By Susan Smith Nash, Ph.D.
Problem-solving in teams is a key element of online
coursework. Even if you are not working in a collaborative group, the ability
to problem-solve in teams is a transferable skill you can take with you to your
work.
If you are working in online collaborations or in an online
group project in your online course, you might find that you have hit a brick
wall and can't seem to make any forward progress with your team-mates.
Often, the problem is that team never identified the real
problem. Instead, they focused on
peripheral issues, superficial appearances, co-related problems, or unrelated
environmental conditions. Alternatively,
they could have been caught up in a case of simple, straightforward denial.
They finally identified the elephant in the living room by
its smell. It had died and had already
begun to rot. The "problem"
can't be solved once it has reached the putrifaction stage.
It is not necessary to have to wait until you can identify
the problem by its smell, or the sound of flies buzzing around its
carcass. There are a number of very
straightforward approaches to identifying the real problem so that you can get
on with the task of analyzing it and developing a solution.
Symptom, not the
source? Many popular problem-solving
approaches start with the task of describing the problem. That's good, but only if you're describing
more than the symptoms. A better
approach would be to describe what you think is the problem, and include all
the affiliated problems and issues with it.
Descriptions
of the problem -- brainstorm and list as many as possible
Which
descriptions cover the problem itself?
Which ones refer to the symptoms?
Can the
symptoms live on their own?
Are they completely a function of
the problem? if so, what would that
problem be?
Then separate out the descriptions by making a two-column
list:
Peripheral issue and
not the core? Often what appears to
be the core problem is actually on the periphery and not necessarily the real
problem. For example, your apartment
complex may be plagued with feral cats and dogs. The cats are a peripheral issue; the real
problem could be the rapid turnover in student population at a nearby college,
which results in cats and dogs being dumped at the edge of town when the
students move back home after the school year is over. Thus, the cats and dogs at the apartment
complex are just on the periphery of a larger problem. The core issue is the dumping of cats and
dogs.
Hiding behind a mask? Sometimes the real problem is not a socially
acceptable one, or it makes people feel uncomfortable. For example, a corporate executive who is
suffering from clinical anxiety and depression may come up with a euphemistic
term, or cloak self-destructive behavior in a perfectionistic rage for
order. Similarly, a person who is
bulimic may mask the real problem by saying that she has "stomach
problems," or a stomach upset to explain why she is not eating, or why she
seems to go to the ladies' room.
Attributes unknown? Listing the aspects and attributes of the
symptoms and the issues can help one actually get at the core issue. It might
be necessary, however, to go through a process of discovery. Listing the characteristics of the problem can
help separate out problems, and focus in on the primary problem.
Analogous to another
problem? Individuals who have experience
with a similar set of circumstances may recognize patterns which help them
identify the nature of the problem and to map the characteristics. Because they have experience, it is easier
for them to predict likely outcomes.
However, experience can also lead to an over-determination, and
predictions that turn out to be erroneous or false.
Expert or
novice? Are the people who are
analyzing the problem experts or novices? It is valuable to obtain both
perspectives and to compare the two.
Both are describing essentially the same thing, but the differences in
vantage point and perspective can highlight elements that could otherwise be
overlooked.
Is it a part of a
larger problem? As in the case of
peripheral issues muddying the waters and making it difficult to determine what
the main problem might be, when a problem is part of a larger problem, it can
be difficult to separate the two. For
example, getting frequent flat tires could be a part of a larger problem of
road hazards on a stretch of highway.
Or, alternatively, it could be a part of a larger problem of a batch of
defective tires manufactured in Malaysia
and shipped to auto wholesale outlets in the U.S. The key is to ask questions to determine if
there is a larger problem. One cannot
solve one without the other.
What is the problem's
context? Does the environment make a difference? Sometimes there are issues in the environment
that either create or exacerbate a problem.
Will taking the problem out of the environment or its context change
anything? These are issues to consider
when analyzing the problem. One good
approach is to run scenarios.
Finally, you may find that the key to collaboration is
civility. What this means in practical
terms is maintaining a respectful, open-minded attitude and a polite,
"civil" demeanor. In online
communications, it means starting your e-mail correspondence with a positive
comment and maintaining a positive, affirming tone. You will undoubtedly feel frustration and
annoyance along the way. Do not let your
frustration creep into your communication, though. Keep it positive, solution-centered, and
outcome focused. If you receive a surly,
disgruntled, uncivil e-mail from a team-member, disregard the tone and move
toward the solution. Be affirming and
encouraging. Civility is an attitude and
a mindset that will bring about real results.
[Listen to the companion podcast at:
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