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Community-Powered Problem Solving

  • Francis Gouillart
  • Douglas Billings

A health care initiative shows how brick-and-mortar businesses can co-create solutions with their partners and change the rules of the game.

Reprint: R1304D

Traditionally, companies have managed their constituencies with specific processes: marketing to customers, procuring from vendors, developing HR policies for employees, and so on. The problem is, such processes focus on repeatability and compliance, so they can lead to stagnation. Inviting your constituencies to collectively help you solve problems and exploit opportunities—“co-creation”—is a better approach. It allows you to continually tap the skills and insights of huge numbers of stakeholders and develop new ways to produce value for all.

The idea is to provide stakeholders with platforms (physical and digital forums) on which they can interact, get them to start exploring new experiences and connections, and let the system grow organically. A co-creation initiative by a unit of Becton, Dickinson and Company demonstrates how this works. A global leader in syringes, BD set out to deepen its ties with hospital customers and help them reduce the incidence of infections from unsafe injection and syringe disposal practices. The effort began with a cross-functional internal team, brought in the hospital procurement and supply managers BD had relationships with, and then reached out to hospitals’ infection-prevention and occupational health leaders. Eventually product designers, nurses, sustainability staffers, and even hospital CFOs were using the platform, contributing data that generated new best practices and reduced infections.

Idea in Brief

Large problems often present big opportunities. The challenge is that their solutions often require the collaborative efforts of hundreds, perhaps thousands, of people from different organizations. The best way to make this happen is to provide platforms on which these people can engage with one another and invent new ways to create value for their organizations and themselves.

The first step in building such a “co-creation” system is to identify a large problem that everyone has an interest in. Then you should devise and test hypotheses about the segments of the community that need to be engaged, the platforms that will allow their members to connect in new ways, the interactions that will result, the experiences that members will get out of the interactions, and the value that could be generated to create a win for all.

A model for this is a work in progress that Becton, Dickinson and Company is orchestrating. A global leader in supplying syringes, BD is using co-creation to deepen its ties with hospital chains by helping them reduce the incidence of infections caused by unsafe injection and syringe-disposal practices.

All companies—even those in entirely B2B, brick-and-mortar industries—are now in a Facebook-like business. Their leaders have to be community organizers who strive to engage the customers, suppliers, employees, partners, citizens, and regulators that make up their ecosystems. A good way to do that is to provide those stakeholders with the means to connect with the company—and with one another—and encourage them to constantly invent new ways to create value for their organizations and themselves.

  • FG Francis Gouillart is president of the Experience Co-Creation Partnership, a management education and consulting firm in Concord, Massachusetts, and is co-author (with Venkat Ramaswamy) of the HBR article “Building the Co-Creative Enterprise” and the book The Power of Co-Creation .
  • DB Douglas Billings is a principal and the head of the co-creation practice at PwC.

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Community participation in problem-solving and decision-making: training module.

community's role in problem solving

The first module in this three-part trainer's guidelines sets out the basic framework for problem-solving and decision-making, including a number of short, reflective tasks for the user. The second module focuses on leadership, and introduces some role-plays to give practice in the techniques of facilitating group problem-solving activities. The third module concentrates on the conflicts that are bound to occur in coping with the problems of human settlements projects, and contains sustained and elaborate simulation exercises.

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  • J Urban Health
  • v.80(1); 2003 Mar

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Broadening participation in community problem solving: A multidisciplinary model to support collaborative practice and research

Roz d. lasker.

Center for the Advancement of Collaborative Strategies in Health, Division of Public Health, The New York Academy of Medicine, 1216 Fifth Avenue, Room 452, 10029-5293 New York, NY

Elisa S. Weiss

Over the last 40 years, thousands of communities—in the United States and internationally—have been working to broaden the involvement of people and organizations in addressing community-level problems related to health and other areas. Yet, in spite of, this experience, many communities are having substantial difficulty achieving their collaborative objective, and many funders of community partnerships and participation initiatives are looking for ways to get more out of their investment. One of the reasons we are in this predicament is that the practitioners and researchers who are interested in community collaboration come from a variety of contexts, initiatives, and academic disciplines, and few of them have integrated their work with experiences or literatures beyond their own domain. In this article, we seek to overcome some of this fragmentation of effort by presenting a multidisciplinary model that lays out the pathways by which broadly participatory processes lead to more effective community problem solving and to improvements in community health. The model, which builds on a broad array of practical experience as well as conceptual and empirical work in multiple fields, is an outgrowth of a joint-learning work group that was organized to support nine communities in the Turning Point initiative. Following a detailed explication of the model, the article focuses on the implications of the model for research, practice, and policy. It describes how the model can help researchers answer the fundamental effectiveness and “how-to” questions related to community collaboration. In addition, the article explores differences between the model and current practice, suggesting strategies that can help the participants in, and funders of, community collaborations strengthen their efforts.

The Full Text of this article is available as a PDF (185K).

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Practice of Sustainable Community Development pp 231–256 Cite as

Analyzing Community Problems and Defining Objectives

  • R. Warren Flint Ph.D. 2  
  • First Online: 01 January 2012

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Before developing a Strategic Sustainability Plan for action it is critical to establish the vision, goals, and objectives, so that you can be sure you’re pursuing the right strategies. Otherwise, you risk being derailed by a community member’s opinion for a good strategy or by unspoken assumptions about the community’s condition that turn out to be inaccurate. In the last chapter I described how to assist the target community in articulating a vision and establishing goals for sustainable community development (SCD). As an SCD practitioner you are now ready to help the community build on their shared vision and goals with the development of objectives, the foundation for guiding strategic actions.

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Berkowitz B (2011a) Analyzing community problems. Community Tool Box, Work Group for Community Health and Development, University of Kansas, Lawrence, KS ( http://ctb.ku.edu/en/tablecontents/chapter_1003.aspx )

Berkowitz B (2011b) Conducting focus groups. Community Tool Box, Work Group for Community Health and Development, University of Kansas, Lawrence, KS ( http://ctb.ku.edu/en/tablecontents/chapter_1003.aspx )

Hallsmith G, Lovins LH, Miller M, Lietaer B, Juniper C, Fawbush W (2006) LASER: guide to community development. Natural capitalism solutions; global community initiatives; and America’s development foundation. Montpelier, VT. ( http://www.global-laser.org/cgi/laser/workbook.html?id=deqrP79t )

Lopez C (2011) Analyzing root causes of problems: the “But Why?” technique. Community Tool Box, Work Group for Community Health and Development, University of Kansas, Lawrence, KS ( http://ctb.ku.edu/en/tablecontents/chapter_1017.aspx )

Nagy J (2009) Defining and analyzing the problem. Community Tool Box, Work Group for Community Health and Development, University of Kansas, Lawrence, KS ( http://ctb.ku.edu/en/tablecontents/chapter_1017.aspx )

Nagy J (2011a) Collecting information about the problem. Community Tool Box, Work Group for Community Health and Development, University of Kansas, Lawrence, KS ( http://ctb.ku.edu/en/tablecontents/chapter_1003.aspx )

Nagy K (2011b) Organizing study circles. Community Tool Box, Work Group for Community Health and Development, University of Kansas, Lawrence, KS ( http://ctb.ku.edu/en/tablecontents/chapter_1031.aspx )

Nagy J, Fawcett S (2011) Creating objectives. Community Tool Box, Work Group for Community Health and Development, University of Kansas, Lawrence, KS ( http://ctb.ku.edu/en/tablecontents/chapter_1007.aspx )

Nagy J, Heaven C (2009) An introduction to the problem solving process. Community Tool Box, Work Group for Community Health and Development, University of Kansas, Lawrence, KS ( http://ctb.ku.edu/en/tablecontents/chapter_1017.aspx )

Rabinowitz P (2011) Criteria for choosing promising practices and community interventions. Community Tool Box, Work Group for Community Health and Development, University of Kansas, Lawrence, KS ( http://ctb.ku.edu/en/tablecontents/chapter_1019.aspx )

Renault V (2011) SWOT analysis: strengths, weaknesses, opportunities, and threats. Community Tool Box, Work Group for Community Health and Development, University of Kansas, Lawrence, KS ( http://ctb.ku.edu/en/tablecontents/chapter_1003.aspx )

Trochim W, Cook J, Setze R (1994) Using concept mapping to develop a conceptual framework of staff’s views of a supported employment program for persons with severe mental illness. Consult Clin Psychol 62:766–775

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Flint, R.W. (2013). Analyzing Community Problems and Defining Objectives. In: Practice of Sustainable Community Development. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-5100-6_10

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35 problem-solving techniques and methods for solving complex problems

Problem solving workshop

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All teams and organizations encounter challenges as they grow. There are problems that might occur for teams when it comes to miscommunication or resolving business-critical issues . You may face challenges around growth , design , user engagement, and even team culture and happiness. In short, problem-solving techniques should be part of every team’s skillset.

Problem-solving methods are primarily designed to help a group or team through a process of first identifying problems and challenges , ideating possible solutions , and then evaluating the most suitable .

Finding effective solutions to complex problems isn’t easy, but by using the right process and techniques, you can help your team be more efficient in the process.

So how do you develop strategies that are engaging, and empower your team to solve problems effectively?

In this blog post, we share a series of problem-solving tools you can use in your next workshop or team meeting. You’ll also find some tips for facilitating the process and how to enable others to solve complex problems.

Let’s get started! 

How do you identify problems?

How do you identify the right solution.

  • Tips for more effective problem-solving

Complete problem-solving methods

  • Problem-solving techniques to identify and analyze problems
  • Problem-solving techniques for developing solutions

Problem-solving warm-up activities

Closing activities for a problem-solving process.

Before you can move towards finding the right solution for a given problem, you first need to identify and define the problem you wish to solve. 

Here, you want to clearly articulate what the problem is and allow your group to do the same. Remember that everyone in a group is likely to have differing perspectives and alignment is necessary in order to help the group move forward. 

Identifying a problem accurately also requires that all members of a group are able to contribute their views in an open and safe manner. It can be scary for people to stand up and contribute, especially if the problems or challenges are emotive or personal in nature. Be sure to try and create a psychologically safe space for these kinds of discussions.

Remember that problem analysis and further discussion are also important. Not taking the time to fully analyze and discuss a challenge can result in the development of solutions that are not fit for purpose or do not address the underlying issue.

Successfully identifying and then analyzing a problem means facilitating a group through activities designed to help them clearly and honestly articulate their thoughts and produce usable insight.

With this data, you might then produce a problem statement that clearly describes the problem you wish to be addressed and also state the goal of any process you undertake to tackle this issue.  

Finding solutions is the end goal of any process. Complex organizational challenges can only be solved with an appropriate solution but discovering them requires using the right problem-solving tool.

After you’ve explored a problem and discussed ideas, you need to help a team discuss and choose the right solution. Consensus tools and methods such as those below help a group explore possible solutions before then voting for the best. They’re a great way to tap into the collective intelligence of the group for great results!

Remember that the process is often iterative. Great problem solvers often roadtest a viable solution in a measured way to see what works too. While you might not get the right solution on your first try, the methods below help teams land on the most likely to succeed solution while also holding space for improvement.

Every effective problem solving process begins with an agenda . A well-structured workshop is one of the best methods for successfully guiding a group from exploring a problem to implementing a solution.

In SessionLab, it’s easy to go from an idea to a complete agenda . Start by dragging and dropping your core problem solving activities into place . Add timings, breaks and necessary materials before sharing your agenda with your colleagues.

The resulting agenda will be your guide to an effective and productive problem solving session that will also help you stay organized on the day!

community's role in problem solving

Tips for more effective problem solving

Problem-solving activities are only one part of the puzzle. While a great method can help unlock your team’s ability to solve problems, without a thoughtful approach and strong facilitation the solutions may not be fit for purpose.

Let’s take a look at some problem-solving tips you can apply to any process to help it be a success!

Clearly define the problem

Jumping straight to solutions can be tempting, though without first clearly articulating a problem, the solution might not be the right one. Many of the problem-solving activities below include sections where the problem is explored and clearly defined before moving on.

This is a vital part of the problem-solving process and taking the time to fully define an issue can save time and effort later. A clear definition helps identify irrelevant information and it also ensures that your team sets off on the right track.

Don’t jump to conclusions

It’s easy for groups to exhibit cognitive bias or have preconceived ideas about both problems and potential solutions. Be sure to back up any problem statements or potential solutions with facts, research, and adequate forethought.

The best techniques ask participants to be methodical and challenge preconceived notions. Make sure you give the group enough time and space to collect relevant information and consider the problem in a new way. By approaching the process with a clear, rational mindset, you’ll often find that better solutions are more forthcoming.  

Try different approaches  

Problems come in all shapes and sizes and so too should the methods you use to solve them. If you find that one approach isn’t yielding results and your team isn’t finding different solutions, try mixing it up. You’ll be surprised at how using a new creative activity can unblock your team and generate great solutions.

Don’t take it personally 

Depending on the nature of your team or organizational problems, it’s easy for conversations to get heated. While it’s good for participants to be engaged in the discussions, ensure that emotions don’t run too high and that blame isn’t thrown around while finding solutions.

You’re all in it together, and even if your team or area is seeing problems, that isn’t necessarily a disparagement of you personally. Using facilitation skills to manage group dynamics is one effective method of helping conversations be more constructive.

Get the right people in the room

Your problem-solving method is often only as effective as the group using it. Getting the right people on the job and managing the number of people present is important too!

If the group is too small, you may not get enough different perspectives to effectively solve a problem. If the group is too large, you can go round and round during the ideation stages.

Creating the right group makeup is also important in ensuring you have the necessary expertise and skillset to both identify and follow up on potential solutions. Carefully consider who to include at each stage to help ensure your problem-solving method is followed and positioned for success.

Document everything

The best solutions can take refinement, iteration, and reflection to come out. Get into a habit of documenting your process in order to keep all the learnings from the session and to allow ideas to mature and develop. Many of the methods below involve the creation of documents or shared resources. Be sure to keep and share these so everyone can benefit from the work done!

Bring a facilitator 

Facilitation is all about making group processes easier. With a subject as potentially emotive and important as problem-solving, having an impartial third party in the form of a facilitator can make all the difference in finding great solutions and keeping the process moving. Consider bringing a facilitator to your problem-solving session to get better results and generate meaningful solutions!

Develop your problem-solving skills

It takes time and practice to be an effective problem solver. While some roles or participants might more naturally gravitate towards problem-solving, it can take development and planning to help everyone create better solutions.

You might develop a training program, run a problem-solving workshop or simply ask your team to practice using the techniques below. Check out our post on problem-solving skills to see how you and your group can develop the right mental process and be more resilient to issues too!

Design a great agenda

Workshops are a great format for solving problems. With the right approach, you can focus a group and help them find the solutions to their own problems. But designing a process can be time-consuming and finding the right activities can be difficult.

Check out our workshop planning guide to level-up your agenda design and start running more effective workshops. Need inspiration? Check out templates designed by expert facilitators to help you kickstart your process!

In this section, we’ll look at in-depth problem-solving methods that provide a complete end-to-end process for developing effective solutions. These will help guide your team from the discovery and definition of a problem through to delivering the right solution.

If you’re looking for an all-encompassing method or problem-solving model, these processes are a great place to start. They’ll ask your team to challenge preconceived ideas and adopt a mindset for solving problems more effectively.

  • Six Thinking Hats
  • Lightning Decision Jam
  • Problem Definition Process
  • Discovery & Action Dialogue
Design Sprint 2.0
  • Open Space Technology

1. Six Thinking Hats

Individual approaches to solving a problem can be very different based on what team or role an individual holds. It can be easy for existing biases or perspectives to find their way into the mix, or for internal politics to direct a conversation.

Six Thinking Hats is a classic method for identifying the problems that need to be solved and enables your team to consider them from different angles, whether that is by focusing on facts and data, creative solutions, or by considering why a particular solution might not work.

Like all problem-solving frameworks, Six Thinking Hats is effective at helping teams remove roadblocks from a conversation or discussion and come to terms with all the aspects necessary to solve complex problems.

2. Lightning Decision Jam

Featured courtesy of Jonathan Courtney of AJ&Smart Berlin, Lightning Decision Jam is one of those strategies that should be in every facilitation toolbox. Exploring problems and finding solutions is often creative in nature, though as with any creative process, there is the potential to lose focus and get lost.

Unstructured discussions might get you there in the end, but it’s much more effective to use a method that creates a clear process and team focus.

In Lightning Decision Jam, participants are invited to begin by writing challenges, concerns, or mistakes on post-its without discussing them before then being invited by the moderator to present them to the group.

From there, the team vote on which problems to solve and are guided through steps that will allow them to reframe those problems, create solutions and then decide what to execute on. 

By deciding the problems that need to be solved as a team before moving on, this group process is great for ensuring the whole team is aligned and can take ownership over the next stages. 

Lightning Decision Jam (LDJ)   #action   #decision making   #problem solving   #issue analysis   #innovation   #design   #remote-friendly   The problem with anything that requires creative thinking is that it’s easy to get lost—lose focus and fall into the trap of having useless, open-ended, unstructured discussions. Here’s the most effective solution I’ve found: Replace all open, unstructured discussion with a clear process. What to use this exercise for: Anything which requires a group of people to make decisions, solve problems or discuss challenges. It’s always good to frame an LDJ session with a broad topic, here are some examples: The conversion flow of our checkout Our internal design process How we organise events Keeping up with our competition Improving sales flow

3. Problem Definition Process

While problems can be complex, the problem-solving methods you use to identify and solve those problems can often be simple in design. 

By taking the time to truly identify and define a problem before asking the group to reframe the challenge as an opportunity, this method is a great way to enable change.

Begin by identifying a focus question and exploring the ways in which it manifests before splitting into five teams who will each consider the problem using a different method: escape, reversal, exaggeration, distortion or wishful. Teams develop a problem objective and create ideas in line with their method before then feeding them back to the group.

This method is great for enabling in-depth discussions while also creating space for finding creative solutions too!

Problem Definition   #problem solving   #idea generation   #creativity   #online   #remote-friendly   A problem solving technique to define a problem, challenge or opportunity and to generate ideas.

4. The 5 Whys 

Sometimes, a group needs to go further with their strategies and analyze the root cause at the heart of organizational issues. An RCA or root cause analysis is the process of identifying what is at the heart of business problems or recurring challenges. 

The 5 Whys is a simple and effective method of helping a group go find the root cause of any problem or challenge and conduct analysis that will deliver results. 

By beginning with the creation of a problem statement and going through five stages to refine it, The 5 Whys provides everything you need to truly discover the cause of an issue.

The 5 Whys   #hyperisland   #innovation   This simple and powerful method is useful for getting to the core of a problem or challenge. As the title suggests, the group defines a problems, then asks the question “why” five times, often using the resulting explanation as a starting point for creative problem solving.

5. World Cafe

World Cafe is a simple but powerful facilitation technique to help bigger groups to focus their energy and attention on solving complex problems.

World Cafe enables this approach by creating a relaxed atmosphere where participants are able to self-organize and explore topics relevant and important to them which are themed around a central problem-solving purpose. Create the right atmosphere by modeling your space after a cafe and after guiding the group through the method, let them take the lead!

Making problem-solving a part of your organization’s culture in the long term can be a difficult undertaking. More approachable formats like World Cafe can be especially effective in bringing people unfamiliar with workshops into the fold. 

World Cafe   #hyperisland   #innovation   #issue analysis   World Café is a simple yet powerful method, originated by Juanita Brown, for enabling meaningful conversations driven completely by participants and the topics that are relevant and important to them. Facilitators create a cafe-style space and provide simple guidelines. Participants then self-organize and explore a set of relevant topics or questions for conversation.

6. Discovery & Action Dialogue (DAD)

One of the best approaches is to create a safe space for a group to share and discover practices and behaviors that can help them find their own solutions.

With DAD, you can help a group choose which problems they wish to solve and which approaches they will take to do so. It’s great at helping remove resistance to change and can help get buy-in at every level too!

This process of enabling frontline ownership is great in ensuring follow-through and is one of the methods you will want in your toolbox as a facilitator.

Discovery & Action Dialogue (DAD)   #idea generation   #liberating structures   #action   #issue analysis   #remote-friendly   DADs make it easy for a group or community to discover practices and behaviors that enable some individuals (without access to special resources and facing the same constraints) to find better solutions than their peers to common problems. These are called positive deviant (PD) behaviors and practices. DADs make it possible for people in the group, unit, or community to discover by themselves these PD practices. DADs also create favorable conditions for stimulating participants’ creativity in spaces where they can feel safe to invent new and more effective practices. Resistance to change evaporates as participants are unleashed to choose freely which practices they will adopt or try and which problems they will tackle. DADs make it possible to achieve frontline ownership of solutions.

7. Design Sprint 2.0

Want to see how a team can solve big problems and move forward with prototyping and testing solutions in a few days? The Design Sprint 2.0 template from Jake Knapp, author of Sprint, is a complete agenda for a with proven results.

Developing the right agenda can involve difficult but necessary planning. Ensuring all the correct steps are followed can also be stressful or time-consuming depending on your level of experience.

Use this complete 4-day workshop template if you are finding there is no obvious solution to your challenge and want to focus your team around a specific problem that might require a shortcut to launching a minimum viable product or waiting for the organization-wide implementation of a solution.

8. Open space technology

Open space technology- developed by Harrison Owen – creates a space where large groups are invited to take ownership of their problem solving and lead individual sessions. Open space technology is a great format when you have a great deal of expertise and insight in the room and want to allow for different takes and approaches on a particular theme or problem you need to be solved.

Start by bringing your participants together to align around a central theme and focus their efforts. Explain the ground rules to help guide the problem-solving process and then invite members to identify any issue connecting to the central theme that they are interested in and are prepared to take responsibility for.

Once participants have decided on their approach to the core theme, they write their issue on a piece of paper, announce it to the group, pick a session time and place, and post the paper on the wall. As the wall fills up with sessions, the group is then invited to join the sessions that interest them the most and which they can contribute to, then you’re ready to begin!

Everyone joins the problem-solving group they’ve signed up to, record the discussion and if appropriate, findings can then be shared with the rest of the group afterward.

Open Space Technology   #action plan   #idea generation   #problem solving   #issue analysis   #large group   #online   #remote-friendly   Open Space is a methodology for large groups to create their agenda discerning important topics for discussion, suitable for conferences, community gatherings and whole system facilitation

Techniques to identify and analyze problems

Using a problem-solving method to help a team identify and analyze a problem can be a quick and effective addition to any workshop or meeting.

While further actions are always necessary, you can generate momentum and alignment easily, and these activities are a great place to get started.

We’ve put together this list of techniques to help you and your team with problem identification, analysis, and discussion that sets the foundation for developing effective solutions.

Let’s take a look!

  • The Creativity Dice
  • Fishbone Analysis
  • Problem Tree
  • SWOT Analysis
  • Agreement-Certainty Matrix
  • The Journalistic Six
  • LEGO Challenge
  • What, So What, Now What?
  • Journalists

Individual and group perspectives are incredibly important, but what happens if people are set in their minds and need a change of perspective in order to approach a problem more effectively?

Flip It is a method we love because it is both simple to understand and run, and allows groups to understand how their perspectives and biases are formed. 

Participants in Flip It are first invited to consider concerns, issues, or problems from a perspective of fear and write them on a flip chart. Then, the group is asked to consider those same issues from a perspective of hope and flip their understanding.  

No problem and solution is free from existing bias and by changing perspectives with Flip It, you can then develop a problem solving model quickly and effectively.

Flip It!   #gamestorming   #problem solving   #action   Often, a change in a problem or situation comes simply from a change in our perspectives. Flip It! is a quick game designed to show players that perspectives are made, not born.

10. The Creativity Dice

One of the most useful problem solving skills you can teach your team is of approaching challenges with creativity, flexibility, and openness. Games like The Creativity Dice allow teams to overcome the potential hurdle of too much linear thinking and approach the process with a sense of fun and speed. 

In The Creativity Dice, participants are organized around a topic and roll a dice to determine what they will work on for a period of 3 minutes at a time. They might roll a 3 and work on investigating factual information on the chosen topic. They might roll a 1 and work on identifying the specific goals, standards, or criteria for the session.

Encouraging rapid work and iteration while asking participants to be flexible are great skills to cultivate. Having a stage for idea incubation in this game is also important. Moments of pause can help ensure the ideas that are put forward are the most suitable. 

The Creativity Dice   #creativity   #problem solving   #thiagi   #issue analysis   Too much linear thinking is hazardous to creative problem solving. To be creative, you should approach the problem (or the opportunity) from different points of view. You should leave a thought hanging in mid-air and move to another. This skipping around prevents premature closure and lets your brain incubate one line of thought while you consciously pursue another.

11. Fishbone Analysis

Organizational or team challenges are rarely simple, and it’s important to remember that one problem can be an indication of something that goes deeper and may require further consideration to be solved.

Fishbone Analysis helps groups to dig deeper and understand the origins of a problem. It’s a great example of a root cause analysis method that is simple for everyone on a team to get their head around. 

Participants in this activity are asked to annotate a diagram of a fish, first adding the problem or issue to be worked on at the head of a fish before then brainstorming the root causes of the problem and adding them as bones on the fish. 

Using abstractions such as a diagram of a fish can really help a team break out of their regular thinking and develop a creative approach.

Fishbone Analysis   #problem solving   ##root cause analysis   #decision making   #online facilitation   A process to help identify and understand the origins of problems, issues or observations.

12. Problem Tree 

Encouraging visual thinking can be an essential part of many strategies. By simply reframing and clarifying problems, a group can move towards developing a problem solving model that works for them. 

In Problem Tree, groups are asked to first brainstorm a list of problems – these can be design problems, team problems or larger business problems – and then organize them into a hierarchy. The hierarchy could be from most important to least important or abstract to practical, though the key thing with problem solving games that involve this aspect is that your group has some way of managing and sorting all the issues that are raised.

Once you have a list of problems that need to be solved and have organized them accordingly, you’re then well-positioned for the next problem solving steps.

Problem tree   #define intentions   #create   #design   #issue analysis   A problem tree is a tool to clarify the hierarchy of problems addressed by the team within a design project; it represents high level problems or related sublevel problems.

13. SWOT Analysis

Chances are you’ve heard of the SWOT Analysis before. This problem-solving method focuses on identifying strengths, weaknesses, opportunities, and threats is a tried and tested method for both individuals and teams.

Start by creating a desired end state or outcome and bare this in mind – any process solving model is made more effective by knowing what you are moving towards. Create a quadrant made up of the four categories of a SWOT analysis and ask participants to generate ideas based on each of those quadrants.

Once you have those ideas assembled in their quadrants, cluster them together based on their affinity with other ideas. These clusters are then used to facilitate group conversations and move things forward. 

SWOT analysis   #gamestorming   #problem solving   #action   #meeting facilitation   The SWOT Analysis is a long-standing technique of looking at what we have, with respect to the desired end state, as well as what we could improve on. It gives us an opportunity to gauge approaching opportunities and dangers, and assess the seriousness of the conditions that affect our future. When we understand those conditions, we can influence what comes next.

14. Agreement-Certainty Matrix

Not every problem-solving approach is right for every challenge, and deciding on the right method for the challenge at hand is a key part of being an effective team.

The Agreement Certainty matrix helps teams align on the nature of the challenges facing them. By sorting problems from simple to chaotic, your team can understand what methods are suitable for each problem and what they can do to ensure effective results. 

If you are already using Liberating Structures techniques as part of your problem-solving strategy, the Agreement-Certainty Matrix can be an invaluable addition to your process. We’ve found it particularly if you are having issues with recurring problems in your organization and want to go deeper in understanding the root cause. 

Agreement-Certainty Matrix   #issue analysis   #liberating structures   #problem solving   You can help individuals or groups avoid the frequent mistake of trying to solve a problem with methods that are not adapted to the nature of their challenge. The combination of two questions makes it possible to easily sort challenges into four categories: simple, complicated, complex , and chaotic .  A problem is simple when it can be solved reliably with practices that are easy to duplicate.  It is complicated when experts are required to devise a sophisticated solution that will yield the desired results predictably.  A problem is complex when there are several valid ways to proceed but outcomes are not predictable in detail.  Chaotic is when the context is too turbulent to identify a path forward.  A loose analogy may be used to describe these differences: simple is like following a recipe, complicated like sending a rocket to the moon, complex like raising a child, and chaotic is like the game “Pin the Tail on the Donkey.”  The Liberating Structures Matching Matrix in Chapter 5 can be used as the first step to clarify the nature of a challenge and avoid the mismatches between problems and solutions that are frequently at the root of chronic, recurring problems.

Organizing and charting a team’s progress can be important in ensuring its success. SQUID (Sequential Question and Insight Diagram) is a great model that allows a team to effectively switch between giving questions and answers and develop the skills they need to stay on track throughout the process. 

Begin with two different colored sticky notes – one for questions and one for answers – and with your central topic (the head of the squid) on the board. Ask the group to first come up with a series of questions connected to their best guess of how to approach the topic. Ask the group to come up with answers to those questions, fix them to the board and connect them with a line. After some discussion, go back to question mode by responding to the generated answers or other points on the board.

It’s rewarding to see a diagram grow throughout the exercise, and a completed SQUID can provide a visual resource for future effort and as an example for other teams.

SQUID   #gamestorming   #project planning   #issue analysis   #problem solving   When exploring an information space, it’s important for a group to know where they are at any given time. By using SQUID, a group charts out the territory as they go and can navigate accordingly. SQUID stands for Sequential Question and Insight Diagram.

16. Speed Boat

To continue with our nautical theme, Speed Boat is a short and sweet activity that can help a team quickly identify what employees, clients or service users might have a problem with and analyze what might be standing in the way of achieving a solution.

Methods that allow for a group to make observations, have insights and obtain those eureka moments quickly are invaluable when trying to solve complex problems.

In Speed Boat, the approach is to first consider what anchors and challenges might be holding an organization (or boat) back. Bonus points if you are able to identify any sharks in the water and develop ideas that can also deal with competitors!   

Speed Boat   #gamestorming   #problem solving   #action   Speedboat is a short and sweet way to identify what your employees or clients don’t like about your product/service or what’s standing in the way of a desired goal.

17. The Journalistic Six

Some of the most effective ways of solving problems is by encouraging teams to be more inclusive and diverse in their thinking.

Based on the six key questions journalism students are taught to answer in articles and news stories, The Journalistic Six helps create teams to see the whole picture. By using who, what, when, where, why, and how to facilitate the conversation and encourage creative thinking, your team can make sure that the problem identification and problem analysis stages of the are covered exhaustively and thoughtfully. Reporter’s notebook and dictaphone optional.

The Journalistic Six – Who What When Where Why How   #idea generation   #issue analysis   #problem solving   #online   #creative thinking   #remote-friendly   A questioning method for generating, explaining, investigating ideas.

18. LEGO Challenge

Now for an activity that is a little out of the (toy) box. LEGO Serious Play is a facilitation methodology that can be used to improve creative thinking and problem-solving skills. 

The LEGO Challenge includes giving each member of the team an assignment that is hidden from the rest of the group while they create a structure without speaking.

What the LEGO challenge brings to the table is a fun working example of working with stakeholders who might not be on the same page to solve problems. Also, it’s LEGO! Who doesn’t love LEGO! 

LEGO Challenge   #hyperisland   #team   A team-building activity in which groups must work together to build a structure out of LEGO, but each individual has a secret “assignment” which makes the collaborative process more challenging. It emphasizes group communication, leadership dynamics, conflict, cooperation, patience and problem solving strategy.

19. What, So What, Now What?

If not carefully managed, the problem identification and problem analysis stages of the problem-solving process can actually create more problems and misunderstandings.

The What, So What, Now What? problem-solving activity is designed to help collect insights and move forward while also eliminating the possibility of disagreement when it comes to identifying, clarifying, and analyzing organizational or work problems. 

Facilitation is all about bringing groups together so that might work on a shared goal and the best problem-solving strategies ensure that teams are aligned in purpose, if not initially in opinion or insight.

Throughout the three steps of this game, you give everyone on a team to reflect on a problem by asking what happened, why it is important, and what actions should then be taken. 

This can be a great activity for bringing our individual perceptions about a problem or challenge and contextualizing it in a larger group setting. This is one of the most important problem-solving skills you can bring to your organization.

W³ – What, So What, Now What?   #issue analysis   #innovation   #liberating structures   You can help groups reflect on a shared experience in a way that builds understanding and spurs coordinated action while avoiding unproductive conflict. It is possible for every voice to be heard while simultaneously sifting for insights and shaping new direction. Progressing in stages makes this practical—from collecting facts about What Happened to making sense of these facts with So What and finally to what actions logically follow with Now What . The shared progression eliminates most of the misunderstandings that otherwise fuel disagreements about what to do. Voila!

20. Journalists  

Problem analysis can be one of the most important and decisive stages of all problem-solving tools. Sometimes, a team can become bogged down in the details and are unable to move forward.

Journalists is an activity that can avoid a group from getting stuck in the problem identification or problem analysis stages of the process.

In Journalists, the group is invited to draft the front page of a fictional newspaper and figure out what stories deserve to be on the cover and what headlines those stories will have. By reframing how your problems and challenges are approached, you can help a team move productively through the process and be better prepared for the steps to follow.

Journalists   #vision   #big picture   #issue analysis   #remote-friendly   This is an exercise to use when the group gets stuck in details and struggles to see the big picture. Also good for defining a vision.

Problem-solving techniques for developing solutions 

The success of any problem-solving process can be measured by the solutions it produces. After you’ve defined the issue, explored existing ideas, and ideated, it’s time to narrow down to the correct solution.

Use these problem-solving techniques when you want to help your team find consensus, compare possible solutions, and move towards taking action on a particular problem.

  • Improved Solutions
  • Four-Step Sketch
  • 15% Solutions
  • How-Now-Wow matrix
  • Impact Effort Matrix

21. Mindspin  

Brainstorming is part of the bread and butter of the problem-solving process and all problem-solving strategies benefit from getting ideas out and challenging a team to generate solutions quickly. 

With Mindspin, participants are encouraged not only to generate ideas but to do so under time constraints and by slamming down cards and passing them on. By doing multiple rounds, your team can begin with a free generation of possible solutions before moving on to developing those solutions and encouraging further ideation. 

This is one of our favorite problem-solving activities and can be great for keeping the energy up throughout the workshop. Remember the importance of helping people become engaged in the process – energizing problem-solving techniques like Mindspin can help ensure your team stays engaged and happy, even when the problems they’re coming together to solve are complex. 

MindSpin   #teampedia   #idea generation   #problem solving   #action   A fast and loud method to enhance brainstorming within a team. Since this activity has more than round ideas that are repetitive can be ruled out leaving more creative and innovative answers to the challenge.

22. Improved Solutions

After a team has successfully identified a problem and come up with a few solutions, it can be tempting to call the work of the problem-solving process complete. That said, the first solution is not necessarily the best, and by including a further review and reflection activity into your problem-solving model, you can ensure your group reaches the best possible result. 

One of a number of problem-solving games from Thiagi Group, Improved Solutions helps you go the extra mile and develop suggested solutions with close consideration and peer review. By supporting the discussion of several problems at once and by shifting team roles throughout, this problem-solving technique is a dynamic way of finding the best solution. 

Improved Solutions   #creativity   #thiagi   #problem solving   #action   #team   You can improve any solution by objectively reviewing its strengths and weaknesses and making suitable adjustments. In this creativity framegame, you improve the solutions to several problems. To maintain objective detachment, you deal with a different problem during each of six rounds and assume different roles (problem owner, consultant, basher, booster, enhancer, and evaluator) during each round. At the conclusion of the activity, each player ends up with two solutions to her problem.

23. Four Step Sketch

Creative thinking and visual ideation does not need to be confined to the opening stages of your problem-solving strategies. Exercises that include sketching and prototyping on paper can be effective at the solution finding and development stage of the process, and can be great for keeping a team engaged. 

By going from simple notes to a crazy 8s round that involves rapidly sketching 8 variations on their ideas before then producing a final solution sketch, the group is able to iterate quickly and visually. Problem-solving techniques like Four-Step Sketch are great if you have a group of different thinkers and want to change things up from a more textual or discussion-based approach.

Four-Step Sketch   #design sprint   #innovation   #idea generation   #remote-friendly   The four-step sketch is an exercise that helps people to create well-formed concepts through a structured process that includes: Review key information Start design work on paper,  Consider multiple variations , Create a detailed solution . This exercise is preceded by a set of other activities allowing the group to clarify the challenge they want to solve. See how the Four Step Sketch exercise fits into a Design Sprint

24. 15% Solutions

Some problems are simpler than others and with the right problem-solving activities, you can empower people to take immediate actions that can help create organizational change. 

Part of the liberating structures toolkit, 15% solutions is a problem-solving technique that focuses on finding and implementing solutions quickly. A process of iterating and making small changes quickly can help generate momentum and an appetite for solving complex problems.

Problem-solving strategies can live and die on whether people are onboard. Getting some quick wins is a great way of getting people behind the process.   

It can be extremely empowering for a team to realize that problem-solving techniques can be deployed quickly and easily and delineate between things they can positively impact and those things they cannot change. 

15% Solutions   #action   #liberating structures   #remote-friendly   You can reveal the actions, however small, that everyone can do immediately. At a minimum, these will create momentum, and that may make a BIG difference.  15% Solutions show that there is no reason to wait around, feel powerless, or fearful. They help people pick it up a level. They get individuals and the group to focus on what is within their discretion instead of what they cannot change.  With a very simple question, you can flip the conversation to what can be done and find solutions to big problems that are often distributed widely in places not known in advance. Shifting a few grains of sand may trigger a landslide and change the whole landscape.

25. How-Now-Wow Matrix

The problem-solving process is often creative, as complex problems usually require a change of thinking and creative response in order to find the best solutions. While it’s common for the first stages to encourage creative thinking, groups can often gravitate to familiar solutions when it comes to the end of the process. 

When selecting solutions, you don’t want to lose your creative energy! The How-Now-Wow Matrix from Gamestorming is a great problem-solving activity that enables a group to stay creative and think out of the box when it comes to selecting the right solution for a given problem.

Problem-solving techniques that encourage creative thinking and the ideation and selection of new solutions can be the most effective in organisational change. Give the How-Now-Wow Matrix a go, and not just for how pleasant it is to say out loud. 

How-Now-Wow Matrix   #gamestorming   #idea generation   #remote-friendly   When people want to develop new ideas, they most often think out of the box in the brainstorming or divergent phase. However, when it comes to convergence, people often end up picking ideas that are most familiar to them. This is called a ‘creative paradox’ or a ‘creadox’. The How-Now-Wow matrix is an idea selection tool that breaks the creadox by forcing people to weigh each idea on 2 parameters.

26. Impact and Effort Matrix

All problem-solving techniques hope to not only find solutions to a given problem or challenge but to find the best solution. When it comes to finding a solution, groups are invited to put on their decision-making hats and really think about how a proposed idea would work in practice. 

The Impact and Effort Matrix is one of the problem-solving techniques that fall into this camp, empowering participants to first generate ideas and then categorize them into a 2×2 matrix based on impact and effort.

Activities that invite critical thinking while remaining simple are invaluable. Use the Impact and Effort Matrix to move from ideation and towards evaluating potential solutions before then committing to them. 

Impact and Effort Matrix   #gamestorming   #decision making   #action   #remote-friendly   In this decision-making exercise, possible actions are mapped based on two factors: effort required to implement and potential impact. Categorizing ideas along these lines is a useful technique in decision making, as it obliges contributors to balance and evaluate suggested actions before committing to them.

27. Dotmocracy

If you’ve followed each of the problem-solving steps with your group successfully, you should move towards the end of your process with heaps of possible solutions developed with a specific problem in mind. But how do you help a group go from ideation to putting a solution into action? 

Dotmocracy – or Dot Voting -is a tried and tested method of helping a team in the problem-solving process make decisions and put actions in place with a degree of oversight and consensus. 

One of the problem-solving techniques that should be in every facilitator’s toolbox, Dot Voting is fast and effective and can help identify the most popular and best solutions and help bring a group to a decision effectively. 

Dotmocracy   #action   #decision making   #group prioritization   #hyperisland   #remote-friendly   Dotmocracy is a simple method for group prioritization or decision-making. It is not an activity on its own, but a method to use in processes where prioritization or decision-making is the aim. The method supports a group to quickly see which options are most popular or relevant. The options or ideas are written on post-its and stuck up on a wall for the whole group to see. Each person votes for the options they think are the strongest, and that information is used to inform a decision.

All facilitators know that warm-ups and icebreakers are useful for any workshop or group process. Problem-solving workshops are no different.

Use these problem-solving techniques to warm up a group and prepare them for the rest of the process. Activating your group by tapping into some of the top problem-solving skills can be one of the best ways to see great outcomes from your session.

  • Check-in/Check-out
  • Doodling Together
  • Show and Tell
  • Constellations
  • Draw a Tree

28. Check-in / Check-out

Solid processes are planned from beginning to end, and the best facilitators know that setting the tone and establishing a safe, open environment can be integral to a successful problem-solving process.

Check-in / Check-out is a great way to begin and/or bookend a problem-solving workshop. Checking in to a session emphasizes that everyone will be seen, heard, and expected to contribute. 

If you are running a series of meetings, setting a consistent pattern of checking in and checking out can really help your team get into a groove. We recommend this opening-closing activity for small to medium-sized groups though it can work with large groups if they’re disciplined!

Check-in / Check-out   #team   #opening   #closing   #hyperisland   #remote-friendly   Either checking-in or checking-out is a simple way for a team to open or close a process, symbolically and in a collaborative way. Checking-in/out invites each member in a group to be present, seen and heard, and to express a reflection or a feeling. Checking-in emphasizes presence, focus and group commitment; checking-out emphasizes reflection and symbolic closure.

29. Doodling Together  

Thinking creatively and not being afraid to make suggestions are important problem-solving skills for any group or team, and warming up by encouraging these behaviors is a great way to start. 

Doodling Together is one of our favorite creative ice breaker games – it’s quick, effective, and fun and can make all following problem-solving steps easier by encouraging a group to collaborate visually. By passing cards and adding additional items as they go, the workshop group gets into a groove of co-creation and idea development that is crucial to finding solutions to problems. 

Doodling Together   #collaboration   #creativity   #teamwork   #fun   #team   #visual methods   #energiser   #icebreaker   #remote-friendly   Create wild, weird and often funny postcards together & establish a group’s creative confidence.

30. Show and Tell

You might remember some version of Show and Tell from being a kid in school and it’s a great problem-solving activity to kick off a session.

Asking participants to prepare a little something before a workshop by bringing an object for show and tell can help them warm up before the session has even begun! Games that include a physical object can also help encourage early engagement before moving onto more big-picture thinking.

By asking your participants to tell stories about why they chose to bring a particular item to the group, you can help teams see things from new perspectives and see both differences and similarities in the way they approach a topic. Great groundwork for approaching a problem-solving process as a team! 

Show and Tell   #gamestorming   #action   #opening   #meeting facilitation   Show and Tell taps into the power of metaphors to reveal players’ underlying assumptions and associations around a topic The aim of the game is to get a deeper understanding of stakeholders’ perspectives on anything—a new project, an organizational restructuring, a shift in the company’s vision or team dynamic.

31. Constellations

Who doesn’t love stars? Constellations is a great warm-up activity for any workshop as it gets people up off their feet, energized, and ready to engage in new ways with established topics. It’s also great for showing existing beliefs, biases, and patterns that can come into play as part of your session.

Using warm-up games that help build trust and connection while also allowing for non-verbal responses can be great for easing people into the problem-solving process and encouraging engagement from everyone in the group. Constellations is great in large spaces that allow for movement and is definitely a practical exercise to allow the group to see patterns that are otherwise invisible. 

Constellations   #trust   #connection   #opening   #coaching   #patterns   #system   Individuals express their response to a statement or idea by standing closer or further from a central object. Used with teams to reveal system, hidden patterns, perspectives.

32. Draw a Tree

Problem-solving games that help raise group awareness through a central, unifying metaphor can be effective ways to warm-up a group in any problem-solving model.

Draw a Tree is a simple warm-up activity you can use in any group and which can provide a quick jolt of energy. Start by asking your participants to draw a tree in just 45 seconds – they can choose whether it will be abstract or realistic. 

Once the timer is up, ask the group how many people included the roots of the tree and use this as a means to discuss how we can ignore important parts of any system simply because they are not visible.

All problem-solving strategies are made more effective by thinking of problems critically and by exposing things that may not normally come to light. Warm-up games like Draw a Tree are great in that they quickly demonstrate some key problem-solving skills in an accessible and effective way.

Draw a Tree   #thiagi   #opening   #perspectives   #remote-friendly   With this game you can raise awarness about being more mindful, and aware of the environment we live in.

Each step of the problem-solving workshop benefits from an intelligent deployment of activities, games, and techniques. Bringing your session to an effective close helps ensure that solutions are followed through on and that you also celebrate what has been achieved.

Here are some problem-solving activities you can use to effectively close a workshop or meeting and ensure the great work you’ve done can continue afterward.

  • One Breath Feedback
  • Who What When Matrix
  • Response Cards

How do I conclude a problem-solving process?

All good things must come to an end. With the bulk of the work done, it can be tempting to conclude your workshop swiftly and without a moment to debrief and align. This can be problematic in that it doesn’t allow your team to fully process the results or reflect on the process.

At the end of an effective session, your team will have gone through a process that, while productive, can be exhausting. It’s important to give your group a moment to take a breath, ensure that they are clear on future actions, and provide short feedback before leaving the space. 

The primary purpose of any problem-solving method is to generate solutions and then implement them. Be sure to take the opportunity to ensure everyone is aligned and ready to effectively implement the solutions you produced in the workshop.

Remember that every process can be improved and by giving a short moment to collect feedback in the session, you can further refine your problem-solving methods and see further success in the future too.

33. One Breath Feedback

Maintaining attention and focus during the closing stages of a problem-solving workshop can be tricky and so being concise when giving feedback can be important. It’s easy to incur “death by feedback” should some team members go on for too long sharing their perspectives in a quick feedback round. 

One Breath Feedback is a great closing activity for workshops. You give everyone an opportunity to provide feedback on what they’ve done but only in the space of a single breath. This keeps feedback short and to the point and means that everyone is encouraged to provide the most important piece of feedback to them. 

One breath feedback   #closing   #feedback   #action   This is a feedback round in just one breath that excels in maintaining attention: each participants is able to speak during just one breath … for most people that’s around 20 to 25 seconds … unless of course you’ve been a deep sea diver in which case you’ll be able to do it for longer.

34. Who What When Matrix 

Matrices feature as part of many effective problem-solving strategies and with good reason. They are easily recognizable, simple to use, and generate results.

The Who What When Matrix is a great tool to use when closing your problem-solving session by attributing a who, what and when to the actions and solutions you have decided upon. The resulting matrix is a simple, easy-to-follow way of ensuring your team can move forward. 

Great solutions can’t be enacted without action and ownership. Your problem-solving process should include a stage for allocating tasks to individuals or teams and creating a realistic timeframe for those solutions to be implemented or checked out. Use this method to keep the solution implementation process clear and simple for all involved. 

Who/What/When Matrix   #gamestorming   #action   #project planning   With Who/What/When matrix, you can connect people with clear actions they have defined and have committed to.

35. Response cards

Group discussion can comprise the bulk of most problem-solving activities and by the end of the process, you might find that your team is talked out! 

Providing a means for your team to give feedback with short written notes can ensure everyone is head and can contribute without the need to stand up and talk. Depending on the needs of the group, giving an alternative can help ensure everyone can contribute to your problem-solving model in the way that makes the most sense for them.

Response Cards is a great way to close a workshop if you are looking for a gentle warm-down and want to get some swift discussion around some of the feedback that is raised. 

Response Cards   #debriefing   #closing   #structured sharing   #questions and answers   #thiagi   #action   It can be hard to involve everyone during a closing of a session. Some might stay in the background or get unheard because of louder participants. However, with the use of Response Cards, everyone will be involved in providing feedback or clarify questions at the end of a session.

Save time and effort discovering the right solutions

A structured problem solving process is a surefire way of solving tough problems, discovering creative solutions and driving organizational change. But how can you design for successful outcomes?

With SessionLab, it’s easy to design engaging workshops that deliver results. Drag, drop and reorder blocks  to build your agenda. When you make changes or update your agenda, your session  timing   adjusts automatically , saving you time on manual adjustments.

Collaborating with stakeholders or clients? Share your agenda with a single click and collaborate in real-time. No more sending documents back and forth over email.

Explore  how to use SessionLab  to design effective problem solving workshops or  watch this five minute video  to see the planner in action!

community's role in problem solving

Over to you

The problem-solving process can often be as complicated and multifaceted as the problems they are set-up to solve. With the right problem-solving techniques and a mix of creative exercises designed to guide discussion and generate purposeful ideas, we hope we’ve given you the tools to find the best solutions as simply and easily as possible.

Is there a problem-solving technique that you are missing here? Do you have a favorite activity or method you use when facilitating? Let us know in the comments below, we’d love to hear from you! 

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thank you very much for these excellent techniques

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  • Welcome Page
  • Overview of Community Development
  • Unit 1 – People: Building the Right Team and Relationships
  • Unit 2 – Plan: Using Evaluation and Data to Develop Your Community Development Finance Plan
  • Unit 3 – Process: Sourcing Financial Resources for Community Development Initiatives
  • Unit 4 – Project: A Look at Two Successful Community Development Efforts

Community Development

Building the Right Team and Relationships

Launching a Successful Community Development Initiative: Unit 1 – People

Several people in a meeting

Building communities takes more than simply assembling bricks and mortar, understanding the market and being able to read a financial statement. PEOPLE play a key role in developing a successful community development project and/or initiative. Residents and community groups who understand their neighborhood’s needs and have a stake in its success are an indispensable requirement for neighborhood transformation.

Community developers should seek to build relationships and expand their network with other organizations outside of their sectors. Today, funders are increasingly seeking to invest in projects with cross-sector collaborations using a holistic approach toward community development. In this unit, we will examine the first three of the core principles of successful community development finance—community engagement, leadership and collaboration. Keep in mind that there is no right order for these three principles to occur and there are resources available to help strengthen skills in these areas.

Community Engagement

Community engagement icon

An important element of community development begins with defining the unmet needs of a community. But it is at least equally important to engage residents and other community stakeholders in defining those unmet needs and developing solutions. Community engagement is a strong value and fundamental practice of neighborhood revitalization. The importance of engaging the community is grounded in the belief that the public has a right to participate and to articulate what their needs are. It is believed that by using our “collective intelligence” and working together, we will more accurately identify problems and develop more pragmatic and effective solutions. Community engagement is a type of public participation that involves people in problem-solving or decision-making processes. It is a multifaceted, ongoing process. When community stakeholders are engaged in the process of redevelopment or planning in the early stages of a project, it tends to result in a higher likelihood of community buy-in. Does your neighborhood have organizations that need capacity building in community engagement? Organizations such as NeighborWorks America , a national community development intermediary, offer training and certifications in this area. 

Just as there is no right order for the core principles of community engagement, leadership and collaboration to occur, there is also more than one way to apply these principles. Let’s examine a couple of different approaches to community engagement.

Asset-based community development (ABCD) , introduced by John McKnight and John Kretzmann, is a strategy used to discover a community’s capacities and assets, and to mobilize those assets for community improvement. It is a strategy often deployed during the community engagement process. The ABCD process focuses on identifying the strengths of a community and on how to bring those strengths to bear in community improvement activities. ABCD upends the traditional process of community development by starting from the neighborhood’s assets—including resident skills and local institutional strengths—rather than its needs. The process then supports those assets to create a more sustainable and community-driven path to neighborhood change.

Remember, assets exist elsewhere in your community or are available to your community in many different forms. What are some examples of assets in your community?

Using the ABCD process with the specific intention to amplify a neighborhood’s strengths rather than focus on its deficits leads to more sustainable improvement because:

  • Community stakeholders are invested from the outset
  • Capacity is built within the community for current and future endeavors
  • Local interest provides momentum; local assets and abilities provide the fuel for sustained change and initiatives are more likely to take root

The nonprofit Rebuild Foundation in Chicago is one organization that employs intentional community engagement. With a mission to rebuild the cultural foundations of underinvested neighborhoods and incite movements of community revitalization that are culture-based, artist-led and neighborhood-driven, the foundation provides opportunities and spaces for neighbors to come together and engage in meaningful exchanges that spark collaborative action.

Deliberative Polling ® (DP) is another approach to building community engagement. It was developed in 1988 by Professor James Fishkin of Stanford University as a way to use public opinion research in a new and constructive way, presenting polling results with a human face. The approach is often applied to civic engagement initiatives requiring the participation of informed, “ordinary” residents in the discussion of important issues; it has been conducted face-to-face and online in the U.S. and numerous countries around the world. DP is especially appropriate for issues where the public may have little knowledge or information, or where the public may have failed to confront the trade-offs applying to public policy.

The process begins by administering a questionnaire on specific issues to a random, representative sample of the community. After this initial poll, a sample of questionnaire respondents is invited to participate in the DP by attending a meeting to discuss these issues. Prior to the meeting, participants receive balanced briefing materials on the topics that will be discussed. At the gathering, they are assigned to small groups with trained moderators. Participants pose questions—chosen by the small groups—to experts and policymakers during plenary sessions. The meeting concludes with a final questionnaire capturing participants’ considered opinions. Results are analyzed and released to the media soon after the event.

For an example of DP at work, consider the Hard Times, Hard Choices program, a By the People civic engagement initiative launched by MacNeil/Lehrer Productions, working in partnership with the Center for Deliberative Democracy (CDD) at Stanford University. In November 2009, a random, representative sample of over 300 Michigan residents engaged in a face-to-face statewide Deliberative Poll around critical issues related to the state’s economy and budget choices leading up to the 2010 election. The resulting changes of opinion revealed in the final survey offer some dramatic recommendations for both policymakers and the public.

These are just two examples of community engagement approaches. Which style of stakeholder participation would work best for your community initiative?

Leadership icon

Leadership is a critical element in garnering support for a community development project and is another core principle in successful community development finance. A strong leader is essential for seeing a project through to the end. In addition, when projects encounter challenges—as many inevitably do—those that successfully overcome them tend to have adaptive leaders who possess the appropriate skillset to address the challenges. A visionary who serves as the champion of a cause has the capacity to leverage interests across sectors. This individual does not necessarily have to be the leader of an organization and can represent any of these sectors—grassroots, faith-based, civic, politics or business. During challenging times, an effective leader provides motivation, commitment and tenacity to other stakeholders who may be discouraged due to setbacks. Effective leaders will provide the skills to motivate stakeholders to remain committed and focused. Before you look for partners for your specific initiative, be sure of what you bring to the table, know who you are and where you are going.

Is there a need to develop local leadership in your community? Most cities offer civic programs and have universities that will help develop local leadership. A good starting point for identifying these programs is to check with your local chamber of commerce.

Leadership Resources

  • NeighborWorks America’s Community Leadership Institute (CLI) is an invitation-only, three-day event that aims to strengthen the voices and skills of community, resident and volunteer leaders. Participants from around the country attend in small teams from communities served by NeighborWorks Network organizations and their partners. They attend a full range of courses and each participating team creates an action plan for making positive change in their community. Many CLI projects are eligible for $2000 grants from NeighborWorks America.
  • The Rockwood Leadership Institute was founded in 2000 to provide individuals, organizations and networks in the social benefit sector with powerful and effective training in leadership and collaboration.
  • Louisville’s Center for Neighborhoods offers The Neighborhood Institute, a 12-week course that helps grassroots leaders learn how to build sustainable and attractive neighborhoods through engaged, informed and committed neighbors.
  • Cities often offer leadership development programs, such as those offered by the city of St. Louis ( Focus St. Louis ) and the branch cities of the Eighth Federal Reserve District ( Leadership Memphis , Leadership Greater Little Rock and Leadership Louisville ). Graduates of the programs include CEOs and other corporate senior-level executives, business owners, state senators and representatives, mayors, school superintendents, attorneys, principals and nonprofit executive directors.

Collaboration

Collaboration icon

In today’s world, resources—time, energy and money—are limited, valuable and carefully allocated. Addressing complex community development problems requires adaptive leadership, cross-sector problem-solving and, ultimately, strategic collaboration. That’s why collaboration is the third principle comprising the “people” component of successful community development team building.

“In today’s landscape, community development comes with so many challenges. One of our strategies for successful initiatives is to build strong partnerships with key stakeholders and collaborate with other agencies whenever possible. It is absolutely necessary to stay connected with the needs of people and engage everyone in the process of finding solutions. Teamwork is the key, and each person plays a significant role that is important to the development and improvement of our communities.” ‒Rasheedah Jackson, Development Director Memorial Community Development Corp., Evansville, Ind.

As any community development veteran can affirm, you may encounter barriers to effective collaboration. However, these barriers can be overcome with effective strategies, proper planning and adaptability. Revitalization collaborations that combine an effective strategy with the efficient use of resources will be the most successful and most supported.

In recent years, new experimental and innovative strategies have emerged from the community development field to reduce persistent poverty and increase economic opportunity in LMI communities. The term “community quarterback” was introduced in Investing in What Works for America’s Communities: Essays on People, Purpose, and Place , a publication resulting from the partnership between the Low Income Investment Fund (LIIF), supported by the Citi Foundation, and the Federal Reserve Bank of San Francisco. The role of community quarterback is to identify the organizations and individuals working in a particular community and bring them together to align objectives and coordinate efforts, creating a strong neighborhood and paths to economic opportunity. 

To fulfill this complex role, the community quarterback must:

  • Build a collaborative of cross-sector partners to support integration, coordination and ongoing communication
  • Facilitate the creation of a shared vision of significant improvement in key outcomes for residents
  • Develop a comprehensive strategy that integrates people- and place-based approaches
  • Build the necessary infrastructure and processes to provide the collaborative with timely, useful data to guide continuous assessment and improvement

With more than 50,000 copies of the book distributed, the overwhelming response to this concept encouraged the Citi Foundation and LIIF to address the challenge described in the publication and launch Partners in Progress , an initiative that funds community quarterbacks across the country.

Another key takeaway from Investing in What Works for America’s Communities is that, because intergenerational poverty has complex roots that span multiple sectors, efforts to fight poverty must be integrated across sectors. Today, it takes more than a single approach to affordable housing, high-quality education or access to health care and jobs to move families and communities out of poverty; it takes all of these factors, and they must be coordinated around shared goals. 

In addition, anti-poverty strategies now include people-based efforts (e.g., education, health care, workforce development) as well as place-based efforts (e.g., housing, transportation, community safety). By working together across sectors to achieve a common goal, partners are more effective than they would be separately—a concept known as collective impact.

As a model of cross-sector collaboration through a structured approach to defining a system, its networks and defined outcome metrics, the collective impact framework has delivered extraordinary early results to address a wide range of social changes, from education and health to homelessness and carbon emissions reduction. As the community development field recognizes the need to adopt a more comprehensive approach to tackle the complex and multifaceted nature of poverty, the collective impact framework and its principles may be an important method.

Types of Collaborations

  • Funder Collaboratives are groups of funders interested in supporting the same issue who pool their resources. Generally, participants do not adopt an overarching evidence-based plan of action or a shared measurement system, nor do they engage in differentiated activities beyond check writing or engage stakeholders from other sectors.
  • Public-Private Partnerships are partnerships formed between government and private sector organizations to deliver specific services or benefits. They are often targeted narrowly (e.g., developing a particular drug to fight a single disease) and usually don’t engage the full set of stakeholders that affect the issue (e.g., the potential drug’s distribution system).
  • Multi-Stakeholder Initiatives are voluntary activities by stakeholders from different sectors around a common theme. Typically, these initiatives lack any shared measurement of impact and the supporting infrastructure to forge any true alignment of efforts or accountability for results.
  • Social Sector Networks are groups of individuals or organizations fluidly connected through purposeful relationships, whether formal or informal. Collaboration is generally ad hoc; most often the emphasis is placed on information sharing and targeted short-term actions rather than on a sustained and structured initiative.
  • Collective Impact Initiatives are long-term commitments by a group of important actors from different sectors to a common agenda for solving a specific social problem. Their actions are supported by a shared measurement system, mutually reinforcing activities and ongoing communication, and are staffed by an independent backbone organization.

Two examples of successful (people-based and place-based) collective impact models follow:

  • Opportunity Chicago (the Initiative) was a pioneering attempt to help 5,000 public housing residents prepare for and find employment over five years. Founded in 2006 through the collaborative efforts of The Partnership for New Communities, the Chicago Housing Authority (CHA) and the Department of Family and Support Services, the Initiative was launched in response to the Plan for Transformation (the Plan). Adopted by CHA in 2000, the Plan was a nationally unprecedented overhaul of Chicago’s public housing. The Initiative was designed as a cross-sector collaboration that strategically convened and leveraged resources. You can learn more about this initiative by searching the web for “Opportunity Chicago, Chicago Jobs Council."
  • Purpose Built Communities helps struggling communities implement a proven model to end poverty, substandard education, unemployment, health disparities and other challenges threatening urban neighborhoods. The Purpose Built model for holistic community revitalization was crafted from the successful transformation in the mid-1990s of a poverty-stricken, crime-ridden, failed public housing development in Atlanta, Ga. In its place now stands a thriving community with quality mixed-income housing, a top-rated charter school, 95 percent reduction in crime rates, and substantial investments in commercial and residential developments. The model is a three-pronged approach to change, all guided by the “community quarterback”: high-quality mixed-income housing, a cradle-to-college education pipeline and community wellness programs.

Summing it Up

People play an integral role in successful projects.

Successful community development initiatives start with a foundation of strong teams, and those teams are built on the foundation of three core principles—community engagement, leadership and collaboration. Community engagement is important because it allows stakeholders to participate in identifying unmet needs and engage in finding potential solutions. Equally important is the need for leaders who serve both as champions of an initiative and as those who leverage ongoing support. Finally, we discussed the growing role of collaboration among sectors, especially as the number and complexity of strategic partners grows.

Supporting communities of practice – A Journey to effective problem-solving

Christina Hanschke Roles: Conceptualization, Writing – Original Draft Preparation, Writing – Review & Editing James Baer Roles: Writing – Review & Editing Alok Gangaramany Roles: Conceptualization, Writing – Review & Editing Janneke Verheijen Roles: Writing – Review & Editing Nduku Kilonzo Roles: Writing – Review & Editing Bryan Okiya Roles: Writing – Review & Editing Leonard Kibe Ranji Roles: Writing – Review & Editing Stephen Amolo Amolo Roles: Writing – Review & Editing Simon Zwane Roles: Writing – Review & Editing Rejoice Nkambule Roles: Writing – Review & Editing Violet Buluma Roles: Writing – Review & Editing Sylvia Ojoo Roles: Writing – Review & Editing Susan Kim Roles: Writing – Review & Editing Sharon Kibwana Roles: Writing – Review & Editing Mark Dybul Roles: Writing – Review & Editing Steve Kretschmer Roles: Writing – Review & Editing

HIV prevention, communities of practice, Eswatini, Kenya, Human Centered Design, LISTEN

Revised Amendments from Version 1

This version of the article has been revised in response to comments from our reviewers. It includes more background on Wenger's concept of a community of practice; an explanation of why we adapted some of Wenger's terminology and framework to reflect the particular context of the LISTEN program; a definition of human-centered design; a description of the role of the facilitator in the LISTEN model; a clarification of how the LISTEN model was introduced in Kenya and Eswatini; a description of how the "quick wins" were conceptualized and designed in Eswatini using the LISTEN process; and a clarification that the tools we propose to support the LISTEN process are concepts that have not yet been designed.

See the authors' detailed response to the review by Carlos Toledo See the authors' detailed response to the review by Julia Samuelson See the authors' detailed response to the review by Tracy Johnson

The views expressed in this article are those of the authors. Publication in Gates Open Research does not imply endorsement by the Gates Foundation.

Introduction

Despite significant gains and the potential for new technologies to accelerate progress in the fight against HIV, many countries face substantial challenges in preventing new infections and providing treatment and care to those living with HIV 1 . Alongside questions of resourcing and sustainability 2 , 3 , the path to long-term epidemic control requires enabling country ownership and an effective transition to programs that are well integrated with community needs, desires, and innovations 4 . This means ensuring that local communities are engaged to their full potential, and innovations are systematically identified, catalyzed, and scaled up. It is therefore essential to leverage local knowledge and innovation so that communities are empowered to develop and own programmatic solutions 5 .

Nevertheless, promising new approaches and ideas do emerge at the local level, often incubated by communities of practice (CoPs) – groups of people with a common area of interest who share with each other the resources and knowledge that they develop. The LISTEN model (Local Initiatives Scaled Through Enterprise Networks) i offers a structured process to encourage and support local ownership of problem-solving initiatives through CoPs 6 , 7 . It operates from the understanding that well-developed and effective CoPs at the community level are the foundation for sustainable approaches that can reach the most socially remote and vulnerable members of a country’s population. LISTEN has been pioneered by local country teams to address HIV prevention in Kenya 6 , Eswatini, and Malawi, supported by a consortium of institutions and organizations, including the Amsterdam Institute for Global Health and Development, the Center for Global Health Practice and Impact at Georgetown University Medical Center, DesireLine, Final Mile Consulting, CooperSmith and PATH.

In this Open Letter we describe our observations of the work of CoPs implementing the LISTEN model at the local-community level in Kenya and Eswatini, countries with a high prevalence of HIV and significant numbers of new infections annually 8 . (Malawi is not included here because the LISTEN model had not yet been introduced at the time of our visits to the two other countries.) Building on Étienne Wenger’s theory of CoPs as an expression of social learning, we propose a framework for systematically understanding the stages that a CoP may go through as it develops its capacity to identify and solve problems and develop and implement good practices, and the support that the CoP may need at each stage.

Communities of practice and the LISTEN model

The concept of a CoP, developed by Etienne Wenger and Jean Lave, sees learning not as an individual process but as a social one, situated in a cultural and historical context 9 . Learning can thus take place in any area of endeavor and is not limited to formal education 10 . The concept of the CoP has been particularly influential in the areas of education and organizational studies 11 . Wenger defines a CoP as a group of people who interact regularly (community) around a shared interest (domain) and develop a shared repertoire of knowledge and resources (practice) 5 , 10 . This practice may be to help each other solve everyday problems and share ideas; to develop, validate, and disseminate specific practices or knowledge; or to foster unexpected ideas and innovations.

A CoP may be formed within an already existing group or organization, or it may be created from scratch to address a specific issue. In either case, Wenger identifies several stages in its development 5 :

1. Potential: An issue is defined in a way that inspires people already concerned with the issue to come together, realizing that they may accomplish more through improved networking and knowledge-sharing.

2. Coalescing: The precise type of knowledge to be shared and the value of doing so is established, and relationships and trust are developed.

3. Maturing: The CoP defines its boundaries and its relationship to the wider organization or community, and organizes its knowledge.

4. Stewardship: The CoP works to promote the relevance of its domain of knowledge, keep its members engaged in lively debate and learning, and stay relevant or innovative.

5. Transformation: The CoP may change its form, for example becoming institutionalized as a “center of excellence”, turning into a social club, splitting or merging, or eventually fading away.

The LISTEN model slightly modifies the three components in Wenger’s definition: LISTEN conceptualizes a CoP as a group of people organized around a key purpose (e.g., health, economic empowerment, public safety, etc.) and a delivery point (any interface between the supply and demand of those services). “Group of people” clarifies that in the LISTEN model, those coming together need not previously have been a formalized community or organization; “key purpose” highlights the problem-solving aspect of the work (rather than simply developing knowledge or pursuing an interest for its own sake); and “delivery point” adds emphasis to the model’s focus on interactions among people within a system, rather than the role that an individual performs.

The LISTEN model has three aims: to 1) to facilitate the development and support of CoPs at the local-community, regional, and national levels to integrate systematic processes for continuous improvement; 2) to improve the collection and use of data by each CoP to ensure that CoPs’ approaches to problems and innovations are evidence-based; and 3) to enable CoP’s uptake and use of human-centered design to accelerate and scale up both current and new solutions. Human-centered design is a systematic approach to problem-solving which prioritizes the experience, knowledge, perspectives, and values of the people directly affected by the issue in co-designing solutions, rather than imposing solutions from outside. In this respect it is aligned with concepts of community engagement endorsed by WHO 12 . Specifically, human-centered design involves developing a thorough understanding of the problem area, identifying stakeholders’ specific needs, co-creating solutions with the stakeholders to address those needs, and iteratively testing and refining the potential interventions.

In the LISTEN model, trained facilitators identify and engage with existing groups or organizations relevant to the primary goal (entry point) of the LISTEN implementation effort, e.g., healthcare facility teams or youth groups when HIV prevention is the focus. Working with existing groups or organizations to facilitate their development toward operating as a CoP is preferred, as they are already motivated and organized around their primary purpose. However, in some cases where a group or organization would be helpful but is lacking, it may be opportune to engage individuals (e.g., members of a village community) in developing themselves into a CoP around a common issue.

The model links CoPs, both horizontally (i.e., CoPs working at the same level, such as village CoPs), so that they can learn from one another, and vertically, so that CoPs closer to local communities can call upon the support they need from higher levels of the system (e.g., village CoPs supported by regional or national government ministries). LISTEN facilitators also work with the CoPs to identify data and information relevant for measuring themselves against their goals, e.g., the rate of HIV infection in their community, to help them prioritize and stimulate their problem-solving efforts. The process by which a facilitator engages with the CoP is a responsive one, developed through respect and understanding between them. The facilitator supports the group in identifying and prioritizing their challenges, analyzing the root causes, designing responses to address these, linking CoPs to one another (horizontally) for mutual learning, and linking them with external resources and support (vertically) where needed. This emphasis on strengthening systems both horizontally and vertically through intentional interactions is the reason the LISTEN model conceptualizes a CoP as having delivery points, rather than Wenger’s more general term “practice”. At the same time, the facilitator learns through their interaction with the CoP and adapts their guidance according to the CoP’s own practice and that of other CoPs with common goals or similar practices.

In contexts of scarce resources, varied assets, and diverse communities, we see the engagement and support of local stakeholders in leading and owning the problem-solving process as critical to the development of effective interventions for HIV prevention and treatment. CoPs can develop expertise in identifying their local community’s key challenges and selecting solutions that can be implemented within their community. In doing so, they can take on accountability for the results, and also begin to hold the elements of the system meant to serve them accountable to do so in a responsive, rather than directive, way. By equipping communities with the LISTEN model and helping them develop problem-solving skills to address their own challenges, we hope to create a more sustainable process for finding solutions.

The problem-solving journey of a CoP

We engaged with four CoPs in Kenya, and four newly formed CoPs in Eswatini, as they adopted the LISTEN model. In each country, with government agreement, LISTEN supported the Ministry of Health to hire or assign facilitators for the LISTEN process. The facilitators received online training in human-centered design, and in-person training in the LISTEN process.

The Kenyan groups were selected with the guidance of the National AIDS Control Council and county health departments, with a view to engaging with communities that were particularly vulnerable to HIV and helping them develop into CoPs. We drew upon the experiences of a group working to retain adolescents living with HIV in treatment, at Nazareth Hospital in Kiambu; and a faith-based organization comprised of youth representatives of various churches engaged in HIV prevention work, also in Kiambu. We also studied two organizations of fisherfolk and an organization of boda boda drivers (motorbike delivery and ride providers) in Homa Bay. This is an area where residents are at high risk of HIV, including through the exchange of sex for needed products and services (e.g., fish and transportation). In Eswatini, CoPs were formed in three separate locations, as well as a cross-community CoP established among a group of “Community Champions” (members of the three CoPs), who were brought together to conceptualize and design some quick and effective solutions to problems they faced, including HIV prevention. In each case in both countries, the LISTEN model was first presented to leaders of the groups or communities, and they agreed to try working with the process to identify and address challenges facing them.

Through observation of the LISTEN process and in-depth discussions with the CoP members, we adapted Wenger’s framework to understand the key stages that local-level CoPs such as these go through as they develop, and how the LISTEN model can support their problem-solving journey. Our framework incorporates Wenger’s stages of a CoP’s development, as well as concepts from theories of social mobilization 13 , collective efficacy 14 , and intrinsic motivation 15 . Since CoPs evolve through different stages of development and within different contexts, with varying needs for support, this framework provides a structure that can in future be used to develop tools appropriate for each CoP’s context. The framework is thus an integral part of the human-centered design approach underlying the LISTEN model. It is also based on our observations and in-depth discussions with members of the eight CoPs. It describes four stages in the problem-solving journey of a CoP.

1) Community identity

This stage corresponds approximately to Wenger’s stages of Potential and Coalescing. CoPs will be at differing levels of development in different local communities, necessitating a nuanced approach on the part of the LISTEN facilitator to introduce the LISTEN model, establish a supportive relationship with local community leaders or the CoP leader, and provide resources to foster the CoP.

Some CoPs already exist and thrive independently, and have established their key purpose, group, and delivery point.

Some groups may have a key purpose but have not yet developed their delivery point.

Some CoPs are “architected”, i.e., they have been brought together with a certain key purpose in mind and need to develop their group and delivery point.

In formalizing a CoP where it does not already exist as such in a local community, the first step is to understand the current state of the community through conversations with local leaders and other stakeholders. What problems do they face? How are they addressing them? What local organizational structures exist? Are there already any functioning CoPs (whether or not they are understood as such)? What would support look like from their point of view? This information may be formalized in a LISTEN CoP Charter that outlines the community’s goals and areas of focus.

In identifying CoPs, and inviting them to adopt the LISTEN model, the goal is not just to build trust with the local community and its leaders, but to support the community to develop its sense of ownership and empowerment – the belief that the CoP has an intrinsic capacity to address the local community’s issues, and that it is in the interest of the CoP to accept the support offered by the LISTEN model.

In this stage it is important to:

Identify and understand the existing purpose and goals of the community

Build trust with the community and leaders

Build a sense of efficacy among individual members, and collectively as a group

Identify sources of intrinsic motivation, and drive a focus on the intrinsic motivation of individual members, which may include:

Mastery: Desire among individuals to improve skills/learning

Autonomy: Need to direct one’s own life and work

Meaning: Connect effort to larger purpose 15

Determine the most appropriate group motivators.

Mature CoPs are often characterized by a sense of in-group identity, clear organizational and communications structures, and processes for problem-solving and communications. In Homa Bay, for example, we observed that the boda boda drivers wore uniforms, had a hierarchical organizational structure established through elections, communicated via meetings and WhatsApp groups, and documented their meetings through videos, photos, and log books. In Eswatini, we observed that the Community Champions also had elected leadership positions, and they communicated via a WhatsApp group and took part in capacity-building workshops.

2) Quick Win

This stage corresponds approximately to Wenger’s stages of Coalescing and Maturing. It seeks to integrate within the CoP structure the LISTEN model of using data and human-centered design, in order to obtain a “quick win” – a rapid and clear success in addressing a problem that the local community has identified for itself, and which it can address in the short term using its own resources. The quick win establishes and demonstrates the value of the CoP for the local community when capacitated with the LISTEN model. It thus helps to build trust among the CoP members and increase their commitment to work together toward their individual and collective goals.

At this stage it is important to:

Promote LISTEN as an aspirational opportunity that could help CoP members achieve their individual and collective goals

Share processes and tools for identifying, prioritizing and assessing problems to tackle that will provide short-term, achievable “wins” for the CoP

Support development of indicators and metrics to measure progress on problem solving

Promote reciprocity and build small commitments, so that members feel that their contribution toward achieving the group’s goal also benefits them at an individual level

Provide transferable skill-building opportunities and actionable feedback so members feel a sense of progress at an individual and collective level

Confirm and solidify the sense of efficacy, so members develop a positive belief system

Leverage coordinated behaviors between participants to enhance social bonds and collective identities.

In Eswatini, one-day workshops with the three location-based CoPs used a human-centered design process to understand and prioritize the numerous issues affecting the communities. Subsequently, a two-day workshop with Community Champions, led by LISTEN facilitators, resulted in participants focusing on HIV prevention, alongside water access and unemployment, as problems that could be addressed. The human-centered design process helped the participants map current community resources and structures, identify root causes and actionable problems, and conceptualize and prioritize solutions based on the community’s specific needs and resources. For each set of solutions, the participants identified what they could realize through their own community efforts and resources – their quick win – and what external support they would need to achieve the solution. The design workshop helped them learn a new approach to problem-solving, define the group’s leadership role for improvement within their communities, and build collective efficacy which may motivate them to pursue more challenging problems in the future.

In Homa Bay, a quick win was a scheme for boda boda operators and fisherfolk to distribute condoms for HIV prevention, after receiving support to address challenges with licensing and police harassment. These CoPs have since developed the ability to identify and address quick wins on their own, such as investment projects and projects to provide alternative sources of revenue, and tree-planting to address deforestation.

3) Stewardship

This stage corresponds approximately to Wenger’s Stewardship stage. The LISTEN facilitator focuses on supporting the CoP as it addresses more complex (second-order) challenges. Achieving or making progress on their quick win gives the CoP members an experience of reciprocity, and a sense of competence to address more complex or long-term issues.

It is at this stage that the CoP may require external technical support, for example for measurement and evaluation, including data creation, collection, and reporting. This may involve structured efforts to seek support from external or higher-level stakeholders. However, the LISTEN model helps the CoP members to see that asking for such support is compatible with self-determination when based on its own assessment of its needs, rather than the CoP being required to accept assistance imposed from outside.

Likewise, the CoP may benefit from being linked to CoPs at the horizontal level for mutual sharing of problem-solving processes. This makes full use of situated learning – i.e., learning based in a social context 9 – as CoPs not only apply their experience and the data they have captured to their next problem-solving efforts, but share their learning with other, similar CoPs. The CoP may also benefit from being linked to CoPs at a higher level in the system for additional resources and to disseminate solutions by informing policy-makers. Through the linkages, the CoPs are capacitated to access solutions for themselves, both from other CoPs through experiential learning, and from CoPs at a higher vertical level (e.g., district, state, or national). In strengthening these horizontal and vertical linkages, the existing systems (governance, coordination, service delivery, and information management) are mapped. The LISTEN model uses the existing governance and coordination structures to make them more effective and efficient.

Manage expectations, given that less visible progress may be made during longer problem-solving timespans

Promote reflection/self-assessment by documenting and acknowledging members’ efforts

Assist with horizontal and vertical connections for sharing and adapting solutions

Identify needs for multi-sector support (e.g., employment, youth funds, education, health) and facilitate explicit commitments from new horizontal and vertical partners

Update the problem-solving process to include new learnings, and tools such as knowledge management systems.

In Kenya, we observed that the LISTEN model has been used to link the citizen-level CoPs to decision-makers in various sectors across the different levels, while ensuring that the citizen-level CoPs’ interests and goals, as outlined in their charters, are recognized and addressed at each level of governance. This provides a win-win situation for leadership and communities and aids sustainability. In Eswatini, the Community Champions CoP planned to meet with the chiefdom of Luyengo’s Inner Council to address some of their issues and concerns that arose from using the LISTEN process in their problem-solving process.

4) Evolution

This stage corresponds approximately to Wenger’s Transformation stage. The role of the LISTEN facilitator here is to support the CoP as it changes and evolves. In this final stage of the journey, the CoP may reach a natural milestone where its members find themselves ready to change their domain or group structure. As Wenger’s model implies, this evolution may involve adopting a new key purpose to address; members transitioning to different levels of participation or leadership, or leaving the CoP, and new members joining the group; the CoP splitting to form new CoPs; or the CoP redefining and reorganizing itself as a “center of excellence” for its original key purpose.

Support the development of a new sense of identity rooted in shared understanding of the CoP’s key purpose and delivery point

Support the CoP as members join or leave, potentially with mentoring and training programs

Update feedback systems to ensure a sense of progress through changes

Provide tools/resources that support the potential development of the CoP into a Center of Excellence

For example, in Kenya, it has been reported that the boda boda riders have devised a sustainability strategy to provide young people with the opportunity to join the CoP. The strategy includes employing younger riders, developing farming, establishing a petrol station and hiring out meeting facilities to generate income.

Tools for the problem-solving journey

Our observations of the CoPs in Kenya and Eswatini, and the mapping of their problem-solving journeys, suggest types of tools that might support CoPs at each stage of the journey. While the tools proposed below are not HIV-specific, they will support the integration of human-centered design into the problem-solving process. These process-based tools can therefore be leveraged to address a range of social issues including HIV and water access. The examples given below are concepts that would be agreed upon, developed, tested, and refined by and with CoPs themselves, following the human-centered design approach that underpins the LISTEN model.

Community Identity: Community asset mapping tool

This tool would identify and understand the existing purpose and goals of the community, and map HIV services and related resources – natural, cultural, human, social, political, financial, built.

Records community resources and identifies gaps in resources

Identifies resources needed for capacity-building

Assists in building empathy of LISTEN leadership/Innovation CoPs for citizen-level CoPs

Builds trust with the community and leaders

Builds sense of efficacy among individual members and as a group

Quick Win: Quick win problem-solving process

This tool would identify challenges within the community and define a quick win.

Identifies root causes of chosen community challenge

Identifies actionable problems and ideates potential solutions

Prioritizes quick win based on community resources and time required for implementation

Stewardship: Guided reflection and analysis tool

After a CoP completes an intervention, this tool would provide a systematic walk-through of the process and the effects of their implemented intervention

Identifies successes and opportunities for growth

Prioritizes case studies to share with horizontally and vertically linked CoPs

We propose this problem-solving journey framework as a way to apply the theories of learning of Wenger and others within a practical public-health problem-solving space. Our framework is based on the theory and observation that people at the grassroots know what problems they face and are best positioned to identify the best solutions for their context, try them out, and adopt or create metrics to learn from successes and failures. CoPs offer them the chance to solve problems together, with a process grounded in human-centered design, consciously evaluating what they are doing and how they are doing it via data and a continuous improvement process, and linking horizontally to learn from each other and vertically to get the support they require. In this way, programs become less top-down, with the higher levels of health services and government services acting as supporters – rather than initiators – of effective solutions. As LISTEN moves into its second phase, indicators will be developed to evaluate the effectiveness of this approach.

Given the urgency of problems such as the COVID-19 pandemic, and HIV prevention and treatment in many countries, and the hitherto limited success of CoPs in innovating and disseminating promising practices, it is critical to equip communities not only to become CoPs, but also to effectively carry out the problem-solving process. The types of tools we have suggested can support CoPs at the appropriate stages in their journey, and a goal of the next phase of LISTEN is to develop and apply such tools. When communities are equipped with problem-solving skills to address their own challenges, they can create a more sustainable process for finding solutions.

Data availability

Underlying data.

No data are associated with this article.

i “Enterprise network” here refers to a network that connects groups of people to knowledge and resources beyond their own group.

  • 1.   World Health Organization: HIV/AIDS data and statistics (website). 2018; Accessed July 1, 2020. Reference Source
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  • 5.   Wenger E, McDermott RA, Snyder W: Cultivating communities of practice: a guide to managing knowledge. Boston, MA: Harvard Business School Press, 2010. Reference Source
  • 6.   Kenya National AIDS Control Council: Leveraging on communities and improving use of data to advance universal health coverage and HIV prevention. 2018; Accessed July 1, 2020. Reference Source
  • 7.   Wolkoff L: Global HIV response: Reprioritizing the local. Georgetown University. 2019; Accessed July 1, 2020. Reference Source
  • 8.   UNAIDS: Joint United Nations Programme on HIV/AIDS. aidsinfo. 2020. Accessed September 24, 2020. Reference Source
  • 9.   Lave J, Wenger E: Situated learning: legitimate peripheral participation. Cambridge, UK: Cambridge University Press, 1991. Publisher Full Text
  • 10.   Wenger E: Communities of practice: learning, meaning, and identity. Cambridge, UK: Cambridge University Press, 2018. Reference Source
  • 11.   Farnsworth V, Kleanthous I, Wenger-Trayner E: Communities of practice as a social theory of learning: a conversation with Etienne Wenger. British Journal of Educational Studies. 2016; 64 (2): 139–160. Publisher Full Text
  • 12.   World Health Organization: Community engagement for quality, integrated, people-centred and resilient health services. Accessed September 24, 2020. Reference Source
  • 13.   Rogers T, Goldstein NJ, Fox CR: Social mobilization. Annu Rev Psychol. 2018; 69 : 357–381. PubMed Abstract | Publisher Full Text
  • 14.   Bandura A: Exercise of human agency through collective efficacy. Curr Dir Psychol Sci. 2000; 9 (3): 75–78. Publisher Full Text
  • 15.   Pink DH: Drive: the surprise truth about what motivates us. New York: Riverhead Books, 2009. Reference Source

Comments on this article Comments (0)

Open peer review.

  • Wenger’s stages of development for COPs have not, to my knowledge, ever been published in peer reviewed literature. It might be a good idea to be clear about where and how formed and vetted the various ideas you
  • Wenger’s stages of development for COPs have not, to my knowledge, ever been published in peer reviewed literature. It might be a good idea to be clear about where and how formed and vetted the various ideas you ascribe to him are.  
  • I am not sure I understand the value of LISTEN’s reconceptualization of COPs. It seems you have adapted community , domain, and practice to be community , purpose,  and then delivery point . However, in the COP body of work – starting with Lave and Wenger and going up through Wenger, McDermott, and Snyder – the idea of delivery point would have been embedded in the idea of practice. Indeed, one of the issues that emerged from the later work was the question of what the relationship was between an occupational community (which would have been concerned with issues such as delivery points) and a COP.  I wonder if by the delivery point you mean the outward expression of all the COPs knowledge or the “to what end”?  
  • A critical piece of the discussion missing from this is the foundation from which the idea of COPs emerged (that being situated learning) . It is critical to understanding what a COP is and I think that the discussion of situated learning would strengthen your point, particularly as you demonstrate the vertical links across the COPs you reference. For example, how powerful would it be if you demonstrated that when new data is introduced to stimulate thinking, what happens in terms of how the COP comes to understand and integrate that data into their own thinking?  
  • I wonder if the language “developed a framework” is a bit strong? The formation of identity is a critical piece of Wenger’s work, particularly the earliest work that he did with Lave. I would say that the team condensed , documented , adapted , revised , so as not to run the risk of disregarding the wealth of peer reviewed literature on communities of practice. And as you note at the beginning of each of your stages, they directly correspond to 1-2 of Wenger’s stages.  
  • Stage 1 – what you appear to be saying is that you are formalizing COPs. If it is a true COP, there are probably elements of it that already exist but they have not formally coalesced. And indeed further on in describing how to support this stage its prior existence is alluded to. This does not lessen your guidance any, but it does stay more clearly within the foundational framework Wenger provides.  
  • My last point would be that there is a piece missing from our discussion of the COP facilitator. If this is indeed a COP emerging from the idea of situated learning then the facilitator will also be changed by this process, learning from the COP and adapting their guidance to the knowledge practices embedded in each COP. And that is an added benefit in terms of the system itself learning how to be more responsive to those at the grassroots.

Is the rationale for the Open Letter provided in sufficient detail?

Does the article adequately reference differing views and opinions?

Are all factual statements correct, and are statements and arguments made adequately supported by citations?

Is the Open Letter written in accessible language?

Where applicable, are recommendations and next steps explained clearly for others to follow?

Competing Interests: No competing interests were disclosed.

Reviewer Expertise: Anthropology, Education (including situated learning), Human-centered Design

  • Thanks for this comment. We have added lines at the beginning of the section on Communities of Practice and the LISTEN Model to give more reference to Wenger’s work. It seems true that the academic literature has not offered much discussion of his theories, but as an article that we cite notes, their influence seems considerable and long-lasting.
  • Thanks for pointing out the need for further explanation. We have added text in the 3rd and 6th paragraphs of the Communities of Practice and the LISTEN model to explain our adaptation of Wenger’s three terms. In the case of “delivery point”, this emphasizes that the LISTEN model focuses on interactions among people within a system – the interface between the supply and demand of a service, and the interactions between CoPs at different levels, horizontally and vertically  –  rather than the role performed by an individual within a system. The intent behind using “delivery point” was not to critique Wenger's model, but simply to use terminology that made the most sense in the context of LISTEN.
  • Thanks for pointing out this omission. We have now introduced the concept of situated learning in the first paragraph of the section on Communities of Practice and the LISTEN model, and we go on to reference its importance in the section on the Stewardship stage (third paragraph), and how learning can be shared between CoPs.
  • This is a fair comment and we have made our language more precise by saying that we adapted Wenger’s framework (third paragraph of the Problem-Solving Journey of a CoP section).
  • Thanks for helping us to clarify this. We agree that in most cases, elements of a CoP already exist, either because there is an informal or formal organization that can be guided to become a CoP, or because concerned members of a community have identified issues that they would like to address, and a CoP may coalesce from their shared interest. We have revised the text in the first paragraph of the section on the Problem-solving Journey of a CoP to clarify that in Kenya the first of these cases applied, and in Eswatini the second. 
  • We agree that this is an important point and are grateful to you for pointing it out. The facilitator is indeed engaged in a process of responding to and learning from the CoP, as well as providing guidance to it, and we have added text in the penultimate paragraph of the Communities of Practice and the LISTEN Model section to explain this.
  • Respond or Comment
  • COMMENT ON THIS REPORT
  • Enterprise networks.  
  • Human-centred design and how this concept differs from more widely agreed upon person- and people-centred services recommended by WHO ( https://www.who.int/servicedeliverysafety/areas/people-centred-care/en/) .
  • Two-way process, rather than street  
  • Another reference for you information: https://www.who.int/servicedeliverysafety/areas/qhc/community-engagement/en/

Reviewer Expertise: HIV, VMMC, HIV prevention, nursing,

  • Thanks for this comment. The goal of our observations was not so much to show how Wenger’s framework describes the formation and development of CoPs in the LISTEN model, but rather to use the framework as a starting point for describing the process we observed. We adapted the framework in order to create a shared understanding of the LISTEN process for the CoPs as they developed, so that they could support each other’s development more easily. We hope the explanation in the revised 3rd paragraph of The Problem-solving Journey of a CoP section makes this clearer.
  • We have revised the text to explain the process through which the communities were engaged (1st paragraph of the Problem-solving Journey of a CoP section), and have clarified in that paragraph that the groups were not already using the LISTEN model, but were introduced to it and agreed to adopt it. In each case, a group or organization was pre-existing to address specific issues, or a community’s leaders had identified issues that needed to be addressed, and the CoPs were developed around these issues using the LISTEN process.
  • The term is actually borrowed from digital technology, where it refers to networks that connect all users of a local network more widely to resources in the cloud, etc. We have added a footnote after the first mention of LISTEN to say that in the case of LISTEN, it refers to a network that connects groups of people to knowledge and resources beyond their own group.
  • We have added an explanation of HCD in the 4th paragraph of the section on Communities of Practice and the LISTEN Model, and have noted that it is generally aligned with the WHO concept of people-centered services insofar as it prioritizes communities’ knowledge and perspectives, rather than seeking to impose solutions from the outside.
  • Thanks for reminding us to beware of jargon. We have revised the language in the final sentence.
  • Thanks – we have made this change throughout the article.
  • We have revised this sentence to emphasize the importance of engaging communities, rather than asserting that they are not properly engaged.
  • We have added a reference to UNAIDS data.
  • The potential tools we describe have not yet been developed.
  • We have revised this to describe a “responsive process”.
  • Thank you – we have added this reference in the 4th paragraph of the Communities of Practice and the LISTEN Model section.
  • Reference is needed for the following statement. “Yet local communities are often not engaged to their full potential, and innovations are not systematically identified, catalyzed, or scaled up”.  
  • There is mention that LISTEN has been pioneered by local country teams to address HIV prevention in Kenya, Eswatini, and Malawi. However, the paper only focuses on the experiences in Kenya and Eswatini and not Malawi. Is there a reason for this omission? Consider stating why the experience in Malawi is not included.  
  • Descriptions in the problem-solving journey lack details and/or specific examples from the countries where this was piloted. The journey is described in overarching descriptions, rather than more nuanced details that may allow for further application. The examples provided from Kenya and Eswatini seem to only suggest that these steps were followed, but no details about what exactly was done in each step in the process. For example, in “quick wins,” all it says it’s these things were established, rather than what specifically was established. What was the “win”? How was it measured? Etc. Without this level of detail, the paper appears overly general. Country-specific examples with sufficient details to understand “how” the process was followed would enhance the paper.  
  • The authors seem to suggest that this overall approach can be done for any health concern. However, the application has only been in HIV and although the process appears to not be disease-specific, the tools outlined are specific to HIV. If the intent is for this process to be HIV-specific, consider making that case much more evident including in the title and introduction. Otherwise, state HIV as an example but the process could be used for other diseases. However, the examples presented only focus on HIV so that may be difficult to justify.  
  • Throughout the paper, there is mention of the use of human-centered design. Some explanation is needed regarding this approach and how exactly it informed the process. Not all readers will know what HCD is, thus how it was used throughout the process would be beneficial.  
  • The “tools” mentioned in the problem-solving journey section seem like a list of activities or concepts rather than tools. Consider reframing this section to better describe what “tools” were actually used in the process and how to use the tool in the steps proposed.  
  • The authors do not present or propose any evaluation of this approach. If an evaluation has not been conducted that can identify quantifiable outcomes, perhaps the authors can consider proposing an overall approach to evaluating the impact of the proposed framework.

Reviewer Expertise: HIV prevention; public health

  • Thank you for these comments. In our revision to the article, we have sought to add detail about the process through which the LISTEN model is implemented in the different stages of a COP’s development. Our responses below will give further indications of this.  
  • We have added a sentence in the Introduction to explain that the LISTEN model had not been introduced in Malawi at the time of our observational visits to the two countries.
  • Thank you for this observation. We have added detail to the Quick Win example from Eswatini to explain how the work was done through prioritization, workshops, mapping of community resources and structures, identifying causes and conceptualizing solutions. 
  • Although the CoPs that we observed were involved in activities for HIV prevention, the LISTEN process itself is not geared specifically or exclusively toward HIV. As we note in the final paragraph of the Quick Win section, some CoPs have worked on investment projects, and tree planting to address deforestation. The tools that we propose could be developed to assist CoPs (in the Tools for the Problem-solving Journey section) are therefore not HIV-specific, and we now state this explicitly at the beginning of that section.
  • Thank you for pointing out this gap. We have added an explanation of HCD in the 4th paragraph of the section on Communities of Practice and the LISTEN Model.
  • The section on Tools for the Problem-solving journey presents concepts for tools that have not yet been developed. In the initial LISTEN process, the work was done through discussion, making lists, and so forth. In effect, it was “building the ship while sailing it”, rather than coming in with a fully preconceived methodology. The tools we propose are ways to formalize this process based on the experience gained, and using principles of human-centered design.
  • The LISTEN approach has not yet been evaluated. We have added a sentence (end of the first paragraph of the Conclusion) to explain that indicators for evaluating its effectiveness will be developed in the second phase of LISTEN.

Reviewer Status

Alongside their report, reviewers assign a status to the article:

Reviewer Reports

  • Carlos Toledo , Centers for Disease Control and Prevention (CDC), Atlanta, USA
  • Julia Samuelson , World Health Organization, Geneva, Switzerland
  • Tracy Johnson , Bill & Melinda Gates Foundation, Seattle, USA

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The use of community problem solving in undergraduate nurse education: A literature review

Affiliations.

  • 1 Liverpool John Moores University, United Kingdom of Great Britain and Northern Ireland. Electronic address: [email protected].
  • 2 University of Manchester, United Kingdom of Great Britain and Northern Ireland.
  • 3 Division of Population Health, Health Services Research and Primary Care, University of Manchester, United Kingdom of Great Britain and Northern Ireland.
  • PMID: 35772343
  • DOI: 10.1016/j.nedt.2022.105447

Background: To effectively realise their role in health promotion nurses need a clear understanding of the social determinants of health. In 1987 the WHO recommended that students participate in meaningful community based problem-solving to prepare them for health promotion practice, including actual or simulated community health projects.

Objective: To explore the use of community problem-solving in undergraduate nurse education and its impact on students' understanding of population health.

Method: This literature review used a five-stage iterative method, to explore the following research question; how is community problem-solving being used in undergraduate nurse education and to what effect? Following a systematic database search (CINAHL, MEDLINE, ERIC and ProQuest BNI), forward citation and snowballing, 82 studies were screened against the inclusion and exclusion criteria. A critical appraisal of the studies was conducted using COREQ and data was extracted using a summary table. Thematic analysis was used to identify major themes from the literature.

Results: Ten studies were identified which explore the use of community problem-solving these provide some useful insight into the design, application and the apparent benefits of the approach in undergraduate nurse education. Three key themes emerge: students develop a broader vison of their future role in health promotion, a deeper understanding of community and social determinants, as well as identifying the role of community assets for health. Only one of the studies included in the review evaluated the impact of community problem-solving on health promotion practice after graduation.

Conclusion: The concept of CPS in undergraduate nurse education has been around for many years, but there has never been a comprehensive review of its implementation or effectiveness. Research into its impact is needed to examine whether it increases students' understanding of their future role in health promotion. If nurses are expected to play a key role in public health, nurse educators need research evidence to support the design and delivery of CPS to implement a population health approach to undergraduate nurse education.

Keywords: Community; Community problem-solving; Health promotion; Literature review; Nurse education; Social determinants of health.

Copyright © 2022 The Author(s). Published by Elsevier Ltd.. All rights reserved.

Publication types

  • Delivery of Health Care
  • Education, Nursing* / methods
  • Education, Nursing, Baccalaureate* / methods
  • Problem Solving
  • Students, Nursing*

Sample details

  • Problem Solving
  • Words: 1061
  • Views: 1,565

Related Topics

  • Mental Disorder
  • Sigmund Freud
  • Psychologist
  • Psychological theories
  • Personality psychology
  • Family History
  • Intersectionality
  • Importance of family

Community and problem solving

Community and problem solving

Introduction

Communities all around the world face a variety of challenges, including environmental, political, economic, and security issues. It’s crucial for each community to identify these problems and establish objectives to address them. Additionally, it’s important for communities to involve all stakeholders in problem-solving efforts to minimize conflicts of interest. By doing so, every member of society will feel like they have a role in finding solutions. Communities should strive to adopt the best strategies for tackling each issue they face. In today’s diverse world with many differences among people, it’s wise to seek common ground without fearing disagreement when dealing with problem-solving at the community level. This approach ensures that problems are solved effectively and democratically (Braga, 2001).

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Community policing and integration with the federal government are important aspects of law enforcement.

Community policing is a major tool used in several countries to solve community problems, particularly those related to crime and security issues. It has proven to be very effective in curbing crime and restoring law and order. Essentially, community policing is a mode of policing where the police work together with the society in their role of maintaining law and order. Community policing recognizes the shared responsibility between the police force and the community while also acknowledging the independence of the police force. Its goal is to ensure a secure and safe environment for every member of society.

Through this mode of policing, an equal and active partnership between the police and community is established, developed, and maintained. It has proven efficient in addressing public safety concerns since it provides a forum for discussing safety issues jointly with solutions identified collaboratively then implemented (Farlex, 2009).

Community-oriented policing extends police power to cover all aspects of a community, making the police influence pervasive. This policing strategy views police officers as an extension of the larger community. Its aim is to restore informal controls that encourage individuals to police themselves and ensure that people in society become disciplined by following morals and virtues important to the community. The community-oriented approach is considered effective because it unites society and the police, with both working together as a team to ensure civilization in a community and guarantee safety for everyone. One major advantage of this approach is that it helps bridge the gap between the police and communities (Farlex, 2009).

Another major advantage of community policing is that it helps create bonds between society and the police. These bonds are based on trust, which is an essential tool in fighting crime. Traditional policing approaches lacked a connection between police and communities, making it difficult for police to gather information about crime. By integrating police into the community, they can carry out their duties more effectively by providing security. Additionally, the society becomes more cooperative in fighting crime, reducing criminal activity while deterring future crimes.

In societies where community policing is practiced, people are usually afraid to commit crimes because they know they may be caught easily since the police work together with individuals in society. This acts as an effective tool for crime deterrence and reduction (Farlex, 2009).

Police officers are not only concerned with fighting crime but also with improving the quality of life in the communities where they work. They can obtain funds from major businesses and government departments to aid these communities. By employing a community-oriented policing approach, officers can ensure that the economic status of society, especially youth, is improved. This approach also allows officers to identify vital resources for community growth and discover other resources that could enhance living standards (Farlex, 2009).

In the past, policing has been very traditional, repressive, and reactive. It mainly focused on the priorities of federal authorities. However, with rising cases of crime, it has become more important for federal authorities to involve communities in order to achieve their goals. This has led to a shift in law enforcement agencies towards establishing external partnerships, involving citizens in problem-solving and transforming organizations. The adoption of this approach by federal agencies has served as a solid foundation for achieving their major objective: maintaining law and order.

For community policing to be effective, it should also include interagency and intergovernmental collaborations with federal agencies and states. These collaborations play a vital role in collecting and exchanging intelligence information, identifying vulnerabilities and threats while also aiding mobilization and resource sharing when needed (Philippaerts & Phahlane 1997).

Problem-solving policing

The problem-solving policing approach involves identifying certain crimes and other disorderly problems to help police formulate responsive strategies. Unlike community policing, this approach emphasizes research and analysis to prevent crime. It involves both private and public organizations in solving community problems, which can be confused with the community-oriented approach. While analyzing crime incidents, this approach looks for similarities between occurrences that may concern both the police force and communities. In contrast to traditional policing approaches where similar incidents were treated individually, problem-oriented policing aims to identify the root cause of such incidences, helping root out criminal activities in a community. This is one of the major advantages of this policing approach.

Furthermore, this approach works together with affected communities in identifying problems and formulating solutions. As such, it is efficient not only in ensuring criminals are convicted but also eliminating possibilities of repeated crimes. The problem-solving policing approach efficiently roots out crime in a community (Braga, 2001).

Problem-oriented policing typically involves the police and communities collaborating to identify and formulate alternatives to combat specific recurring crimes in a community. This fosters cooperation and trust between the police and society, which is crucial in fighting crime (Goldstein, n.d.).

Conclusion.

Despite their differences, community-oriented policing, problem-solving policing, and the federal government’s integration into community policing approaches aim to reduce crime through cooperation with communities. The only difference is the level of influence on communities and the intensity of interaction between police and communities. Although community-based policing seems advantageous and ideal, it is more costly and complicated than the problem-oriented approach. The latter is more practical and achievable than the other two approaches, making it more applicable.

Braga, A. A. et al (2001): Problem-Oriented Policing, Deterrence, and Youth Violence : An Evaluation of Boston’s Operation Ceasefire.” Retrieved on April 14th, 2009 from https://graduateway.com/essay-examples/youth-violence/.

Farlex, Inc. (2009) published an article about community-oriented policing, which is a blend of strategies. The article can be accessed at the following link: https://www.thefreedictionary.com/community-oriented+policing . The article was retrieved on April 14th, 2009.

Community-oriented policing: a blend of strategies

Goldstein, H. (n.d.): Improving Policing: A Problem-Oriented Approach. Retrieved on April 14th, 2009 from [insert URL here] .

http://cad.sagepub.com/cgi/content/abstract/25/2/236?ck=nck

Philippaerts, J. and Phahlane, J. (1997) implemented community policing in the Belgian Federal Police and the South African Police Service.

Retrieved on April 14th from:

Here is a link to an article on implementing community policing in business: http://www.cpsb.com/research/communique/creative-problem-solving-business/implementing-community-policing.pdf .

Cite this page

https://graduateway.com/community-and-problem-solving/

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Introduction The purpose of this research is to understand why my employees come to work late in the morning and late after lunch and what can be done to solve this problem. Employees at work have a tendency of coming to work late, and showing up late after their lunch break. Stopping tardiness from employees during

Solving Problems of Culler’s Company

Business Process

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Skills and qualities needed for effective educational administration

administrator and teacher looking at documents

Educational administrators can improve the lives of the students, staff, and community from the top down. They can implement changes that have far-reaching impacts for years to come.

Educational administrators are also highly sought after as skilled professionals because of their unique ability to navigate the intricate landscape of educational institutions, fostering an environment conducive to growth and development.

Read on to learn about the skills and qualities that educational administrators must possess to succeed in their field.

Leadership and vision

Educational administrators need to be able to inspire and mobilize teachers, students, and the broader community to achieve shared educational goals. Effective leaders create a compelling vision for the future, one that anticipates and adapts to challenges, harnesses opportunities, and fosters an environment of continuous improvement.

At their best, educational leaders set clear, ambitious objectives that elevate the quality of education to keep it relevant in a rapidly changing world. By articulating this vision clearly and rallying the support of all stakeholders, administrators use their leadership skills to help their schools meet the current needs of their students and prepare them to thrive in their future endeavors. 1

Communication skills

Much of an administrator’s day is spent communicating with others. They work with staff, students, and parents to make sure that all voices are heard and valued. Through effective communication, administrators can build trust, foster a positive school culture, and align everyone toward common goals. 2

One of the most important communication skills is active listening. Administrators who listen well can understand the perspectives and concerns of their community. In addition to hearing the words of others, they have to interpret the emotions and intentions behind them to facilitate empathy and connection. 2

Educational settings are often a melting pot of diverse opinions and interests, making conflict resolution and problem-solving a top priority. By applying active listening and open, respectful communication, administrators can identify the root causes of conflicts and work collaboratively towards sustainable solutions. These skills help them resolve immediate issues, strengthen relationships, and promote a collaborative environment. 2

Organizational and management skills

School administrators have to wear a lot of hats to run such a complex organization efficiently and effectively. They have to juggle a myriad of responsibilities, from overseeing daily operations to strategic planning, so good time management skills are a must. They also need to manage budgets and allocate resources wisely. 3

The intricacies of school operations and logistics require attention to detail and the ability to foresee and mitigate potential safety issues before they impact the educational process. This includes everything from scheduling and maintenance to complying with educational standards and safety protocols. 3

Curriculum development

Curricula is an often contentious area of debate in education. Trends in curriculum development come and go, as evidenced by the recent “reading wars”—a disagreement over how students should be taught to read. 4

School leaders are tasked with preparing students to meet the demands of a rapidly changing society. By staying attuned to educational trends, administrators can adapt the curriculum to incorporate new knowledge and skills and make learning relevant and engaging for students. 5

Curriculum development is a never-ending process. Administrators must continually assess its effectiveness in meeting learning objectives. Through systematic evaluation, educational administrators can identify areas for improvement, make informed adjustments, and make sure the curriculum is responsive to both student and societal needs. 5

Team building and collaboration

An effective school is one where educators and staff feel supported, valued, and motivated. Administrators bring together groups of individuals with diverse talents and perspectives to work together for the common good. This diversity fosters creativity and innovation in problem-solving and decision-making processes but can be a challenge if it’s not handled correctly.

When administrators focus on team building, they lay the foundation for a cohesive unit that is more resilient to challenges and more effective in achieving educational objectives. 6

A collaborative environment encourages open communication, mutual respect, and shared responsibility among all stakeholders, including teachers, staff, students, and parents. When educational leaders support their teams’ professional growth and autonomy, they foster a sense of ownership and commitment to the school’s vision. 6

Data analysis and decision-making

Educational administrators must make informed decisions that improve student learning and school performance. They need to know how to gather, analyze, and interpret data from various sources, including student performance metrics, attendance records, and feedback from stakeholders.

This data-driven approach guarantees that decisions are not based on assumptions or anecdotes but on concrete evidence that reflects the actual needs and achievements of students. 7

By analyzing data over time, administrators can pinpoint patterns that indicate successes or highlight areas that need improvement—whether in relation to academic performance, student engagement, or resource allocation. They can also then proactively address issues, adapt strategies, and implement interventions that support student success. 7

Implementing evidence-based practices is the logical extension of using data for decision-making. Once administrators identify effective strategies through data analysis, they can adopt evidence-based practices that have been proven to work in similar contexts. By continually monitoring the impact of these practices through further data analysis, administrators can refine their approaches and set up a cycle of continuous improvement in their organizations. 7

A simplified five-step process for leveraging data in school leadership at education organizations can include:

  • Setting student learning goals
  • Delivering instruction and administering assessments
  • Collecting student achievement data
  • Analyzing and sharing data
  • Using insights to inform action 8

In summary, it’s important for educational administrators to not only embrace data for their own advancement but also to promote a data-driven culture in their schools and organizations that highlight strategies such as gaining faculty buy-in, teaching teachers data analysis skills, and making data meaningful.

Differences between school administrators and education administrators

While the terms "school administrators” and "education administrators" are sometimes used interchangeably, there are key differences in their roles and responsibilities within the realm of educational leadership.

Scope of authority

  • School Administrators : Typically, school administrators oversee the daily operations of a specific school or educational institution. They focus on managing staff members, students, and resources within the confines of their educational institutions.
  • Education Administrator s: On the other hand, education administrators operate on a broader scale, often at the district, regional, or even state level. They are responsible for shaping educational policies, implementing curriculum standards, and overseeing multiple schools or educational programs.

Strategic focus

  • School Administrators : School administrators are primarily concerned with the immediate needs and challenges of their specific school community. They focus on creating a positive learning environment, addressing disciplinary issues, and ensuring that educational standards are met.
  • Education Administrators : Educational administrators take a more strategic approach, focusing on long-term planning and policy development. They may be involved in curriculum design, assessment strategies, and initiatives aimed at improving student learning outcomes across a wider area.

Stakeholder engagement

  • School Administrators : School administrators interact closely with students, teachers, parents, and local school community members on a day-to-day basis. They are responsible for building relationships, addressing concerns, and fostering a sense of school spirit within their school.
  • Education Administrators : Educational administrators engage with a broader range of stakeholders, including government officials, policymakers, educational experts, and advocacy groups. They often serve as liaisons between various stakeholders, advocating for policies and initiatives that benefit the overall education system. 

Policy Development and implementation

  • School Administrators : While school administrators may have input into school policies and procedures, their primary focus is on implementing policies set forth by higher-level school board authorities.
  • Education Administrators : Education administrators play a significant role in developing and implementing educational policies and initiatives. They may collaborate with stakeholders to shape curriculum standards, assessment methods, and professional development programs.

Professional background and qualifications

  • School Administrators : School administrators typically have a background in education, often starting their careers as teachers before moving into administrative roles. They may hold certifications or advanced degrees in educational leadership.
  • Education Administrators : Educational administrators often have a broader range of professional backgrounds, including education, policy analysis, public administration, or organizational management. They may hold advanced degrees in fields such as educational administration, public policy, or business administration.

Choosing to be a school administrator

While both school administrators and education administrators play critical roles in shaping the educational landscape, they operate at different levels of authority and strategic focus. School administrators focus on the day-to-day operations of individual schools, while education administrators take a broader perspective, shaping policies and initiatives that impact multiple schools or educational programs.

Understanding these differences is essential for aspiring educational leaders to choose the career path that best aligns with their skills, interests, professional goals, and the professional development that is best suited to their goals.

Professional development

The most effective educators are also perpetual students. Educational administrators understand that continuous learning and growth allow them to cultivate their leadership, management, and educational strategies.

By committing to their own professional development, administrators model the importance of lifelong learning to their staff and students, fostering an environment where growth is valued and encouraged.

Research indicates that investing in professional development for principals can lead to positive outcomes such as improved leadership practices, teacher engagement, and student achievement. 9

The educational landscape is constantly shaped by new research findings, technological advancements, and societal changes. Staying up-to-date with these trends gives administrators an optimal approach to introducing innovative practices and curricula, ensuring students are well-prepared for the future.

Lead your school more effectively with KU’s online educational administration master’s

Begin your leadership journey in the University of Kansas' online master’s in educational administration and learn how to make a significant impact in education. With the flexibility to study at your pace, you can earn your advanced degree in as few as two years.

Develop strong decision-making skills, problem-solving skills, strategic thinking, and other must-have qualities in education through comprehensive courses such as Data-Driven Leadership, Education Law, and Special Education Leadership. You’ll benefit from close mentorship by highly qualified faculty who bring a wealth of experience from the educational frontlines.

Don't wait to make a difference. Contact a KU admissions outreach advisor to learn how to begin to lead with purpose and passion so you can make a difference in the lives of teachers and students.

  • Retrieved on February 9, 2024, from sedl.org/change/issues/issues23.html
  • Retrieved on February 9, 2024, from educationalleaders.govt.nz/Managing-your-school/Guides-for-managing-your-school/Effective-communications
  • Retrieved on February 9, 2024, from pikmykid.com/skills-school-administration-needs/
  • Retrieved on February 9, 2024, from hechingerreport.org/four-things-you-need-to-know-about-the-new-reading-wars/
  • Retrieved on February 9, 2024, from theprincipalsplaybook.com/educational-leadership/curriculum-leadership-truths
  • Retrieved on February 9, 2024, from educationworld.com/teachers/team-leadership-building-collaborative-learning-environment
  • Retrieved on February 9, 2024, from schoolytics.com/blog/2022/07/data-driven-leadership-in-schools
  • Retrieved on February 9, 2024, from betterlesson.com/blog/principals-benefit-from-professional-development/

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The Role of Creativity in Math: An Approach to Math Problem-Solving

community's role in problem solving

Last Updated on February 26, 2024 by user

In the quest for excellence in education, the significance of creativity in mathematics cannot be overstated. Often misunderstood as a rigid set of rules and formulas, mathematics is, in fact, a dynamic field where creativity thrives as a cornerstone of math problem-solving.

This article explores how Thinkster Math’s innovative approach embraces creativity and empowers your child to become a confident and resourceful mathematician.

Rethinking Math Education & Math Problem-Solving

Traditionally, mathematics education has been synonymous with memorization and repetition, leaving little room for creativity or exploration. At its core, mathematics is not merely a set of rules and procedures; it is an intricate tapestry of patterns, relationships, and possibilities waiting to be uncovered. Yet, traditional pedagogical approaches sometimes stifle students’ innate creativity by emphasizing memorization over understanding and formulaic approaches over critical thinking.

However, at Thinkster Math, we believe that true mathematical proficiency goes beyond mere computation. True mathematical proficiency stems from thinking flexibly, approaching problems from different angles, and devising innovative solutions.

By fostering an environment where creativity is encouraged and celebrated, Thinkster Math empowers students to become confident problem solvers who can tackle challenges with ingenuity and insight. 

Learn more about our math curriculum and philosophy .

community's role in problem solving

Cultivating a Growth Mindset

Central to Thinkster Math’s philosophy is cultivating a growth mindset—an outlook that views intelligence and abilities as malleable traits that can be developed through dedication and effort. In a growth mindset environment, mistakes are not failures but valuable learning opportunities, and persistence is celebrated as the key to mastery.

By reframing setbacks as stepping stones to success, Thinkster Math encourages students to approach mathematics with curiosity and resilience, emboldening them to explore new ideas, take risks, and push the boundaries of their understanding. This mindset shift lays the foundation for a creative approach to problem-solving, where challenges are met with enthusiasm rather than trepidation.

Encouraging Exploration and Discovery

Thinkster Math’s curriculum is designed to ignite the spark of creativity within each student, fostering a deep appreciation for the beauty and elegance of mathematics. Through a rich array of engaging problems and activities, students are invited to embark on a journey of discovery, where there are no predetermined answers, only endless possibilities waiting to be explored.

community's role in problem solving

By encouraging students to articulate their reasoning and explore multiple solution paths, Thinkster Math cultivates a culture of mathematical discourse where ideas are shared, challenged, and refined. In this dynamic learning environment, creativity flourishes as students draw upon their unique perspectives and insights to unravel the mysteries of mathematics.

Fostering Collaboration and Communication

At Thinkster Math, we recognize the importance of collaboration and communication skills in learning. 

During tutoring sessions , your child will have the opportunity to articulate their thought processes, explain their reasoning behind solutions, and explore alternative approaches to problem-solving. Our tutors provide personalized guidance, asking probing questions to deepen understanding and encouraging students to express their ideas with clarity and confidence.

Celebrating Achievements and Keeping Learning Fun

Every child’s journey is unique, and progress is not always linear. That’s why at Thinkster Math, we celebrate the small victories and milestones along the way. 

Whether mastering a challenging concept, solving a complex problem, or simply demonstrating perseverance in adversity, every achievement is a cause for celebration.

Different features help keep learning fun and engaging for students within our app: 

  • Achievements: Children can earn badges for different activities that they complete.
  • Coins: Imagine a world where your child eagerly anticipates their math lessons. At Thinkster, we’ve made that a reality! By simply engaging in daily math exercises and adopting recommended habits, your child can earn Thinkster Coins.
  • Gift Card Rewards: Students can turn those hard-earned rewards into a monthly gift card! They can earn up to $5 from different, exciting retailers. 

Harnessing the Power of Math Problem-Solving

As we strive to prepare students for an increasingly complex and interconnected world, we must nurture their innate curiosity, resilience, and creativity—qualities at the heart of mathematical thinking.

Thinkster Math’s holistic approach to problem-solving represents a paradigm shift in mathematics education that embraces the transformative power of creativity and empowers students to become fearless explorers of the mathematical realm. By adopting a growth mindset, nurturing mathematical creativity, and celebrating the joy of discovery, Thinkster Math is revolutionizing how we think about mathematics, one problem at a time.

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Empowering Educators: The Role of Online Master’s Programs in Developing Effective Leaders

M any people seek a graduate degree to enhance their career and skillset. However, finding the time to attend traditional on-campus classes can challenge students with work commitments and family responsibilities.

Earning a master's online allows flexibility that fits busy schedules and reduces opportunity costs. Choosing an accredited institution is essential for students seeking a quality education and eligibility to apply for federal student aid.

Leadership Skills

Leadership skills are essential to lead a team, manage an organization, or serve as a mentor.  Masters in education administration online  programs can help you build these skills, preparing you for leadership roles in your education career and beyond.

Applications for graduate school admission frequently call for the completion of an essay outlining the applicant's objectives and motivations for applying to that specific program, as well as letters of recommendation from instructors or supervisors. In addition, many of these programs offer scholarships to support students.

Many countries have remodeled their education systems to be more student-centered, emphasizing creativity, collaboration, and individualized learning. These strategies are intended to prepare students for 21st-century careers, and research shows they have the potential to boost academic achievement and increase equity in schools.

Communication Skills

Online master's programs allow students to learn at their own pace. Students can access faculty guidance and support during their studies. Students can also choose from a variety of concentrations to narrow their focus. The degree curriculum for an online master's in leadership helps develop well-rounded professionals who can encourage others to maintain a healthy, inspired workplace.

Communication skills are a critical component of leadership development. To ensure effective communication, it's crucial to utilize a combination of verbal and nonverbal cues. Verbal communication involves spoken words and conveys ideas, thoughts, and emotions. Nonverbal communication enhances speech through body language, tone, and facial expressions. Improving verbal and nonverbal communication skills can significantly enhance an individual's ability to connect with others and effectively convey their message.

Communicating effectively can prevent misunderstandings and promote understanding in the workplace. Developing these skills can also make it easier to deliver complex messages. Choosing an online program can provide flexibility and convenience, as many of these courses are offered on a part-time schedule to allow learners to work around their professional and personal commitments.

Problem-Solving Skills

Problem-solving skills are critical for overcoming obstacles in one's personal and professional life. Good problem-solving involves determining the cause of an issue and finding a practical solution. It can be done with various techniques, including brainstorming with colleagues and using online resources like helplines and forums.

One way to demonstrate your problem-solving skills in an interview is by describing how you solved a difficult situation in the past. Many employers use skills tests in their hiring process to measure a candidate's ability to solve problems and make decisions, which can't be easily assessed during a traditional interview.

Improving your problem-solving skills by gaining industry knowledge or participating in ongoing training is also possible. Increasing your technical knowledge can help you understand more about the equipment and software you work with. It can help you troubleshoot issues quickly and provide solutions that will be effective. It can also help you anticipate problems that may happen based on trends, patterns, and current events.

Teamwork Skills

Practical  teamwork skills  are critical to an individual's ability to perform well in a role and contribute to a company's success. Collaboration tools enable teams to work seamlessly, unlocking a higher level of productivity and faster task completion. Not just that, they play a pivotal role in fostering a positive and productive office culture.

One crucial teamwork skill is communicating with others effectively and respectfully, especially in difficult situations. It can include expressing opinions without being offensive and listening to others' points of view. Providing constructive criticism when appropriate is necessary, which can be difficult for some people.

In addition to these leadership traits, online master's programs require a certain amount of work experience before students can be admitted. Many are designed to be completed in about 18-24 months, allowing students to earn degrees and apply their learning to the workplace. It will enable them to become leaders in their fields more quickly. 

The post Empowering Educators: The Role of Online Master’s Programs in Developing Effective Leaders appeared first on Sunny Sweet Days .

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Computer Science > Artificial Intelligence

Title: geoeval: benchmark for evaluating llms and multi-modal models on geometry problem-solving.

Abstract: Recent advancements in Large Language Models (LLMs) and Multi-Modal Models (MMs) have demonstrated their remarkable capabilities in problem-solving. Yet, their proficiency in tackling geometry math problems, which necessitates an integrated understanding of both textual and visual information, has not been thoroughly evaluated. To address this gap, we introduce the GeoEval benchmark, a comprehensive collection that includes a main subset of 2000 problems, a 750 problem subset focusing on backward reasoning, an augmented subset of 2000 problems, and a hard subset of 300 problems. This benchmark facilitates a deeper investigation into the performance of LLMs and MMs on solving geometry math problems. Our evaluation of ten LLMs and MMs across these varied subsets reveals that the WizardMath model excels, achieving a 55.67\% accuracy rate on the main subset but only a 6.00\% accuracy on the challenging subset. This highlights the critical need for testing models against datasets on which they have not been pre-trained. Additionally, our findings indicate that GPT-series models perform more effectively on problems they have rephrased, suggesting a promising method for enhancing model capabilities.

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  • Table of Contents
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  • Community Check Box Evaluation System
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  • Facilitation of Community Processes
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  • Section 5. Analyzing Community Problems

Chapter 3 Sections

  • Section 1. Developing a Plan for Assessing Local Needs and Resources
  • Section 2. Understanding and Describing the Community
  • Section 3. Conducting Public Forums and Listening Sessions
  • Section 4. Collecting Information About the Problem
  • Section 6. Conducting Focus Groups
  • Section 7. Conducting Needs Assessment Surveys
  • Section 8. Identifying Community Assets and Resources
  • Section 9. Developing Baseline Measures
  • Section 10. Conducting Concerns Surveys
  • Section 11. Determining Service Utilization
  • Section 12. Conducting Interviews
  • Section 13. Conducting Surveys
  • Section 14. SWOT Analysis: Strengths, Weaknesses, Opportunities, and Threats
  • Section 15. Qualitative Methods to Assess Community Issues
  • Section 16. Geographic Information Systems: Tools for Community Mapping
  • Section 17. Leading a Community Dialogue on Building a Healthy Community
  • Section 18. Creating and Using Community Report Cards
  • Section 19. Using Public Records and Archival Data
  • Section 20. Implementing Photovoice in Your Community
  • Section 21. Windshield and Walking Surveys
  • Section 22. Using Small Area Analysis to Uncover Disparities
  • Section 23. Developing and Using Criteria and Processes to Set Priorities
  • Section 24. Arranging Assessments That Span Jurisdictions
  • Main Section

Communities have problems, just like people

Problems are part of life. We all deal with individual problems, families have family issues, and communities have community problems. Communities must come together to solve their problems, just like families.

When communities try to solve problems, they start just like individuals do. They must reflect and analyze the issue to help come to a solution. But, before discussing solutions, problems must be identified.

So, after discussing a little bit about what problems look like, this section will explain what analyzing community problems is about, why it can be helpful, and then how to do it.

What is a community problem?

Problems can arise in any part of a community and come from any aspect of community life. There's a long list of nominees, and you probably know some of the main contenders. Can you name the leading problems in your community? Chances are you can at least start the list.

Below are examples of community problems:

Example Community Problems: Adolescent pregnancy, access to clean drinking water, child abuse and neglect, crime, domestic violence, drug use, pollution, mismanagement of resources, lack of funding for schools and services, ethnic conflict, health disparities, HIV/ AIDS, hunger, inadequate emergency services, inequality, jobs, lack of affordable housing, poverty,  transportation, violence, racism and police brutality.

What others would you add?

Rather than aim for a complete problem list, here are some criteria you may consider when identifying community problems:

  • The problem occurs too frequently  (frequency )
  • The problem has lasted for a while ( duration )
  • The problem affects many people ( scope, or range )
  • The problem is disrupting to personal or community life, and possibly intense ( severity )
  • The problem deprives people of legal or moral rights ( equity )
  • The issue is perceived as a problem ( perception )

This last criterion, perception, is an important one, and can also help indicate readiness for addressing the issue within the community.

What is seen as a problem can vary from place to place and group to group in the same community. Although there's no official definition of a community problem, the above examples and criteria above should help you begin to name and analyze community problems.

Why should I analyze a community problem?

Analyzing community problems is a way of thinking carefully about a problem or issue before acting on a solution. It first involves identifying reasons a problem exists and then, identifying possible solutions and a plan for improvement.

Example: The downtown area of a community is declining. Stores are closing, and moving out; no new stores are moving in. We want to revitalize that downtown. How should we do it?

Our thinking here is simple:

  • We should start by analyzing why the decline is taking place, that is, why the problem is occurring. Without knowing causes, we cannot fix the problem. Jumping in and trying to fix it without analysis can cause a bigger problem and waste resources.
  • An in-depth analysis will lead to better long-run solutions.

Starting with an analysis can help…

To better identify what the problem or issue is.

Kids gather on the street. Sometimes they drink, and sometimes, they get rowdy. What is the problem here? The drinking, the rowdiness, the gathering itself? Or, is it possible that kids have nowhere else to go and few positive alternatives for engagement? Before looking for solutions, you would want to clarify just what is the problem (or problems) here. Unless you are clear, it's hard to move forward.

Problems are usually symptoms of something else. What is that something? We should find out.

To determine the barriers and resources associated with addressing the problem.

It's good practice and planning to anticipate barriers and obstacles before they might arise. By doing so, you can mitigate them. Analyzing community problems can also help you understand the resources you need. The better equipped you are with the right resources and support, the higher your chances of success.

To develop the best action steps for addressing the problem.

Having a plan of action is always better than taking a few random shots at the problem. If you know where you are going, you are more likely to get there.

Having a deeper understanding of a problem before you start trying to solve it helps you cover all of your bases. There's nothing worse for member involvement and morale than beginning to work on a problem, and running up against lots of obstacles, especially when they are avoidable.

When you take a little time to examine a problem first, you can anticipate some of these obstacles before they come up, and give yourself and your members better odds of coming up with a successful solution.

When should I analyze a community problem?

Every community problem benefits from analysis. The only possible exception is when the problem is an immediate crisis that requires action at this very moment . And even then, reviews should be conducted after to help plan for the next crisis.

However, there are conditions when an analysis is especially critical:

  • When the community problem is not defined clearly
  • When little is known about the community problem or its possible consequences
  • When you want to find causes that may improve the chance of successfully addressing the problem
  • When people are jumping to conclusions and solutions much too soon
  • When you need to find collaborative partners to help take action.

How should I analyze a community problem?

The ultimate goal is to understand the problem better and to deal with it more effectively, so the method you choose should accomplish that goal. We'll offer some step-by-step guidelines here and go over a couple of specific ways to determine the causes of the problem.

1. Justify the choice of the problem .

Apply the criteria we’ve listed above – frequency, duration, range, severity, equity, perception – as well as asking yourself whether your organization or another can address it effectively, in order to decide whether the problem is one that you should focus on.

Let’s take the problem we used as an example earlier: The percentage of overweight and obese children in the community has been steadily increasing, and now approaches 25%. Since we know that childhood obesity tends to lead to adult obesity, and that obesity and being overweight are linked to chronic conditions – diabetes, heart disease, stroke – this is a problem that needs to be addressed now. Our organization has the will and the ability to do it.

2. Frame the problem .

State the problem without implying a solution or blaming anyone , so that you can analyze it without any assumptions and build consensus around whatever solution you arrive at.  One way is to state it in terms of a lack of a positive behavior, condition, or other factor, or  the presence or size of a negative behavior, condition, or other factor.

There are too many children in the community who are overweight or obese. The problem is particularly serious among low-income families.

3. Identify whose behavior and/or what and how environmental factors need to change for the problem to begin to be solved.

This can be as straightforward as individuals changing their behavior from smoking to not smoking, or as complex as persuading legislators to change laws and policies (e.g., non-smoking ordinances) in order to change others’ behavior (smokers don’t smoke in buildings or enclosed spaces used by the public) in order to benefit yet another group by changing the environment (children are protected from secondhand smoke in public.)

All, and particularly low-income, children should have the opportunity and the motivation to eat more healthily and exercise more. Parents may need to change their children’s – and perhaps their own – diets, and schools may need to adjust their lunch programs and exercise schedules. In low-income neighborhoods, there needs to be greater access to healthy food and more safe places for children to play or participate in sports, both outdoors and indoors.

4. Analyze the root causes of the problem.

The real cause of a problem may not be immediately apparent.  It may be a function of a social or political system, or may be rooted in a behavior or situation that may at first glance seem unrelated to it. In order to find the underlying cause, you may have to use one or more analytical methods, including critical thinking and the “But Why?” technique .

Very briefly, the latter consists of stating the problem as you perceive it and asking “But why?” The next step is to answer that question as well as you can and then asking again, “But why?” By continuing this process until you get an answer that can’t be reduced further, you can often get to the underlying cause of the problem, which will tell you where to direct your efforts to solve it.

The difference between recognizing a problem and finding its root cause is similar to the difference between a doctor’s treating the symptoms of a disease and actually curing the disease. Once a disease is understood well enough to cure, it is often also understood well enough to prevent or eliminate. Similarly, once you understand the root causes of a community problem, you may be able not only to solve it, but to establish systems or policies that prevent its return.

There are too many children in the community who are overweight or obese . The problem is particularly serious among low-income families. (But why?) Because many low-income children don’t eat a healthy diet and don’t exercise enough. (But why?) Because their parents, in many cases, don’t have the knowledge of what a healthy diet consists of, and because, even if they did, they lack access in their neighborhoods to healthy foods – no supermarkets, produce markets, farmers’ markets, or restaurants serving healthy food – and therefore shop at convenience stores and eat out at fast food places. Kids don’t play outside because it’s too dangerous – gang activity and drug dealing make the street no place for children. (But why?) Parents may never have been exposed to information about healthy food – they simply don’t have the knowledge. Market owners view low-income neighborhoods as unprofitable and dangerous places to do business. The streets are dangerous because there are few job opportunities in the community, and young men turn to making money in any way possible. By this point, you should have a fair understanding of why kids don’t eat healthily or get enough exercise. As you continue to question, you may begin to think about advocacy with local officials for incentives to bring supermarkets to low-income neighborhoods, or for after-school programs that involve physical exercise, or for parent nutrition education or for anti-gang programs…or for all of these and other efforts besides. Or continued questioning may reveal deeper causes that you feel your organization can tackle.

5. Identify the restraining and driving forces that affect the problem .

This is called a force field analysis. It means looking at the restraining forces that act to keep the problem from changing (social structures, cultural traditions, ideology, politics, lack of knowledge, lack of access to healthy conditions, etc.) and the driving forces that push it toward change (dissatisfaction with the way things are, public opinion, policy change, ongoing public education efforts, existing alternatives to unhealthy or unacceptable activity or conditions, etc.) Consider how you can use your understanding of these forces in devising solutions to the problem.

Forces restraining change here include: The desirability and availability of junk food – kids like it because it tastes good (we’re programmed as a species to like fat, salt, and sugar), and you can get it on every corner in practically any neighborhood. The reluctance of supermarket chains to open stores in low-income neighborhoods. The domination of the streets by gangs and drug dealers. Some forces driving change might be : Parents’ concern about their children’s weight. Children’s desire to participate in sports or simply to be outdoors. Media stories about the problem of childhood obesity and its consequences for children, both now and in their later lives. A full force field analysis probably would include many more forces in each category.

6. Find any relationships that exist among the problem you’re concerned with and others in the community.

In analyzing root causes, you may have already completed this step. It may be that other problems stem from the same root cause, and that there are other organizations with whom you could partner. Understanding the relationships among community issues can be an important step toward resolving them.

We’ve already seen connections to lack of education, unemployment, lack of after-school programs, and gang violence and crime, among other issues. Other organizations may be working on one or more of these, and a collaboration might help both of you to reach your goals.

7. Identify personal factors that may contribute to the problem .

Whether the problem involves individual behavior or community conditions, each individual affected by it brings a whole collection of knowledge (some perhaps accurate, some perhaps not), beliefs, skills, education, background, experience, culture, and assumptions about the world and others, as well as biological and genetic traits. Any or all of these might contribute to the problem or to its solution…or both.

A few examples : Genetic predisposition for diabetes and other conditions. Lack of knowledge about healthy nutrition. Lack of knowledge/ skills for preparing healthy foods.

8. Identify environmental factors that may contribute to the problem.

Just as there are factors relating to individuals that may contribute to or help to solve the problem you’re concerned with, there are also factors within the community environment that may do the same. These might include the availability or lack of services, information, and other support; the degree of accessibility and barriers to, and opportunities for services, information, and other support; the social, financial, and other costs and benefits of change; and such overarching factors as poverty, living conditions, official policy, and economic conditions.

Sample environmental factors : Poverty Lack of employment and hope for young men in low-income neighborhoods Lack of availability of healthy food in low-income neighborhoods General availability – at school as well as elsewhere – of snack foods high in salt, sugar, and fat Constant media bombardment of advertising of unhealthy snacks, drinks, and fast food

9. Identify targets and agents of change for addressing the problem .

Whom should you focus your efforts on, and who has the power to improve the situation?  Often, these may be the same people. The best solution to a particular problem may be policy change of some sort, for instance, and the best route to that may be to mount an advocacy effort aimed at officials who can make it happen. People who are suffering from lack of skills or services may be the ones who can do the most to change their situation. In other cases, your targets may be people whose behavior or circumstances need to change, and you may want to recruit agents of change to work with you in your effort. The point of this step is to understand where and how to direct your work most effectively.

Targets of change might include : Parents of children in low-income neighborhoods (or all parents in the community) for education purposes The children themselves Elementary and middle school teachers School officials responsible for school food programs Executives and Public Relations officers of supermarket chains Gang members and youth at risk of becoming gang members A short list of potential agents of change : Parents of children in low-income neighborhoods (or all parents in the community) as controllers of their children’s diets The Superintendent of Schools, School Committee, and school administrators, as well as those directly responsible for school food programs Local public officials who could create incentives for markets to move into underserved neighborhoods Community Recreation Commissions, school officials, YMCAs, and other entities that might create safe outdoor and indoor physical activity programs for children Community hospitals, clinics, and private medical practices Public relations offices of national or regional fast food restaurant chains

With your analysis complete, you can develop a strategic plan that speaks to the real causes of the problem and focuses on those targets and/or agents of change that are most likely to contribute to improving the situation.

Going beyond the basics -- does analysis really work?

Try this analysis out with a current problem in your own community setting.

What do you conclude? We hope you'll find some value in analysis. We do know that when we have tried this method with real problems in our own communities, we have drawn some additional conclusions of our own, going beyond the basics:

  • Analyzing community problems can be hard work . It takes real mental effort. We're not used to sitting down and thinking deeply about a problem. (We're too busy!)
  • Real community problems are likely to be complex . Economic development may depend on the global economy, a force you can't have much effect on. You may have opposition, either from within the community itself, or from powerful forces trying to protect their own interests.
  • When you go looking for reasons and underlying causes for significant problems, you are likely to find more than one . Several different reasons may be influencing the problem, in different amounts, all at the same time. It may not be an easy task to untangle all the reasons and their relative strengths, but it may be necessary in order to reach a solution.
  • The problem may not only have more than one reason; it may have more than one solution too . Problems often call for multi-pronged solutions. That is, difficult problems often must be approached from more than one direction. So in revitalizing the downtown, you might want to (a) beautify the streets; (b) expand the staff of the chamber of commerce; (c) run sidewalk sales; (d) look for outside loans; and (e) recruit new businesses. These are all parts of the solution. Many different types of actions might be necessary for revitalization.

When analyzing real community problems, the analysis may show multiple reasons behind the problem. The analysis may not always be easy. The solution may be more difficult still.

But that's why problems are problems. Community problems exist precisely because they often resist clear analysis and solution. They persist despite our efforts. They can be real challenges.

Yet this doesn't mean we are helpless. Analysis, including the analytic methods we have described, can take you a long way. With good analysis, some resources, and enough determination, we believe even the most troublesome problems can be addressed, and ultimately, solved.

Online Resources

Assessment Primer: Analyzing the Community, Identifying Problems and Setting Goals  is provided by the Community Anti-Drug Coalitions of America and the National Community Anti-Drug Coalition Institute. This helpful primer is designed to provide clear guidelines for anti-drug coalitions in defining their communities and assessing the real needs within them.

Best Practices to Address Community Gang Problems from HealthyPeople.gov is a report that provides guidance to communities that are considering how to address a youth gang problem.

Framing the Issue , by Trudy Rice, Cheryl Burkhart-Kriesel and Karla Trautman, is a useful resource that explains how to analyze community problems and access community data. It includes a detailed step-by-step presentation.

Print Resources

Avery, M., Auvine, B., Streibel, B., & Weiss, L. (1981).  Building united judgement: A handbook for consensus decision making . Madison, WI: Center for Conflict Resolution. (Available from the Center at P.O. Box 2156, Madison, WI 53701 -2156).

Cox, F. (1995). Community problem solving: A guide to practice with comments. In Rothman, J., Erlich, J., & Tropman, J. (eds.),  Strategies of community intervention  (5th ed., pp. 146-162). Itasca, IL: F. E. Peacock.

Dale, D., & Mitiguy, N. (1978).  Planning for a change: A citizen's guide to creative planning and program development . Amherst, MA: University of Massachusetts, Citizen Involvement Training Project.

Johnson, D., & Johnson, F. (1997).  Joining together: Group theory and group skills  (6th ed.) Boston: Allyn and Bacon.

Lawson, L., Donant, F., & Lawson, J. (1982).  Lead on! The complete handbook for group leaders . San Luis Obispo, CA: Impact Publishers.

Mondross, J., & Wilson, S. (1994).  Organizing for power and empowerment .  New York, NY: Columbia University Press.

community's role in problem solving

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  • uno celebrated the ingenuity of problem solving with national engineers

CAMPUS NEWS: FEBRUARY 26, 2024

National engineers day, uno celebrated the ingenuity of problem solving with national engineers day.

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National Engineers Day highlights the invaluable contributions of engineers across many disciplines and the hundreds of students visiting UNO on Feb. 21 to celebrate were able to experience the wonders of engineering through interactive activities.

National Engineers Day highlights the invaluable contributions of engineers across many disciplines and the hundreds of students visiting UNO on Feb. 21 to celebrate were able to experience the wonders of engineering through interactive activities.

The University of New Orleans celebrated the value of engineering studies with a daylong event for area middle and high school students on Feb. 21 in honor of National Engineers Week.

Hundreds of middle and high school students from several parishes visited campus to enjoy dozens of interactive exhibits that included two NASA planetariums, UNO’s mini Baja Club’s go-kart, an Entergy power-generating demonstration, an underwater remote-operated vehicle and many other hands-on activities.

“We have NASA here with the planetariums, we have Entergy outside with several hundred thousand volts sparking and arcing, and then we have engineering companies with interactive demonstrations,” said Kim Jovanovich, UNO electrical and computer engineering professor and the event’s organizer, while addressing a University Center ballroom filled with students. “Many of them are our students and many of them are past students of ours who are working for some of those companies as practicing engineers. You should spend as much time as possible with them.”

Indeed, that was the goal and purpose of the event Jovanovich said.

“Celebrating National Engineers Day at UNO allows us to expose the young future engineers of the greater New Orleans area to experts in the field of engineering and technical companies that critically depend on engineers for success,” he said. “In many cases, these young students do not have access to the engineering community or even know an engineer, so this event helps us to bring that opportunity to those students, where they can meet engineers and see demonstrations of exciting technology.”

From a laser pattern generator to students pedaling a stationary bike to generate enough energy to power on LED lights to demonstrations about gravity and the impact of weight to being able to determine the structural integrity of a plastic straw tower, students were challenged to think about the impact and contributions that engineers make.

“Engineers are complex problem solvers and always are at the forefront of technological advancements and innovation. Engineers have played an important role in shaping the world around us,” Jovanovich said. “Space and ocean exploration, energy sources, infrastructure and transportation systems, healthcare technologies, communication networks, advanced materials and electronic devices are just a few of the contributions engineers have made.”

Leading students through the exhibits and activities were faculty and students from the UNO’s Dr. Robert A. Savoie College of Engineering, local industry professionals, as well as representatives from student organizations and campus chapters of professional engineering groups, including the National Society of Black Engineers, the Society of Hispanic Professional Engineers, the American Society of Mechanical Engineers, and the Institute of Electrical and Electronics Engineers.

The event carried hints of a county fair-type atmosphere as students gathered around tables asking questions, laughing at themselves, and participating in demonstrations such Selina Rollins’ visual take on mathematician Daniel Bernoulli's principle and the inverse relationship of fluid velocity and pressure.

A fluid is anything without a defined shape, like air or water, said Rollins, a senior majoring in mechanical engineering and president of the UNO chapter of the National Society of Black Engineers. She created a “vortex air cannon” using a 36-gallon trashcan with a circular whole cut in the bottom and the top covered with a clear shower curtain secured with plenty of large rubber bands.

“There’s this really, really, old guy, he’s dead, but we still use his principles all the time,” Rollins said, drawing chuckles from the crowd of students who have encircled her and her large makeshift drum. “Bernulli says that when a fluid is moving at a fast pace or a fast velocity the pressure is low. He says when you’re moving at a slower pace or slow velocity the pressure is high.”

Rollins filled up her plastic drum with smoke and invited students to tap the covered end while she pointed the open end at a stack of plastic cups on a nearby table. Two things occurred. Smoke circles floated slowly into the air as the drum was tapped. And, with more forceful taps – the cups tumbled down.

“The air around us is a fluid. Is the air around us moving at a fast velocity or a slow velocity?” Rollins asked. “Is my hair moving? Are my clothes coming off me? Are there hurricane force winds? Noooo! So, if the air is moving at a slow velocity, then the pressure is high.

“If I fill this up with a different fluid and I hit it—is that fluid moving at a slow velocity or a fast velocity? It’s moving at a fast velocity because it has force behind it. That means the pressure is … low! That’s right!”

Since the fluid smoke inside the drum has a lower pressure and faster velocity than the surrounding fluid air, the high-pressure air in the building is the force that helps the low-pressure smoke hold that perfect ring shape, Rollins said.

Nearby, UNO electrical engineering graduate student Miguel Trejas demonstrated the effects of speed on laser patterns. At slower speeds, the laser on the wall could appear to just be a circle, but by manipulating the speed knob, one could create more intricate patterns.   “When you speed it up, more lines will appear,” Trejas said. “It’s a single laser but it’s moving around so fast that it makes the image appear multiple.”

Jovanovich said the event is part of UNO’s ongoing commitment to educate and inspire young students who have an interest in pursuing careers in engineering.

“The University wins because we can attract and enroll students from the area to prepare them for a career through outstanding academics, and the area wins because a new college graduate is placed in the local workforce,” he said. “And what better place is there to hold an engineering event like this, than the University of New Orleans with the support of the Dr. Robert A. Savoie College of Engineering?

“Recognizing that UNO offers the only civil, electrical, mechanical, and naval architecture and marine engineering programs in the metro area, it makes us the ideal host for such an event.”

National Engineers Day highlights the invaluable contributions of engineers across many disciplines and the hundreds of students visiting UNO on Feb. 21 to celebrate were able to experience the wonders of engineering through interactive activities.

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  3. Section 1. An Introduction to the Problem-Solving Process

    With all this in mind, what is "problem solving?" A good definition can be found in Lead on! The complete handbook for group leaders. The authors define problem solving as "an individual or collaborative process composed of two different skills: (1) to analyze a situation accurately, and (2) to make a good decision based on that analysis."

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  11. PDF The Role of Community-Based, Problem-Centered Information Int

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  30. UNO Celebrated The Ingenuity of Problem Solving With National Engineers

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