The CPS Process (Osborn and Parnes)

PROBLEM SOLVING AS A CYCLICAL PROCESS

Explore the challenge
1. Objective finding.
2. Fact finding.

3. Problem finding.
Generate Ideas
4. Idea finding.

Plan for Action

5. Solution finding.
6. Acceptance finding.
Source:http://www.creativeeducationfoundation.o
rg/our-process/what-is-cps
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Video Discussion
Japanese DMV:
To what types of problems is this a solution?

What new problems can this create?

Video 1: Monkey and the soldiers

Video 2: Rabbits in Australia

Exercise 1: Identify a common theme

Counter-intuitive outcome: A result that runs counter
to, opposite of or radically different from what was
expected.

SYSTEMS THINKING

Counter intuitive outcomes

Can arise because all aspects of a problem and/or
relationships between them have not been considered.
Some aspects of the problem have been seen in isolation,
while other aspects have been ignored.

Can a systemic perspective help?

What is a System?
A set of entities that interact to
perform a common function.

Entities have their own

properties and behaviors.
Entities influence and interact
with each other.
The system as a whole interacts
with its environment.

Boundary

2
1

4
3

System

5
Environment

The system evolves over time (it is dynamic).

Structure of a System
System structure consists of the entities and their relationships with
each other.

Can any collection of entities be called a

system?
A system is different from a heap
The capabilities and/or behaviours of the whole (system) is
different from the aggregation of the capabilities/behaviours of
the parts in isolation.

Fundamental tenet of systems thinking

Structure is a determinant of behavior.

STRUCTURE

BEHAVIOUR

If we can understand the structure of a system, then we can

understand why it behaves as it does.
We can then explore how its behavior can be changed, by making
suitable alterations to the structure.

System Principle #1
The feedback loop is the basic structural element of a
system.
+

Eggs / day
+

R Reinforcing loop.
B Balancing loop.

Chicken
population
B

+
Road
Crossings /
day

B
+
Chicken
deaths /
day

This is also called a CAUSAL

LOOP Diagram (CLD).

Identifying the loop as R or B

Rule of thumb
Multiply all the signs in that loop. If you get a positive
sign, it is R; if you get a negative sign, it is B.

Two types of reinforcing loops

Cycle of positive reinforcement (virtuous cycle/ upward spiral).
Cycle of negative reinforcement (vicious cycle/ downward spiral).

+
Eggs / day
+

Chicken
population

Assuming that all other factors remain the same.

Anna Hazare in Tihar Jail as a CLD

Annas
unwillingness to
+ leave Tihar

R
+
Action on
Anna

Annas presence
in Tihar

B
Possible thinking of the
government

+
Force of
Annas protest

Public
support for
Anna

Publics
inspiration
to protest

Day care center in Israel as a CLD

Source: Levitt and Dubner, Freakonomics
Legimitization of
late-coming

R
Experience of
cost & loss of
+ value by parents

B
Penalty

Parents latecoming

Benefits of Systems Thinking

1. Helps interpret outcomes post-facto and improve future decisions.

2. Helps anticipate scenarios when planning.

3. Helps communicate thoughts and perceptions (mental models) to
others.
4. Helps improve clarity in thinking.
5. Helps improve comprehensiveness of thinking.

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Group Assignment: Counter-intuitive behavior

(to be done in work groups... & carries a 10% weightage)

Submission deadline: August 31st 2014, 23:59:59 hrs.

1. Identify a case of decision-making that led to a counter-intuitive
outcome for the decision maker.
2. Gather more information about this decision from at least 6 different
published sources.
3. Describe the story behind the decision and what the expected and
the actual outcomes were.
4. Make a presentation not exceeding 8 slides following the specified
format. Ensure that all references are provided in the last slide.

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Group Assignment: Counter-intuitive behavior

(to be done in work groups... & carries a 10% weightage)
Submission deadline: August 31st 2014, 23:59:59 hrs.

STRUCTURE OF THE PRESENTATION

1. A brief introduction to the problem you are addressing.
2. A more detailed background of the problem.
3. Decision taken and the expected outcome.
4. Actual outcome.
5. What did the decision maker overlook?
6. The CLD and its description.
REFER TO THE ARTICLE ON TDPS COUNTER-INTUITIVE EXPERIENCE
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Group Assignment: Counter-intuitive behavior

(to be done in work groups... & carries a 10% weightage)

CRITERIA FOR EVALUATION

Quality:

How counter-intuitive is the example?

Whether every entity is covered?

Originality: The material should be free of plagiarism.

one will lose points if sources are not
referred

Delivery: the delivery must be crisp, clear and to-thepoint.

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Group Assignment: Counter-intuitive behavior

(to be done in work groups... & carries a 10% weightage)

Submission deadline: August 31st 2014, 23:59:59 hrs.

A submission must be made by submitting your PPT to the PSDM

academic assistant(s) [through email].
Last date for fixing topic: July 30th 2014, 23:59:59 hrs.
CRs to coordinate this activity across the 7 sections using a Google
Spreadsheet.

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Class Exercise :
Read the article on A rural opposition: A
counter intuitive outcome for the TDP

5 Ws and H

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WHO

are the different types of people related to the problem?

who have the strengths to resolve this problem?

WHAT

things, materials, resources, objects, items are involved in this problem?

What constitutes this problem?

WHEN

did it start? How has it evolved over time? Important events in its evolution

WHERE

the locations in which it has taken place.

WHY

the larger causes, reasons and antecedents of the problem.

HOW

the process or mechanism by which the problem comes about.

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