The PBL Finding Strategies (Step 4)

(see Graphic 15)
The following strategies are useful in problem finding and promote multiple intelligence thinking and increase the quality and quantity of problem finding outcomes.

• Bounce ideas off someone else – in pairs or small groups, make a checklist of ideas
• Draw the problem – draw a picture of the problem as a way to “see it” differently. Can convey precise information even if crudely done.
• Make a fishbone diagram - a way information can be arranged visually. Brainstorm possible causes of the problem and write each on a stem. Draw additional stems and sub stems as needed. Less complicated causes at the head of the fish and more complicated causes at the tail of the fish.
• Identify patterns or relationships – analyze available information for key themes, patterns or relationships, causal or otherwise. Make a diagram.
• Make an attribute list – identify the general characteristics of key dimensions of the situation, e.g., health, politics, psychology, gender, economics. Then brainstorm problems associated with each attribute.
• Brainstorm problem possibilities – strive for lots of ideas. List them and try piggybacking ideas to produce still more possibilities. Withhold judgment and accept crazy ideas, keeping the process open and fluid. Then categorize ideas by categories, make separate columns for each category and list more problem possibilities for each category.
• Create a problem possibility web – this diagram of main and associated ideas that shows their relationship to one another.
• Generate non-obvious possibilities - create a matrix by listing problem possibilities across the top and down the side. Each cell in the matrix combines two ideas which can suggest further less obvious problems.
• Think metaphorically – A metaphor is a way of using one idea to explain another. Metaphors point out aspects of something that might not ordinarily be recognized. In science, metaphors have spawned important discoveries. For example, the idea of a spiral staircase led to the conceptualization of the DNA double helix. Think about other ideas that bear similarities to the situation at hand. List the specific characteristics of the comparison concept. How does each one shed light on the problem in focus?
• Make a Why-Why Diagram (Higgins, 1994) - this is a systematic way to identify problems and possible causes. In the large oval on the left side of the paper, state a problem. Ask “why” is this a problem and list a possible cause in each of the first set of connecting ovals. Continue to ask “why” is this a problem for each of these causes and write a reason for each one of the next set of connecting ovals. Continue this process until a sufficient level of detail has been achieved.
• Redefine the problem – redefine a problem from as many different perspectives as possible. For example, how would someone who is less familiar with the problem view it, such as a member of a particular profession or group? How do different points of view help you see the problem differently? Something might be said that hasn’t been recognized.
• Make a complaint list – An effective way to uncover problems is to brainstorm a list of complaints that would be made by those who could be affected by the situation.
• Make a bubble map- write a problem in the center of the bubble. Now write a key aspect of the problem in each connecting bubble. Ask “who, what, where, when, why and how?” for each bubble. Create bubble branches by repeating this questions process.
• Make a flow map – this is a way of sequentially linking events or aspects of the problem and also highlighting possible “potholes” or impasses. Flow maps are “causal chains” that help identify causes and their effects.
• De-center from the situation – step outside yourself to gain new perspectives. For example, try “mirroring” the issue by imagining your twin having the problem. What do you notice, what new aspects or dimensions become apparent? Or view a problem from a very unusual vantage point. For example, what problems would you perceive if you were flying above the situation in an airplane or a magic carpet? Try taking a walk through the problem. Imagine yourself in the role of someone experiencing the situation. Record your reactions as they occur.
• Question assumptions – an assumption is treating information as if it were true without finding out whether it really is. If you’re aware that you’re ignoring an idea or alternative because you believe it won’t work or isn’t true, an assumption you are making may be the reason for it. Assumptions can be so ingrained that, even when consciously trying to test them, they aren’t “visible” to us. Narrow, rigid thinking such as “you can’t apply what happens to rats in a research study to people” interferes with seeing possibilities. Questioning assumptions is especially helpful where people seem to be getting “all the same ideas”. First, list all the facts, attributes or features of a situation. Then negate, eliminate, or think of the opposite of each of these facts, elements or attributes. Chances are you’ll be in a better position to identify more assumptions you probably didn’t even know you were making.
• Preface questions in ways that stimulate thinking – being with ‘suppose that’, ‘what if’, ‘what would/might happen if’, ‘in what ways’, ‘what/how might’, ‘some possibilities are’, etc.
• Squeeze and stretch the problem – think in terms of squeezing and stretching a situation. This allows you to analyze it better. Squeeze the situation (compact it) to find its basic components, its essence. Stretch it (elasticized it) to understand its potential scope and related aspects.
• Propose a “Camelot” (Higgins, 1994) – create an idealized situation then compare aspects of it to the existing one. What are the differences? Why do they exist? What problems or opportunities are suggested by the differences?

(Original page by Mary Frangie)