PROBLEM ANALYSIS

RHIZTER M. RAFAELA
RHIZTER M. RAFAELA
Presenter
Leadership
Essentials:
Problem
Solving
Leadership Essentials:
Problem Solving
It is often easy to overlook or misunderstand the true nature
and cause of problems in the workplace. This can lead to
missed learning opportunities, the wrong problem being
dealt with, or the symptom being removed but not the cause
of the underlying problem. You need to diagnose the
situation so that the real problem is accurately identified,
and if you define problems accurately you will make them
easier and less costly to solve. 
Leadership Essentials: Problem-Solving’ provides an
overview of why problem-solving is essential for leadership
capability and includes ‘Top Tips’ on how effective
problem-solving can help you become a better leader.

The Essentials leaflet is supported by three Spotlights that

look at problem-solving in more detail to help you improve
your leadership skills:
1. Defining the Problem
2. Gap Analysis
3. Intuition in Problem-Solving
 DEFINING THE
PROBLEM
• "A problem occurs when there is a gap between
what we want to happen and what is actually
happening; something differs from normal or
something goes wrong. Problems at work vary in
size, complexity and severity.  Defining the
problem accurately is an essential first step to a
solution." (Kepner, and Tregoe, 2013)
DEFINING THE
PROBLEM
It is easy to overlook or misunderstand the true nature
and cause of problems at work. This can often lead to:
• Confusion
• The wrong problem being dealt with
• The symptom is removed but not the cause of the
underlying problem
• Missed learning opportunities
DEFINING THE
PROBLEM
Defining the problem is the most important step
of problem-solving. To do this, you need to
diagnose the situation properly so that the real
problem is accurately identified, and not its
symptoms. If you identify and describe your
problems well, you will make them easier and
less costly to solve.
The way your problem is defined and understood
has a major impact on the number, quality,
innovativeness and type of solutions that are
proposed. You need to define:
 DEFINING THE PROBLEM
Involving your team in doing this by asking insightful questions can
help you to get a deeper understanding of the issue and its impact:
1. What is the problem?
2. What is the gap between ‘What is’ and ‘What should be?’
3. What can you see, hear, feel, taste that tells you there is a problem?
4. When was this first observed? When is it not observed? When
could it have happened but did not?
5. How big is it? How many are there? How many could there be but
are not? Who does it affect? Who does it not affect? How many could
have it but do not?
DEFINING THE PROBLEM
There are eight steps in the problem solving process:

1. Define the problem 

2. Gather relevant information 
3. Identify possible causes 
4. Identify a possible solution 
5. Test the possible causes 
6. Work out the solution 
7. Making the decision 
8. Monitor the results 
GAP ANALYSIS
Gap analysis is a common procedure for determining needs and
identifying problems before action planning.  It helps you to decide
what steps you need to take in order to move from your current
situation to a desired situation in the future.  It can help your team to:

1. Identify specific problems to address

2. Understand the situation causing the problem more clearly
3. Ensure that the problem being solved is the right one
4. Identify the way forward
5. Take the most important step - determining the actions you think
will help close the gap
GAP ANALYSIS
There are three steps in a gap analysis:

1. Assess your current situation – in factual, specific terms.

2. Identify your desired future state – including objectives you
need to achieve and time frame; the more clearly you define
your desired future state, the better your end result will be.
3. Identify and describe the gap - assess the factors that
contribute to it; the distance that needs to be covered; how far
and how fast do you need to go to achieve your goal (remove the
gap)
Intuition in Problem Solving
Intuition is an ability to understand or know something
immediately based on your feelings, not through rational
processes such as facts and data.

There are two main problem-solving styles:

In analytical/ rational problem solving, you think about
the problem, consider several alternative courses of action,
and choose the one that best fits your objective. (Kepner &
Tregoe, 2013)
Intuition in Problem Solving
In intuitive problem solving, you rely on your experience, judgment
and instinct to assess a situation quickly and take action (Cholle,
2011).
Intuitive problem solvers normally have skills such as:
• Recognising the early signs of problems or opportunities
• Sizing up situations rapidly and seeing the big picture
• Quickly assessing the likely outcome of each possible opportunity
• Decide and act without deliberate analysis
• Intuition is particularly useful for generating and considering all
possible alternative solutions to a problem.
Intuition in Problem Solving
In intuitive problem solving, you rely on your experience, judgment
and instinct to assess a situation quickly and take action (Cholle,
2011).
Intuitive problem solvers normally have skills such as:
• Recognising the early signs of problems or opportunities
• Sizing up situations rapidly and seeing the big picture
• Quickly assessing the likely outcome of each possible opportunity
• Decide and act without deliberate analysis
• Intuition is particularly useful for generating and considering all
possible alternative solutions to a problem.
PROBLEM
BASED
LEARNING
 KINDS OF PROBLEM-BASED
• LEARNING
Situated cognition, constructivism, social
learning, and communities of practice are
assumed theories of learning and
cognition in problem-based inquiry
environments. These theories have
common themes about the context and the
process of learning and are often
associated.
 INTRODUCTION
• As a student-centered instructional approach,
PROBLEM BASED LEARNING mainly
directs students’ involvement in group study to
solve ill-defined and open-ended problems
using the following learning steps: analyzing
problems, setting goals, collecting resources,
summarizing ideas,and reflecting on problem-
solving experiences (Lin et al., 2010).
 INTRODUCTION
• This process is designed to promote
analytic reasoning, problem-solving, and
collaborative learning, which are
components of CT. Thus, theoretically,
PBL is regarded as a possible practical
approach for developing CT due to the
overlapping contents between PBL and
CT (Liu & Pasztor, 2022).
 CHARACTERISTICS OF PBL
• The authentic cases were demonstrated
to students, firstly, to identify the
problem, and then to do an informative
exploration of it. During this process,
students may strengthen their
knowledge of problem identification
(the first step).
 CHARACTERISTICS OF PBL
• Based on the possible solutions generated from
synthesizing information, students will have a
collaborative discussion to select the best answer
and present it to peers and the instructor.
According to the feedback, the final solution will
be identified with newly acquired knowledge.
Meanwhile, interaction among individuals, peers,
and instructors exists in the whole procedure.
THE STEPS OF PBL
 USAGE OF PROBLEM-BASED
LEARNING
• Why Use Problem-Based Learning?

• Nilson (2010) lists the following learning

outcomes that are associated with PBL. A
well-designed PBL project provides
students with the opportunity to develop
skills related to:
USAGE OF PROBLEM-BASED
•LEARNING
Working in teams.
• Managing projects and holding leadership roles.
• Oral and written communication.
• Self-awareness and evaluation of group processes.
• Working independently.
• Critical thinking and analysis.
• Explaining concepts.
• Self-directed learning.
• Applying course content to real-world examples.
• Researching and information literacy.
• Problem solving across disciplines.
 Considerations for Using Problem-
Based Learning
• Examine and define the problem.
• Explore what they already know about
underlying issues related to it.
• Determine what they need to learn and where
they can acquire the information and tools
necessary to solve the problem.
• Evaluate possible ways to solve the problem.
• Solve the problem.
REFERENCES

Cholle, F. P. (2011). The Intuitive Compass Publ. Jossey-Bass, USAGigerenzer, G. (2008). Gut
Feelings: Short Cuts to Better Decision Making Publ Penguin Books, USAGordon, B. and Berger,
L (2017). Intelligent Memory: Exercise Your Mind and Make Yourself Smarter Publ. Penguin
Books, USAKepner, C. H. and Tregoe, B. B (2013). The New Rational Manager: An Updated
Edition for a New World Publ. Princeton Research Press, N.J, USA

Liu, Y., & Pásztor, A. (2022). Effects of problem-based learning instructional intervention on
critical thinking in higher education: A meta-analysis. Thinking Skills and Creativity, 45, 101069.
shorturl.at/GWYZ8

Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (2nd

ed.).  San Francisco, CA: Jossey-Bass. shorturl.at/eGKLT
 THANK YOU
FOR LISTENING.
RHIZTER M. RAFAELA