PPT Slide 1

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Creative Problem Solving Part (2)

By:

Dr. Mouaaz Nahas Engineering Design

8023810-2

Umm Al-Qura University

Electrical Engineering Department

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Agenda



Heuristic Problem Solving



The Five Blocks of Problem Solving Heuristic



The First 4 Steps of Problem Definition



Problem Definition Techniques

–

Technique 1: Find Out Where the Problem Came From (Classroom Activity #3: Dead Fish)

–

Technique 2: Use Present State (PS) / Desired State (DS)

–

Technique 3: Duncker Diagrams

–

Technique 4: Statement-Restatement



Problem Definition Evaluation



The Next 4 Steps



Deciding if the Problem Should be Solved

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Recall that “heuristic” is:

“Any approach to problem solving,

learning, or discovery …

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Recall that “heuristic” is:

“Any approach to problem solving,

learning, or discovery

that employs a practical

method …

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Recall that “heuristic” is:

“Any approach to problem solving, learning, or

discovery that employs a practical method not

guaranteed to be optimal

or perfect, …

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Recall that “heuristic” is:

“Any approach to problem

solving, learning, or discovery that employs a practical

method not guaranteed to be optimal or perfect, but

sufficient for the immediate

goals.”

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The Five Blocks of Problem Solving

Heuristic

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Heuristic – cont.

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Heuristic – cont.

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Alternative Heuristic Model – IDEAL

 Identify the problem

 Define the context of the

problem

 Explore possible strategies

 Act on best solution

 Look back and learn

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The First 4 Steps of Problem Definition

Recall the Heuristic

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The First 4 Steps – cont.

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Problem Definition – Step (1)

“A month in the laboratory can often save you

an hour in the library.”

Frank Westheimer

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Problem Definition – Step (1) – cont.

Collecting Information

•Google/Web Search

•Library Search

•Recall a Related Problem in a Class or Textbook

•Company or Other Reports (Old and New)

•Surveys

•Interviews

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Make the Data Talk

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 Use the 6 types of Socratic Questions:

1. Questions for clarification.

2. Questions that probe assumptions.

3. Questions that probe reasons and evidence.

4. Questions about viewpoints and perspectives.

5. Questions that probe implications and consequences.

6. Questions about the question.

Probe: means check, examine, investigate, inspect, …

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Socratic Questioning

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Questions for clarification

ةيحيضوتلا ةلئأسلا

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Questions that probe assumptions

ضارتافلا ةلئأسأ

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Questions that probe reasons and evidence

ليلدلاو ببسلا ةلئأسأ

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Questions about viewpoints and perspectives

رظنلا تاهجو ةلئأسأ

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Questions that probe implications and consequences

جئاتنلاو لعفلا دودر ةلئأسأ

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Questions about the question

لوح ةلئأسأ لا

لاؤس

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: an expert, an excellent problem solver, one who can often provide a unique perspective on the situation.

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Problem Definition – Step (3)

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Remember to double-check all findings



Verify the information you collected.



Check the cross-reference data, facts, and figures.



Search for biases or

misinterpretation of facts.



Confirm all pieces of information, and spot-check others.



Distinguish between fact and opinion.



Challenge assumptions and

assertions.

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Problem Definition Techniques

Technique 1: Find Out Where the Problem Came From Technique 2: Use Present State / Desired State

Technique 3: Duncker Diagrams

Technique 4: Statement-Restatement Technique

The Heuristic

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Technique 1: Find Out Where the Problem Came From

نم ن نيأ أش ت ةلكشملا

صخشلا وه نم ةلكشملا حرط يذلا

ةلكشملا ةغايص ىلإ هداق يذلا قطنملا

بناوج ةدع نم ةلاحلا ىلإ رظن له ةلكشملل هتغايص لبق

حلاص مدختسملا قطنملا له

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Technique 1: Find Out Where the Problem Came From – cont.

These are used to uncover / define the real problem

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Technique 1: Dead Fish Example

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Dead Fish Example – cont.

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Dead Fish Example – cont.

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Dead Fish Example – cont.

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Dead Fish Example – Summary

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Dead Fish Example – Summary – cont.

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Dead Fish Example – Summary – cont.

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Technique 2: Use Present State (PS) / Desired State (DS)

Describe the present state Describe the desired state



The PS / DS technique helps us visualize where we are (present), and where we want to go (desired).



It also helps us learn whether the solution goals (desired state) are consistent with our needs (present state).



PS is also referred to as problem state, and DS may also be referred to as solution state.



DS statement should avoid ambiguous or vague words. (e.g.

“best”, “minimal”, “cheapest”, “most efficient”, etc.).

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Technique 2: Use Present State / Desired State – cont.



In DS, be quantitative where possible. For example:

The children’s playground needs to be completed by July 1, 2020 at a cost under $100,000.

The children’s playground should be completed in a reasonable time at minimal cost.



After the PS and DS are specified, either one, or both should be modified (repeatedly) until they match (i.e. until each concern and need identified in the present state is addressed in the desired state).

This process is called cleaning up the problem

statement

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Technique 2 : Physics Example – cont.



Example:



In this example there is no correlation (match up) between the PS and DS.



However, after reflection and reformulation:



Still no connection between the two statements.

PS: I need to study physics.

DS: I want to earn an acceptable grade in engineering design.

PS: I need to study physics because I have an exam next week.

DS: I want to earn an acceptable grade in engineering design.

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

Another rephrasing:



Now, we are starting to see the relation between both the PS and DS, but further refinement is still needed.



Also, in SD, the phrase “an acceptable grade” is ambiguous (i.e. not quantitative).

PS: I need to study physics because I have an exam next week, but the only time that I can devote to physics is already scheduled for my term project in engineering design.

DS: I want to earn an acceptable grade in both engineering design

and physics.

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

Another rephrasing:



Finally, a direct and obvious correlation between the PS and the DS exists.



One may then look for possible solution paths leading from both the PS and DS.

PS: I am not sufficiently prepared for my upcoming physics exam and I also need to work on my term project in engineering design.

DS: I want to earn not less than B+ on both my engineering

design term project and my physics exam.

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

Possible solutions could be:

I must become more efficient.

I must become more efficient.

I will speak with my professors, and seek tutoring help.

I will decrease the number of hours each week spent watching television and devote this time to my academic work.

I will decrease the number of hours each week spent watching television and devote this time to my academic work.

I will reformulate my term project so that less time is needed to complete it.

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Technique 2 : WWII Example

The Situation:

“ During WWII, a number of aircrafts were shot down over Germany. Many of the planes that made it back safely to base were riddled with bullet and projectile holes.”

Instructions given to solve the perceived problem:

“ Reinforce these damaged

areas with thicker armor

plating”.

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Technique 2 : WWII Example – cont.



Trial (1):

PS: Many bullets / projectiles penetrating aircraft.

DS: Fewer planes being shot down.



Trial (2):

PS: Many bullets / projectiles penetrating aircraft.

DS: Fewer bullet holes.



Trial (3):

PS: Many bullets / projectiles penetrating aircraft in critical and non-critical areas.

DS: Fewer bullets / projectiles penetrating critical areas.

• No match.

• Surviving planes still have bullet holes.

• No one-to-one

mapping of all needs of PS & DS.

• States are matched.

• But distinction

between PS and DS is not clear.

• A single bullet

hitting a critical area can shoot down the plane.

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Technique 2 : WWII Example – cont.



Possible solutions could be:

Reinforcing critical areas.

Reinforcing critical areas.

Moving critical components (e.g. steering mechanism) to more protected locations.

Providing redundant critical components.

The real problem can be formulated as:

“ Avoiding aircraft shooting down by protecting

critical components”.

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Technique 3 : Duncker Diagrams

 It is often used as a graphical approach to the PS/DS technique.

 It points out ways to solve the problem by making it OK not to reach the desired state.

 Three classes of solutions:

– General Solutions.

– Functional Solutions.

– Specific Solutions.

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Technique 3 : Duncker Diagrams – cont.

 General Solutions:

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

Example :

PS: Your current job.

DS: A new job.



Two general solution types:

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 Functional Solutions: are possible paths to the desired state (or modified one).

 Specific Solutions: are ways to implement

the functional solutions (feasible solutions

only).

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Technique 3: Duncker Diagrams – cont.

General Solution

Functional Solution

Specific Solution

(Perceived Problem) (Real Problem)

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Important Notes:

 Representing a problem on Duncker Diagram is a creative activity, so there is no right way or

wrong way to do it.

 There are only more or less useful ways to represent the problem.

 The most difficult activity is choosing the

appropriate desired state (this skill improves with

practice).

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Technique 3 : Kindergarten Cop Example

The Situation:

Linda Chen, who has been teaching elementary school for 25 years, has just finished a six-month leave of absence and is scheduled to return to teaching in February. She is dreading going back to work because the last few years have been extremely stressful and difficult, and she feels burned out teaching kindergarten.

Students seem harder to control, which makes Linda feel more like a policewoman than a teacher.

Linda doesn't like the materials she is required to use in the classroom, and the parents of her students don't seem to take much interest in their children's education.

She also enjoyed the time she had to herself during her six-month leave and strongly feels she must continue to have more time to herself as she nears retirement. Linda must wait five years to retire if she is to receive full benefits.

Thus Linda's present state is to return to teaching, and her desired state is not to return to teaching. Prepare a Duncker diagram to analyze this situation.

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Technique 3 : Kindergarten Cop

Example – cont.

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Technique 3 : Kindergarten Cop

Example – cont.

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Example – cont.

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Example – cont.

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Technique 3 : Kindergarten Cop Example – cont.

 Upon analyzing her situation using a Duncker diagram, Linda discovered that the unruly

classes she had the year before her leave put her under a large stress.

 Linda reformulated her problem statement as:

"If possible, find a grade to teach next

year that will lower her stress at her

workplace."

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Technique 3 : To Market, To Market Example

The Situation:

Toasty O's was one of the first organic cereals without preservatives when it first came on the market. After several months, however, its sales dropped. The consumer survey department was able to identify that customer dissatisfaction was expressed in terms of a stale taste. The company's management then issued the following instructions to solve the perceived problem: "Streamline the production process to get the cereal on the store shelves faster, thereby ensuring a fresher product."

Unfortunately, there wasn't much slack time that could be removed from the production process to accomplish this goal. Of the steps required to get the product on the shelves (production, packaging, storage, and shipping), production was one of the fastest. Thus the company considered plans for building plants closer to the major markets, as well as plans for adding more trucks to get the cereal to market faster. The addition of either new plants or more trucks would require a major capital investment to solve the problem. Prepare a Duncker diagram to analyze this situation.

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Technique 3 : To Market, To Market

Example – cont.

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Technique 3 : To Market, To Market

Example – cont.

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Example – cont.

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Example – cont.

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Technique 3 : To Market, To Market Example – cont.

 From the Duncker diagram, we realize that the real problem was that the cereal was not

staying fresh long enough – not that it wasn't reaching the stores fast enough.

 The new problem statement becomes:

"Find ways to best improve

packaging in order to keep

the cereal fresher longer."

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Technique 4: Statement-Restatement

“A problem well- stated is a problem half

solved.”

Charles F. Kettering

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Technique 4: Statement-Restatement – cont.

 Requires to rephrase problem statement.

 Developed by Parnes, a researcher in problem solving and creativity.

 One looks at the fuzzy (unclear problem

situation) and writes a statement regarding a challenge to be addressed.

 The problem is restated several times.

 Each time, statement is generalized further to

get the broadest form of problem statement.

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Technique 4: Statement-Restatement –

cont.

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Problem Statement Triggers

1. Vary the stress pattern—try placing emphasis on different words and phrases.

2. Choose a term that is defined explicitly and

substitute the explicit definition in each place that the term appears.

3. Make an opposite statement, change positives

to negatives, and vice versa.

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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.

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Technique 4 : Statement- Restatement – cont.

:(يبرعلاب) ةلكشملا نايب تازفحم

.ةفلتخم تارابعو تاملك ىلع زيكرتلا لواح - طغضلا طمن رييغتب مق .1

ناكم لك يف حيرصلا فيرعتلا لدبتساو ةحارص هفيرعت مت يذلا حلطصملا رتخا .2

.حلطصملا هيف رهظي .حيحص سكعلاو ، تايبلسلا ىلإ تايباجيلا رييغتب مقو ، سكاعم نايب لمعب مق .3

"اًدبأ" ىلإ "اًنايحأ" و ، "اًنايحأ" ىلإ "اًمئاد" و ، "ضعب" ىلإ "لك" رييغتب مق .4

.حيحص سكعلاو يتلا تاملكلاب "ديكأتلاب" و "حضاو" لثم ةلكشملا نايب يف "ةعنقملا تاملكلا" لدبتسا .5

.اهلحم لحت نأ ضرتفملا نم

.حيحص سكعلاو ، ةروص وأ ةلداعم لكش يف تاملكلا نع ريبعتلا .6

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Technique 4: Aspirin Coating Example

The Situation:

To many people, taking aspirin tablets is a foul-tasting experience. A few years ago, a number of companies making aspirin decided to do something about it.

The instructions given by the manager to his staff to solve the perceived problem were:

“Find a way to put a pleasant tasting coating on aspirin tablets.”

Spraying the coating on the tablets had been tried, with very

little success. The resulting coating was very nonuniform and

this led to an unacceptable product. Let's apply the triggers to

this problem.

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Technique 4: Asprin Coating Example – cont.

Trigger 1: Emphasize different parts of statements:

1. Put coating on tablets.

Trigger 3: Make an opposite statement:

2. Take coating off tablets.

This led to a newer technique for coating pills. The pills are immersed

in a liquid which is passed onto a spinning disk. The centrifugal force

on the fluid and the pills causes the two to separate, leaving a nice thin

coating around the pill.

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together

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The Next 4 Steps

1) Determine if the problem should be solved.

2) Continue to gather information and search the literature.

3) Form simple hypotheses and test them.

4) Brainstorm potential causes and solution alternatives.

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1) Deciding if the Problem Should be Solved

Establish criteria to judge the

solution

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2) Continue to gather information and search the literature

 Don’t reinvent the wheel.

 Recall George Quaderer’s statement:

 This means: doing a bit of research into the background of the problem may save you hours of time and effort.

 Also, talk to colleagues who have useful information and ideas.

“Six weeks in the laboratory can save you an hour in the library”.

Let them play “What if …?” with you, and challenge your ideas

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3) Form simple hypotheses and test them

 Recall the Dead Fish example:

– An experienced problem solver hypothesized that there was something else in the water killing the fish.

– This hypothesis could be tested in the laboratory,

where fungus were found.

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4) Brainstorm potential causes and solution alternatives

This step is the last one in the 1^st phase and the first one in the 2^nd phase

What does this

change of color mean

to you?

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Which Technique to Choose?

 A survey for 400 problem solvers showed that their choices were equally divided among the four techniques.

 In summary, different techniques work better for different individuals and different

situations.

 Your selection of a problem definition technique is a matter of personal choice.

Just be organized as well as creative as much as you

can.

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