis Results
Analysis Results
Report and Present
Report and Present
Act on Results
Act on Results
CIVL 1101 Problem Solving - Chapter 8 5/9
6
Examine the Need for the Experiment
Examine the Need for the Experiment
Planning
Experimental Projects
Examine the Need for the Experiment
Examine the Need for the Experiment
Define Objectives for the Experiment
Define Objectives for the Experiment
Choose Responses You Want to Measure
Choose Responses You Want to Measure
Identify the Important Variables
Identify the Important Variables
Design Experiment
Design Experiment
Perform Experiment
Perform Experiment
Analysis Results
Analysis Results
Report and Present
Report and Present
Act on Results
Act on Results
Planning
Experimental Projects
z Do you really need the experiment?
y Why perform the experiment?
y Do you have enough time and money?
y Is the information already available?
Define Objectives for the Experiment
Define Objectives for the Experiment
Planning
Experimental Projects
Examine the Need for the Experiment
Examine the Need for the Experiment
Define Objectives for the Experiment
Define Objectives for the Experiment
Choose Responses You Want to Measure
Choose Responses You Want to Measure
Identify the Important Variables
Identify the Important Variables
Design Experiment
Design Experiment
Perform Experiment
Perform Experiment
Analysis Results
Analysis Results
Report and Present
Report and Present
Act on Results
Act on Results
Planning
Experimental Projects
z What are the objectives of the experiment?
y Prepare a list of objectives you wish to accomplish
y What question would you most like to answer?
Cant see the forest for the tress
Choose Responses You Want to Measure
Choose Responses You Want to Measure
Planning
Experimental Projects
Examine the Need for the Experiment
Examine the Need for the Experiment
Define Objectives for the Experiment
Define Objectives for the Experiment
Choose Responses You Want to Measure
Choose Responses You Want to Measure
Identify the Important Variables
Identify the Important Variables
Design Experiment
Design Experiment
Perform Experiment
Perform Experiment
Analysis Results
Analysis Results
Report and Present
Report and Present
Act on Results
Act on Results
Planning
Experimental Projects
z Choose the Response You Want to Measure
y What are the dependent and independent
variables?
y Do you have the appropriate equipment?
y Are your measures and accurate and precise
CIVL 1101 Problem Solving - Chapter 8 6/9
7
Identify the Important Variables
Identify the Important Variables
Planning
Experimental Projects
Examine the Need for the Experiment
Examine the Need for the Experiment
Define Objectives for the Experiment
Define Objectives for the Experiment
Choose Responses You Want to Measure
Choose Responses You Want to Measure
Identify the Important Variables
Identify the Important Variables
Design Experiment
Design Experiment
Perform Experiment
Perform Experiment
Analysis Results
Analysis Results
Report and Present
Report and Present
Act on Results
Act on Results
Planning
Experimental Projects
z Identify Important Variables
y What are the really important
measurements?
y What is the range of each variable?
y Look for dimensionless ratios or groups of variables
Design Experiment
Design Experiment
Planning
Experimental Projects
Examine the Need for the Experiment
Examine the Need for the Experiment
Define Objectives for the Experiment
Define Objectives for the Experiment
Choose Responses You Want to Measure
Choose Responses You Want to Measure
Identify the Important Variables
Identify the Important Variables
Design Experiment
Design Experiment
Perform Experiment
Perform Experiment
Analysis Results
Analysis Results
Report and Present
Report and Present
Act on Results
Act on Results
Planning
Experimental Projects
z Design the Experiment
y What are the types of errors to
avoid?
y What is the minimum number of experiments that
must be performed?
y Should we repeat the experiment?
Perform Experiment
Perform Experiment
Planning
Experimental Projects
Examine the Need for the Experiment
Examine the Need for the Experiment
Define Objectives for the Experiment
Define Objectives for the Experiment
Choose Responses You Want to Measure
Choose Responses You Want to Measure
Identify the Important Variables
Identify the Important Variables
Design Experiment
Design Experiment
Perform Experiment
Perform Experiment
Analysis Results
Analysis Results
Report and Present
Report and Present
Act on Results
Act on Results
Planning
Experimental Projects
z Perform the Experiment
y How many times?
Is three
too many?
Is one
enough?
CIVL 1101 Problem Solving - Chapter 8 7/9
8
Analysis Results
Analysis Results
Planning
Experimental Projects
Examine the Need for the Experiment
Examine the Need for the Experiment
Define Objectives for the Experiment
Define Objectives for the Experiment
Choose Responses You Want to Measure
Choose Responses You Want to Measure
Identify the Important Variables
Identify the Important Variables
Design Experiment
Design Experiment
Perform Experiment
Perform Experiment
Analysis Results
Analysis Results
Report and Present
Report and Present
Act on Results
Act on Results
Planning
Experimental Projects
z Analyze the Results
y Have all experimental objectives
been satisfied?
Report and Present
Report and Present
Act on Results
Act on Results
Planning
Experimental Projects
Examine the Need for the Experiment
Examine the Need for the Experiment
Define Objectives for the Experiment
Define Objectives for the Experiment
Choose Responses You Want to Measure
Choose Responses You Want to Measure
Identify the Important Variables
Identify the Important Variables
Design Experiment
Design Experiment
Perform Experiment
Perform Experiment
Analysis Results
Analysis Results
Report and Present
Report and Present
Act on Results
Act on Results
Planning
Experimental Projects
z Report Format
1. Abstract
2. Introduction
3. Material and Methods
4. Results
5. Discussion of Results
6. Conclusions
7. References
Planning
Top Ten List of Effective Reports
1. Perfect grammar
2. Logically organized
3. Logical flow of ideas
4. Concisely written
5. Interestingly written
6. Ideas supported by data
7. Appropriate use of figures
8. Passive voice
9. Clear purpose
10. Professionally bound document
Planning
Top Ten List of Effective Presentations
1. Well organized
2. Logical flow of ideas
3. Ideas presented concisely
4. Ideas supported by data
5. Clear explanations
6. Good visual aids
7. Speak clearly
8. Well prepare and practiced
9. Dress appropriately
10. Conclusions supported by evidence
CIVL 1101 Problem Solving - Chapter 8 8/9
9
End of Chapter 6
CIVL 1101 Problem Solving - Chapter 8 9/9
1
Evaluation
After implementation, a final evaluation of
the solution is needed
Define the Problem
Generate Solutions
Decide the Course
of Action
Implement the Solution
Evaluate the Solution
Evaluation
Guidelines for evaluating your solutions
Does it completely solve the problem?
Does the solution endanger people or
the environment?
Is the solution ethical?
Evaluation
General Guidelines
Evaluation should be a ongoing process
Have an independent review of your work
Examine your solutions at each phase
of the project
Ask questions!!
Do a KT Potential Problem Analysis
Evaluation
The McMaster FivePoint Strategy
Check that the solution is blunderfree
Check that criteria and constrains
are satisfied
Check the reasonableness of results
Confirm ALL findings!
Check the procedure and logic
of your arguments
Evaluation
The Snow Cruiser
The original conception of the Snow Cruiser is most often credited
to Dr. Thomas C. Poulter who served as second in command of
Admiral Byrd's Antarctic Expedition II.
During this expedition, Admiral Byrd nearly lost his life when he was
isolated by the weather at the Advanced Base.
It took three attempts for Dr. Poulter to rescue the Admiral due to
the difficulty of traveling a mere 123 miles in the inhospitable
conditions.
This incident is believed to have been the spark that inspired Dr.
Poulter to first visualize the Snow Cruiser.
Evaluation
The Snow Cruiser
Some Design Features:
1. A range of 5,000 miles
2. Room for a crew of five
3. Supplies for a year
4. An airplane on the roof
5. Outstanding terrain capabilities
CIVL 1101 Problem Solving - Chapters 9-10 1/5
2
Evaluation Evaluation
The Snow Cruiser
Work on the Snow Cruiser was begun on August 8, 1939 at the
Pullman shops in Chicago Illinois. The Foundation had just eleven
weeks to build, test and deliver the completed Snow Cruiser to
Boston, Massachusetts where it would be loaded aboard ship for
transport to Antarctica.
Evaluation
The Snow Cruiser
On October 24, 1939 the nearly completed Snow Cruise began a
1021 mile trek to Boston.
This trip would be the shakedown cruise as well as a race the
reach Boston before the North Star sailed for the Antarctic.
On November 12, the Snow
Cruiser pulled alongside the
North Star at Boston Army
Wharf. To fit on the deck of
the North Star, the Cruiser's
tail section had to be
temporarily removed.
Evaluation
The Snow Cruiser
On January 12 the North Star anchored at the Bay of Whales.
To unload the Snow Cruiser from the deck of the North Star, a
large ramp was constructed of heavy timber.
Unloading of the Snow Cruiser took place on January 15, with Dr.
Poulter at the helm.
Half way down the ramp the
timbers began to break. Dr.
Poulter quickly gave the
Cruiser full throttle and she
lurched from the ramp to the
safety of the ice.
Evaluation
The Snow Cruiser
The Snow Cruiser failed to perform up to expectations.
The tires sank deeply into the snow (3 feet) and spun too easily.
To improve traction, they
installed chains on the smooth
rear tires.
In an attempt to improve the cruisers performance, the crew
attached the two spare wheels and tires to the front wheels,
increasing the surface area of the tires by 50 percent.
Evaluation
The Snow Cruiser Failed
What when wrong?
Were the assumptions valid?
What information is available about the Antarctic environment?
How difficult is the terrain?
If the vehicle will move on dry roads in good weather, what makes us
think it will function on snow and ice?
Most polar vehicles up to this time used caterpillar treads rather
than tires.
Why would our new tire design work?
Why do other vehicles use treads?
The answers to some of these obvious questions may help avoid a
failed design.
CIVL 1101 Problem Solving - Chapters 9-10 2/5
3
Evaluation
The Snow Cruiser Failed
Does the solution solve the Real Problem?
Clearly the problem is at least twofold.
One problem is to protect the workers and explorers from the harsh
polar environment.
The other, and just as important an aspect, is that the vehicle
should have good mobility on the expected terrain so that
exploration (the main goal of the expedition) is possible.
The design was quite successful from the protection/living
accommodations standpoint.
The Snow Cruiser was nicer inside than many pre-World War II
bungalows.
Evaluation
The Snow Cruiser Failed
Does the solution solve the Real Problem?
The design only partially addressed the mobility problem.
Elaborate design features were included to enable the Snow Cruiser
to cross crevasses in the snow that it would certainly encounter, but
it appears that insufficient consideration was given to ensuring
"normal" mobility in polar ice and snow.
Surely some incorrect assumptions were made regarding the traction
of the tires and the power necessary to move such a mammoth
vehicle in these severe conditions.
Challenging all the assumptions of the design and making sure that
the real problem (and all facets of it) are solved are keys to
determining a functional solution.
Evaluation
The Snow Cruiser Failed
Is the problem permanently solve?
If indeed the Snow Cruiser functions as designed, it would be
a permanent solution to polar expedition problems.
Does the solution have impact?
In this case, yes. The Snow Cruiser could have revolutionized
the way polar explorations were conducted.
Evaluation
The Snow Cruiser Failed
Have all consequences of the solution
been examined?
This question is difficult to answer, not knowing what went on
at the time, but providing the vehicle operates as designed, it
appears that many adverse consequences were anticipated
and designed for.
Provisions and fuel were available for long periods of time.
It had a travel range of 5000 miles.
Seemingly every contingency had been prepared for...except
the fatal mobility flaw.
Evaluation
The Last Penny
Two friends; a business major and an
engineering major
The business major has an accounting
project
The accounting sheets for the
project of several hundred thousand
dollars will not balance by two or
three dollars
Evaluation
The Last Penny
The business student says: Dont
worry it only a small percentage of
the total.
The engineering student says: It
could be the result of two major
errors that may compensated one
another.
CIVL 1101 Problem Solving - Chapters 9-10 3/5
4
Evaluation
Ethical Considerations
Solutions are not always black and white with regard
to ethics, but shades of gray
Ethics Checklist
Is it legal?
Is it balanced?
How will it make me feel about myself?
Will it make me proud?
Evaluation
The Five Ps
Purpose
Pride
Patience
Persistence
Perspective
Evaluation
Purpose
What is the objective for which you striving?
Are you comfortable with that as your purpose?
Does your purpose hold up when you look at
yourself in the mirror?
Evaluation
Pride
Can you take pride in the solution
you have developed?
Is there any false pride or self
doubt involved?
Evaluation
Patience
Have you taken the time to think through all the
ramifications of your solution?
Evaluation
Persistence
Are you sticking to your guns and
not being dissuaded by other
demands?
Have you given up too soon on
finding a solution that is fair and
balanced?
CIVL 1101 Problem Solving - Chapters 9-10 4/5
5
Evaluation
Perspective
Have you taken the time to focus
inside yourself to be sure everything
fits with your ideals and beliefs?
How does the solution fit into the
Big Picture?
End of Chapter 7
CIVL 1101 Problem Solving - Chapters 9-10 5/5
Putting It All Together
When faced with a problem, bring many principles of
different building blocks to bear on the problem at the
same time
Define the Problem
Generate Solutions
Decide the Course
of Action
Implement the Solution
Evaluate the Solution
Putting It All Together
Define the Problem
Start with an open mind
Dont jump to conclusions
Talk with people familiar with the problem
Collect and analyze information and data
Confirm all findings
View the problem
Define the Problem
Problem
Definition
Techniques
Exploring
the
problem
Finding out
where the
problem
came from
K.T.
Problem
Analysis
Statement
Restatement
Present state
desired state
&
Duncker
diagram
Generating Solutions
Nothing is more dangerous than an idea, when it is
the only one you have.
Define the Problem
Generate Solutions
Decide the Course
of Action
Implement the Solution
Evaluate the Solution
Generating Solutions
Nothing is more dangerous than an idea, when it is
the only one you have.
Once you have defined the problem you want to make
sure you generate the best solution.
Many times mental blocks hinder your progress toward
a solution.
CIVL 1101 Problem Solving - Chapter 11 1/9
Recognizing Mental Blocks
The first step to becoming a better problem solver is
to understand what conceptual blocks are and how
they interfere with problem solving.
A conceptual block is a mental wall that prevents the
problem solver from correctly perceiving a problem or
conceiving its solution.
The most frequently occurring conceptual blocks are
perceptual blocks, emotional blocks, cultural blocks,
environmental blocks, intellectual blocks, and
expressive blocks.
Recognizing Mental Blocks
Perceptual Blocks
Emotional Blocks
Cultural Blocks
Environmental Blocks
Intellectual Blocks
Expressive Blocks
Osborns Checklist
A technique used to generate additional ideas related
to those already defined
Osborns Checklist for Adding New Ideas
Adapt?
How can this idea be used as is? What are
other uses it could be adapted to?
Modify?
Change the meaning, material, color, shape,
odor, etc.?
Magnify?
Add new ingredient? Make longer, stronger,
thicker, higher, etc.?
Osborns Checklist
Osborns Checklist for Adding New Ideas
Minify?
Split up? Take something out? Make lighter,
lower, shorter, etc
Substitute?
Who else, where else, or what else? Other
ingredient, material, or approach?
Combine?
Combine parts, units, ideas? Blend?
Compromise?
Rearrange?
Interchange parts? Other patterns,
layouts? Transpose cause and effect?
Change positives to negatives?
Random Stimulation
Random Stimulation is a technique which is especially
useful if we are stuck or in a rut. It is a way of
generating totally different ideas than previously
considered and can jump start the idea generation
process and get it out of whatever current rut it may be
in.
Introduce weird ideas during brainstorming.
Choose randomly a word from the dictionary. Use that
word to generate other words that can simulate the flow
of ideas.
Other Peoples Views (OPV)
When approaching a problem that involves the
thoughts and feelings of others.
Imagining yourself in the role of the other person
allows you to see complications of the problem not
considered previously.
CIVL 1101 Problem Solving - Chapter 11 2/9
Futuring
Examine the problem carefully to make sure the real problem has
been defined.
Now, imagine yourself at some point in the future after the
problem has been solved. What are the benefits of having a
solution?
Look around in the future. Try to imagine an ideal solution to
the problem at hand without regard to technical feasibility.
Remember, in the future, anything is possible.
Make statements such as: If only (this) would
happen, I could solve....
Dare to change the rules! The best solutions to some problems
are contrary to conventional wisdom.
Analogy and Cross-fertilization
It is well documented that a number of the most important
advances in science, engineering, art, and business come from
cross-fertilization and analogies with other disciplines.
Here ideas, rules, laws, facts, and conventions from one discipline
are transferred to another discipline.
There are four steps you can use to solve problems by analogy:
1) State the problem,
2) Generate analogies (this problem is like trying to. . .),
3) Solve the analogy, and
4) Transfer the solution to the problem.
The Fishbone Diagram
Fishbone diagrams are a graphical way to organize and
record brainstorming ideas. The diagrams look like a
fish skeleton.
To construct a fishbone diagram the following
procedure is used:
1. Write the real problem in a box (or circle) to the right of the
diagram. Draw a horizontal line (the backbone) extending
from the problem to the left side:
Real
Problem
The Fishbone Diagram
2. Brainstorm potential solutions to the problem
3. Categorize the potential solutions into several major
categories and list them along the bottom or top of the
diagram. Extend diagonal lines from the major categories to
the backbone. These lines form the basic skeleton of the
fishbone diagram:
Real
Problem
Category 1 Category 2
The Fishbone Diagram
4. Place the potential solutions related to each of the major
categories along the appropriate line (or bone) in the diagram
Real
Problem
Category 1 Category 2
Category 3 Category 4
Solution
Solution
Solution
Solution
Solution
Solution
Sorting and organizing
your ideas is a valuable
effort in the solution
process
Deciding the Course of Action
Problem solvers must juggle priorities all the time
Define the Problem
Generate Solutions
Decide the Course
of Action
Implement the Solution
Evaluate the Solution
CIVL 1101 Problem Solving - Chapter 11 3/9
Once the real problem is defined and you have generated
a number of possible solutions, it time to make some
decisions:
Deciding the Course of Action
Decide which problem to work on first
Choose the best alternative solution
Decide how to successfully implement
the solution
An Organizational Approach for Decision Making
KT Approach (KepnerTregoe Approach)
Deciding the Course of Action
Situation Analysis
(Where are we?)
Problem
Analysis
Decision
Analysis
Potential
Problem Analysis
Past
What is
the faults?
Present
How to correct
the fault?
Future
How to prevent
future faults?
KT Situation Analysis can be helpful in deciding which
problem receives the highest priority
Measure each problem using the following criteria:
Timing
Trend
Impact
KT Situation Analysis
Each of the criteria are evaluated
for there degree of concern:
High (H)
Medium (M)
Low (L)
Experienced problem solvers:
Ask the right questions
Interview as many people as necessary
A technique used in KT Problem Analysis is:
Distinctions
KT Problem Analysis
Situation Analysis
(Where are we?)
Problem
Analysis
Decision
Analysis
Potential
Problem Analysis
What is the problem and what is not the
problem?
Where did the problem occur? Where is
everything OK?
When did the problem first occur? When was
everything OK?
What is the magnitude of the problem?
KT Problem Analysis
Situation Analysis
(Where are we?)
Problem
Analysis
Decision
Analysis
Potential
Problem Analysis
How to choose the best solution from a number of
alternatives
Write a concise decision statement
Collect and analysis information and data
Talk with people familiar with the problem
If possible, view the problem first hand
Confirm all findings
KT Decision Analysis
Situation Analysis
(Where are we?)
Problem
Analysis
Decision
Analysis
Potential
Problem Analysis
CIVL 1101 Problem Solving - Chapter 11 4/9
Specify the objectives of the decision
Divide these objectives into two categories:
KT Decision Analysis
Situation Analysis
(Where are we?)
Problem
Analysis
Decision
Analysis
Potential
Problem Analysis
musts
and wants
Musts are mandatory to a successful solution
If a solution satisfies all musts
then the solution is a go
KT Decision Analysis
If a solution does not satisfy any
one of the musts then the solution
is a no go
Wants are desirable but nor mandatory
Assign a weight (1 - 10) to each want
on how important it is to you
KT Decision Analysis
Assign a rating (0 - 10) as to how
well it satisfies the wants
A score for the solution can be determined by
multiplying the rating by the weight
KT Potential Problem Analysis
Situation Analysis
(Where are we?)
Problem
Analysis
Decision
Analysis
Potential
Problem Analysis
KT Potential Problem Analysis
Potential
Problem
Possible
Causes
Preventive
Actions
Contingent
Actions
A. 1.
2.
B. 1.
2.
Identify how serious each problem is
How probable is it that the problem will occur?
KT Potential Problem Analysis
Once Problems are identified
List all possible causes
Develop preventive actions for each cause
Implementing the Solution
There are a number of techniques that will facilitate
the implementation process
Define the Problem
Generate Solutions
Decide the Course
of Action
Implement the Solution
Evaluate the Solution
CIVL 1101 Problem Solving - Chapter 11 5/9
Implementing the Solution
Decide
Approval
Approval
Planning
Planning
Carry Through
Carry Through
Follow Up
Follow Up
Evaluate
Implementation
Planning
KT
Situation
Analysis
KT Potential
Problem
Analysis
Critical Path
Management
Critical Path
Management
Gantt
Charts
Gantt
Charts
Necessary
Resources
Necessary
Resources
Time and
Resource
Allocation
Approval
Approval
Planning
Many people use a personal organizer to keep track of
activities and commitments
We will discuss four types of organization methods:
Gantt Chart
Coordination and development
Critical path
Necessary resources
Planning
July Aug Sept Oct Nov Dec Jan Feb Mar Apr May
Task 1 - Literature Review
Task 2 - Feasibility Study
Task3 - Development of
Prototype
Task4 - Laboratory Study
of Prototype
Task4a - Static Flow
Task4a - Dynamic Flow
Task5 - Data Acquisition
Task6 - Report Preparation
Gantt Chart
Planning
Critical Path - Organizing critical tasks along
a time line
Develop an understanding of how one task
effects other tasks in the project
Use extensively in the construction
industry
Constructing a critical path is a dynamic
process
Critical Path for Thanksgiving Dinner
Critical Path Example
Clean and stuff
turkey
Clean and stuff
turkey
Prepare casserole with
potatoes, spices,
butter and milk
Prepare casserole with
potatoes, spices,
butter and milk
Bake sweet potatoes
350
o
for 1 hrs
Bake sweet potatoes
350
o
for 1 hrs
Remove turkey and
casserole from oven
Remove turkey and
casserole from oven
Bake
pie @425
o
Bake
pie @425
o
Serve
meal
Serve
meal
Bake casserole
350
o
for 2.5 hrs
Bake casserole
350
o
for 2.5 hrs
Cook turkey
350
o
for 7 hrs
Cook turkey
350
o
for 7 hrs
Prepare
pie crust
Prepare
pie crust
Prepare/add
pie filling
Prepare/add
pie filling
Clean
house
Clean
house
Set
table
Set
table
CIVL 1101 Problem Solving - Chapter 11 6/9
Critical Path for Thanksgiving Dinner
Critical Path Example
Clean and stuff
turkey
Clean and stuff
turkey
Prepare casserole with
potatoes, spices,
butter and milk
Prepare casserole with
potatoes, spices,
butter and milk
Bake sweet potatoes
350
o
for 1 hrs
Bake sweet potatoes
350
o
for 1 hrs
Remove turkey and
casserole from oven
Remove turkey and
casserole from oven
Bake
pie @425
o
Bake
pie @425
o
Serve
meal
Serve
meal
Bake casserole
350
o
for 2.5 hrs
Bake casserole
350
o
for 2.5 hrs
Cook turkey
350
o
for 7 hrs
Cook turkey
350
o
for 7 hrs
Prepare
pie crust
Prepare
pie crust
Prepare/add
pie filling
Prepare/add
pie filling
Clean
house
Clean
house
Set
table
Set
table
Planning
Necessary Resources
Typically resource are divided into
five categories:
Personnel
Equipment
Travel
Supplies
Overhead
Planning
I. Salaries and Wages
A. Principal Investigator, C.V. Camp
Summer, 2 month @ 66.67% 14,925 $
Extra Compenstation (1 month academic year @11.11%) 7,462 $
B. ShahramPezeshk
Summer, 2 month @ 66.67% 14,925 $
Extra Compenstation (1 month academic year @11.11%) 7,462 $
C. Undergraduate Research Assistant
2 @ $6/hr (1280 hours) 15,360 $
Subtotal I 60,134 $
II. Fringe Benefits
@ 17.65%of IA+IB 7,903 $
III. Travel 2,000 $
IV. Operating Expenses 15,000 $
V. Subcontract - Dr. Russell Deaton - The Univeristy of Arkansas 37,597 $
Total Direct Costs 122,634 $
VI. Facilities & Administrati on Costs @15% MTDC 18,395 $
Total Proj ect Costs 141,029 $
Planning
Revealing the Solution - Its like peeling an onion
K
n
o
w
l
e
d
g
e
C
o
m
p
r
e
h
e
n
s
i
o
n
A
p
p
l
i
c
a
t
i
o
n
A
n
a
l
y
s
i
s
S
y
n
t
h
e
s
i
s
Planning
Revealing the Solution
Evaluation - qualitative and quantitative judgements about
how material and methods satisfy problem criteria
Synthesis - formulation of problem statement and testing
procedures from fuzzy situations
Analysis - break the problem into parts, identify missing,
redundant, and and contradictory information
Planning
Revealing the Solution
Application - organize which set of activities will be
applied
Comprehension - understanding, manipulation, and/or
extrapolation of information generated or identified in the
application step
Knowledge - remembering previously learned material
CIVL 1101 Problem Solving - Chapter 11 7/9
Evaluation
After implementation, a final evaluation of
the solution is needed
Define the Problem
Generate Solutions
Decide the Course
of Action
Implement the Solution
Evaluate the Solution
Evaluation
Guidelines for evaluating your solutions
Does it completely solve the problem?
Does the solution endanger people or
the environment?
Is the solution ethical?
Evaluation
General Guidelines
Evaluation should be a ongoing process
Have an independent review of your work
Examine your solutions at each phase
of the project
Ask questions!!
Do a KT Potential Problem Analysis
Evaluation
The McMaster FivePoint Strategy
Check that the solution is blunderfree
Check that criteria and constrains
are satisfied
Check the reasonableness of results
Confirm ALL findings!
Check the procedure and logic
of your arguments
Evaluation
Ethical Considerations
Solutions are not always black and white with regard
to ethics, but shades of gray
Ethics Checklist
Is it legal?
Is it balanced?
How will it make me feel about myself?
Will it make me proud?
Evaluation
The Five Ps
Purpose
Pride
Patience
Persistence
Perspective
CIVL 1101 Problem Solving - Chapter 11 8/9
End of Chapter 8
CIVL 1101 Problem Solving - Chapter 11 9/9

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