Big Ideas
1. Before you can solve a problem, you must recognize that you have one. Even if you do not think something is problematic, if you parents or staff do, then there is a problem.
2. Identifying and clarifying the problem, is therefore, the first step in problem solving. If a problem is simple, then it can be quickly fixed and this engenders trust. For example, if staff were disgruntled about a lack of paper or access to a photocopier, and you quickly fixed that, that would be effective. But attempts at quick fixes for complex problems, usually just cause more problems.
3. When you define a problem, the inverse of it is the goal. For example, if the problem was poor playground behaviour, the goal is to improve playground behaviour. What you discern to be problematic or an area requiring improvement, defines your goals.
3. Consider the scenario below and discuss as a team: What do you consider the problem to be and therefore, what should the goal be?
Big Ideas
1. The second step is to inquire into the school-based causes of the problem. While there may be community-based causes (such as poverty or family values) these are largely out of your control.
2. The 'Fishbone and 5 Whys' is a common way of carrying out causal analysis.
3. This involves gathering your team's hunches as to why the problem exists. In the illustration above, the problem is inequitable outcomes. The causes are probably multi-pronged. It can be productive to gather ideas initially on Post-it notes, then to group them according to categories such as Leadership Practices, Pedagogical Practices, Systems and so on.
4. When you have some agreed causes, then inquire further into them with up to 5 'whys'. For example, in the diagram above, one possible cause is 'high variability of teacher practice'. When you ask why that is the case, the reason may be 'lack of clear guidelines'. When you ask why that is the case, it may be that you have just never focused on it because it has not been a priority or you did not recognise it was a problem.
5. The causal analysis helps to clarify the causes of the problem and therefore what responses may need to be considered.
Big Ideas
1. This next step is the one that defines this approach to problem solving. Having discerned possible causes and solutions, you do not jump straight to a decision on the preferred 'solution'. Rather, you next identify your 'success criteria". These can be identified by using the phrase: "A good solution will/will not......"
2. In the example above, we argue that a good solution:
- will be within budget
- will not have a unreasonable impact on staff workload
- will motivate staff
- will have the support of teachers and leaders
- will promote enhanced student outcomes.
3. Determining an effective solution to complex problems, is rarely a one-dimensional plan. Usually various strategies are required in concert. Using success criteria helps to narrow down the strands of a solution that will be optimal.
Big Ideas
1. The 'smart tool' above captures the thinking so far. The possible solutions were gathered after the fishbone exercise highlighted the causes of the problem that were within the school's control.
2. Multiple solutions should be considered. Minimise gatekeeping so long as possible solutions are clearly connected to a possible cause of the problem.
3. Each solution is then considered against the success criteria i.e., does/will this solution:
- come within our budget?
- motivate staff etc
4. This exercise helps the team identify the stronger possible solutions and may lead to the dismissal of some possible. Ultimately, the solution will be a variety of strategies that have a good chance of impacting the problem and these strategies need to be clear to all and able to be executed. In the example below the first possible solution ticks all the boxes for a good solution while the fourth one ticks none of them.
Big Ideas
1. The key to solving any problem, is the need to monitor the effectiveness of the strategy in the short-term. This may be easy if the problem is poor playground behaviour; you can easily assess that you have less fights and complaints from students.
2. But when the issue is inequitable outcomes for students, you need to decide on short-term indicators of improvement. This may be done by, for example, focusing on only one subject area, and on a few students who are underperforming in that subject, and closely monitoring their progress to assess whether your strategies are working.
3. Ultimately a good solution will address the problem in the short-term, it will not create new problems, and it will be open to improvement.
1. Problem solving is a process that is best undertaken collegially.
2. The process as outlined here, is a guide that can help leaders work with their staff or wider leadership team to hear their views, but then guide them to analyze their way to a best solution, as opposed to a 'pet solution'.