Nine Steps of Problem Based Learning

 
  

 

1.      Describe the situation

To define the issue or opportunity in terms of a problem statement, it is necessary to define the situation so that the statement reflects the reality of that situation. Defining the situation requires time and discipline—the time to collect the information and the discipline to explore the whole situation, to understand the context and not make assumptions. Defining the situation requires scoping out the situation or scenario, collecting information from all appropriate sources, including asking stakeholders for their perspectives. This information is used to paint a picture of the situation.

The Step 1 output is an accurate description of the situation.

2.      Frame the right problem

Once learners have described the situation, a preliminary opportunity or issue can be identified. A problem statement can then be defined to realize the opportunity or address the issues. Then, a decision will be made as to whether there is a problem or whether a problem is worth solving.

 

Based on the opportunity or issue, students develop a problem statement ensuring they are solving the “right” problem. A “right” problem is one that enables the creation of a number of different solutions. There are often a number of possible problem statements that may be appropriate, as there is seldom one right problem statement or solution in the world of business.

Crafting an effective problem statement is similar to creating a vision statement. Vision statements are short, succinct, and motivational. Some examples are:

Nation Bank: To build the premiere financial services company in the U.S.

General Electric: To become the most competitive enterprise in the world by being number one or number two in market share in every business the company is in.

The Step 2 output is a final problem statement to be used in Step 3.

3.      Describe end-state and goals

The real focus of problem solving is the solution, not the problem statement. Still, the problem statement enables students to create a picture of the desired end-state goals. Because all possible solutions will be evaluated against these end-state goals, problem statements should be carefully defined.

 

End-state goals are like snapshots of what students would like to see once the problem has been solved. These goals should not be confused with process milestones; students should test them by asking, If these goals are realized, will the end state be realized?

Stakeholders contribute their own values and needs to the problem situation and should be involved in describing the end-state and goals. The process of engaging key stakeholders up front often leads to better decisions and aids solution implementation.

The Step 3 output is a set of end-state goals. In some cases, there may also be an end-state description.

4.  Identify alternatives

Seldom is there a single best solution to any problem. Rather, there are a set or range of alternatives of which one or more may serve as a solution. Step 4 involves identifying these solution alternatives.

 

 

Within each problem situation, assumptions or constraints can limit the identification of creative solutions. Evaluating these assumptions and constraints is also part of the Step 4 process.

 

Identifying possible solutions is a creative process frequently involving tools like brainstorming and benchmarking. Stakeholders and experts are excellent sources of alternatives and should be involved.

The Step 4 output is a list of possible second-order alternative solutions to be evaluated in Step 5.

 

5.  Evaluate alternatives

Step 5 involves evaluating alternatives against end-state goals. Sometimes problem solvers assign a score or rating to each solution for each of the goals. This step often takes the form of a pro and con analysis of solutions against goals.

 

 

The question at hand is: Will the alternative solve the problem as defined by the desired end-state and end-state goals? A systematic scoring approach will narrow possible solutions to two or three options as students consider this question. A score may either be a number or a descriptive assessment of how well each solution meets goals. Scores are calculated and used to identify the top two or three solutions for the Step 6 risk assessment.

The Step 5 output is a matrix of scored alternatives aligned with goals.

 

Alternatives:

Alignment

Capability

Lead Change

2 Years’ Time

Goals:

 

 

 

 

Financial Targets

1

1

2

0

Customer Satisfaction

2

2

2

1

Employee Satisfaction

2

1

2

3

 

6.  Identify and assess risks

Once the two or three best solutions are identified in Step 5, a risk assessment follows. The most important part of this step is simply to ask the right questions:

 

  • What are the potential negative risks to the business?
  • What are the potential positive risks to the business?
  • What are the potential personal risks (positive and negative)?

How much business risk and personal risk can we tolerate?

 

A qualitative or quantitative risk assessment that individually gauges every negative, positive, and personal risk clarifies best possible solutions. If the risks or negative consequences are severe enough, a solution might be eliminated from consideration. If an alternative is eliminated because risks are too high, the rationale should be documented. Asking the final question—How do we address or mitigate risks?—encourages thought about types of tactics to address risks and qualifies the remaining solutions according to their relative risk levels.

The Step 6 output is a matrix showing the risk assessment of the alternatives from the end of Step 5.

 

Risk

Consequences

CEO’s expectations of immediate results

CEO becomes impatient when they do not see the results they expect.

Potential to lose talent to competitors

VP of Sales and key high performing employees can go elsewhere since it is easy for top sales people to find jobs.

Cultural change—a change in values, beliefs and behaviors—usually takes at least a few years

Environment remains in its current state of chaos.

Situation leaks to the media

Employee discontent and lack of alignment might make some customers go elsewhere, since this is a competitive market; other companies can leverage this fact as they position themselves.

 

7.  Make the decision

Having evaluated the alternatives and considered the risks, students need to select the alternative they consider the best possible solution in Step 7. Students may need to weigh the pros and cons against the established end-state goals a final time in order to determine which solution is best. One might think this step is obvious and pretty simple. However, making a decision is not easy for some leaders, and failure to make any decision can sometimes lead to a disaster. Inaction is a decision; it is deciding not to act.

The output from Step 7 is a recommended solution, and must include a description of the rationale for its selection. This rationale would refer to the situation, the opportunity or challenge, the problem statement, the end-state goals, the alternatives considered, and any risks that need to be considered.

8.  Develop and implement the solution

A solution without a plan or an ill-defined solution will risk failure. In Step 8 students completely develop both the solution and its implementation plan. Often a simple one-page project plan that outlines resources and responsibilities is all that is needed.

An important consideration at this stage is stakeholder buy-in. The students should be able to explain how they would gain key stakeholder support for their solution, enlisting both supporters and naysayers.

The Step 8 output is a well-defined solution and a solution implementation plan.

9. Evaluate results

Did the solution meet its end-state goals? At Step 9, students evaluate the results of a solution once it has been implemented. If the solution did not meet these goals, it is important to ask: Why not? Whether or not goals were realized, it is also valuable to identify any learning that results from the problem implementation process and share it with other problem solvers. The following questions aid evaluation:

  • Was the problem solved?
  • Was the opportunity realized?
  • Was the issue addressed?

Evaluation should never be an afterthought. How the solution is evaluated depends upon the specific solution and implementation plan. As a result, there are many different approaches. All involve evaluating the attainment of the goals, and all involve assessing what was learned.

The Step 9 output is the evaluation of the attainment of goals and the desired end state.