Management

MAN 03.01

Systematic Problem Solving and Decision making

Date: 08 November, 2000

1. Outline of Problem-solving / Decision-making System.

4. Find where views overlap.

The greatest mistake in problem solving is treating the

symptom and not the root cause. Systematic problem solving
allows one to define, unravel, analyse and solve dilemmas
and recurrent problems.

5. Ask before dictating.

The system consists of six steps as follows,

6. Solicit others viewpoints.

Problem definition process

1. Recognition
Discuss & document individual views,
proven facts & relevant symptoms until
everyone accepts that a problem exists
2. Label
Clearly document both sides of the
conflict you want to resolve.
3. Analyse
Find and agree on the single most
fundamental source of the problem.

Solution decision-making process

4. Options
List all the strategies which have the
slightest chance of resolving the problem
and its root cause.
5. Evaluation
Choose the best solution on your listby
objectively evaluating the options.
6. Action plan
Organise systematic steps of tasks,
timing, staff and other resources to
implement the decision in the real world.

Result
Agreement
issue
resolution.

that an
needs

An agreed statement
of the problem.
Unanimous
identification of the
root
cause
which
needs correcting.
Result
A complete list of
possible solutions.

A firm joint decision

on
the
chosen
solution.
A complete step-bystep road-map to
translate the decision
into reality.

It is best that all six steps are addressed when using the
system. The following checklist provides guidelines to assist
with application.
Plan agenda directed to a specific result.
Follow the agenda planned.
Set and keep to ground rules for participation.
Break down large problems into smaller bits.
Complete each step before moving to the next.
Return to previous step(s) if progress is bogged down.
Know which technique is being used at each point.
Trust the process and keep to it as long as it works.
Do not mix methods from different processes.
Include all people or units affected.
Consider divergent ideas as valuable input.
Accept and integrate all views and feelings.
Write down all thoughts, suggestions and inputs.
Keep a public running record of group discussions.
Keep all material accessible to all group members.
Know which questions to ask at each step.
Draw out complete answers from all present.
Be disciplined to listen and respond.
Assign distinct roles in meetings.
Stimulate the groups synergy and creativity.
Seek agreement between divergent positions.

2. Communications.
Making the system work depends on communications and
meetings skills. The following table gives some guidelines
for leaders to make communications work better.
Guideline
1. If you feel you have a
problem with someone or
something then there is one.
2. If problem exists others will
also be aware of it and have a
different perception.
3. Find an accepted or
observable observation as a
start or reference point.

Application
Do not ignore. Probe others
awareness of the problem.
Ask others perceptions and/or
how they think things should be
different.
Use statistics, specific events,
confirmed
facts,
others
observations, but no value
judgements.

7.
Avoid
threatening
accusatory tone.

or

8. Create strong, open working

relationship.

9. Uncover false info &

unknowns that cause persistent
problems.

Analyse info received from

whole team to find common
points.
State the general area for
review and immediately ask for
others feelings. Thoughts &
observations.
Dont
force
your
view.
Empathise with their positions
until they accept yours.
Do not use leading or
judgemental questions, elicit
guilt or impose values.
When
confronted
with
defensiveness or intimidation
use
less
a
threatening
approach.
Keep communicating until they
are uncovered.

It is useful to review the results of meetings using an analysis

table as below,
Productive / effective factors

Unproductive
factors

ineffective

Only use general terms, never identifiable characteristics of

team-members.
3.
Meetings.
Meetings usually work best when participants have well
defined roles which are typically as follows,

Discussion Leader

Recorder

Presenter

Participant

Authority Figure
The Leader and recorder must be neutral. Everyone should
be a presenter or participant. The Boss should relinquish
roles to other participants.
4.
Problem Recognition.
The symptom, be it trivial or more serious, first identified is
not the whole problem hence the Iceberg rule. Patience is
required to uncover the whole problem by examination,
research, tabulation and study.
Four techniques to help recognize a problem are,
Symptom identification
Discuss with the team to identify and collecting symptoms &
data from different initial viewpoints. List these hard & soft
data and category .
Hard Data
Facts, results, events, history,
statistics,
forces,
goals,
procedures,
physical
phenomena,
observable
deviations, time factors, trends,
productivity,
quality
and
performance levels

Soft Data
Feelings,
opinions,
human
factors,
friction,
attitudes,
satisfaction levels, stresses,
frustrations, personality conflicts,
behaviour, hearsay, intuition,
gut reactions, mental blocks.

Research methods
First identify the target data sought then design research to
concentrate on that area. Typical general categories of the
data to be collected are results, resources, organization,
external environment & obligations. A ten stage process is
recommended as follows. [continued on MAN 03.02]

For more detail on the subject of Meetings see MAN 04.1 &
O4.2.

Management

MAN 03.02

Systematic Problem Solving and Decision making [continued]

Date: 07 December, 2000

Research Methods [continued].

Data Collection \process
1
2
3
4
5
6
7.
8
9
10

Identify types of information needed to define problem.

Select best suited data collection methods.
Define target data to be collected by each method.
Collect data.
Analyse data.
Establish analysis confirmation or refined collection method.
Collect data to confirm pattern.
Document data and analysis in acceptable form.
Prepare visually oriented presentation.
Present data and analysis.

Sample target data which may be appropriate are,

Results

Resources
Organization

External
Environment

Obligations

production, quality and error/rework levels:

customer satisfaction: performance vs. target:
expense vs. budget: profit margin: return on
investment.
Personnel & training: time: capital: prod capacity:
space: equipment: stock.
Stucture & function:Roles & responsibilities:
personnel policies & procedures: management
performance:
strategic
planning
system:
organization
communication
system:
management info reporting system: man. Style
and corp. culture: staff morale.
Other
depts:
Suppliers:
labour:
Economy/industry: new technology: marketplace: job market: educational insts: political:
competitors: public goodwill.
Stockholders: contractual agreements: legal
restrictions: labour contracts/employ. Law: govt.
regs: Envir. Aspects: social respon: financial
commitments: Employee health & wellfare.

Data collection worksheet

General information needed to define the problem
Data Collection Method
Survey questionnaires
One-to-one interviews
Production statistics
Quality statistics
Financial statistics
Work sampling
Technical experiments
Tile/motion studies
Check sheets
Focus groups
Other:

Specific Target data

Data collection interviews

These are results orientated discussions specifically intended
to understand an individuals viewpoint. The interviewer
poses questions but does not speak too much. It is critical to
know what has to be asked beforehand. A typical checklist is
as follows,

How are things going?

What problems have you had lately?
You seem troubled/worried/upset lately. Whats happening?
What do you feel has been different around here lately?
What do you think has changed?
How has your work bee going lately?
Where do you need help?
What are you satisfied or dissatisfied about?
What do you find confusing?
What is your position on this matter?
Whats on your mind?
Lately Ive noticed signs of lateness/slower work/lower quality.
What do you think?
You dont seem yourself these days. Whats the matter?
What are your feelings about this conflict/situation?

What opinions do you have about this problem?

What
tensions/problems/disagreements/misunderstandings/conflicts/t
roubles have you been aware of lately?
Whats your evaluation of this situation?
How closely do you think we have been seeing eye to eye
lately?
Where do you think our views differ?
What have I don ethat you disagree with/ object to/ dislike/
disapprove of/ not understand/ are confused about?
What about your viewpoint/attitude do you feel Ive missed?
What do you think are our chances of success on this
programme?
What ideas and suggestions do you have regarding this
project?
In what ideas do feel confident/a lack of confidence?
Whats bothering you?
Whats wrong?
Who is involved and how?
How do you see whats going on?
How do you see the problem affects you?

Group brainstorming
This is a creative discussion producing a comprehensive
review by building on each others contributions. Must be led
and managed effectively to keep focussed. To do so a
question must be put to the meeting to consider. The leader
role is very important if brainstorming is to be effective. When
participants edit, judge, react negatively or just frown at
others contributions then the effort breaks down.
Brainstorming guidelines are,
1
2
3
4
5
6
7

Question
List
Ideas
Accept
Record
Prompt
No editing

Build

Synergy

Leader announces focus question to be answered

Question written by the recorder
Participants give as many ideas as posssible.
All ideas are accepted, however crazy.
All ideas are listed for record.
Leader keeps posing the focus question
Team lead reminds all that no editing of any
Suggestion is permitted until the process is
complete.
Group process grows as participants build on
each others suggestions.
The group action tapped is more productive.

Successful evaluation should be evaluated using the

following checklist.
Guideline
Yes No
1. Was question clearly presented and listed.
2. Were participants drawn out .
3. Were participants coaxed only as needed.
4. Was input acknowledged.
5. Was everyone encouraged equally.
6. were all new contributions recorded.
7. Did group help recorder capture key ideas.
8. Did process remain on track.
9. Were ideas constructively built on.
10. Were new points proposed to creativity.
11. did leader & recorder remain neutral.
12. Was editing, critiscism & evaluating
controlled.
13. did group stay stimulated & energised.
14. Was consensus recognised and recorded
when it occurred.
Continued on MAN 03.03.
For more detail on the subject of Meetings see MAN 04.1 &
O4.2.

Management

MAN 03.03

Systematic Problem Solving and Decision making [continued]

Date: 08 December, 2000

[continued from MAN 03.02]

5. problem Labelling
A label can be a phrase that highlights the sides and key
issue or major obstacle and is accepted by all participants. It
provides a clear-cut reference point on which to focus during
the solution and decision-making process. It should help to
uncover the hidden problem to be solved and to which all
participants agree on and therefor own.
Four techniques help in determining a label
Data analysis
Brainstorming
Force-field analysis
Key word analysis
Data analysis
The simplest approach is to sift through the symptoms and
look for a common denominator using the work sheet below
and used as follows. Fill in key symptoms and look for
patterns. Identify problem type [i.e. technical, personal,
organizational, financial, service, etc.]. Look for common
denominators until the central issue is clear.
Symptom
Type
Denominators

Common denominators/patterns

Brainstorming
Write down possible statements of the problem and ask
questions such as,

How different are things from desired?

What is the problem?

What is the central issue?

What do we want to cure or eliminate?

What type of problem is involved?

What conflicts of ideas or intentions are involved?

Both sides of the conflict must be defined. This can
sometimes be seen by defining what specific condition one
would like to change and what the obstacles to that are.
Force Field analysis
A force field analysis record forms [below] help.
Form 1: A versus B
What is wanted
What is not wanted

Form 2: obstacles
How are things wanted.
What is required

What obstacles prevent

their achievement

Key word analysis

This is a method of defining pivotal or disputed words or
concepts. To avoid semantics, where participants hold
differing meanings for words, KWA ensures communications.
Select word/term causing problem.
Write it in the top box of the work-sheet [see below].
Have participants define it in as many ways as possible.
Select the meaning all agree on and put it in the label.
Key Word analysis worksheet
Key Word:
Definitions [as specific as possible]:

Testing: regardless of which method is used to arrive at a

label its effectiveness should be tested before proceeding by
asking the following questions.
Problem Label Test
Does the label --Yes No
Define what is to be solved?
Generally state what aspect of the problem is to
be cured.
Identify both sides of the problem?
Explain exactly what one wants changed?
Define exactly what the obstacle is to a goal?
State the central, key issue?
Clearly and specifically document the dilemma?
Define the type of problem being dealt with?
Generate agreement from all sides?
Identify ownership of the problem?
6. Problem Cause Analysis.
This stage produces the true [root] problem definition. [Steps
1 & 2 provide general insight for sorting out causes]. The root
cause is a controllable, soluble force, sometimes known as
the limiting factor, or missing link. It is the pivotal reason why
the problem started in the first place and which must be dealt
with to find a long-term solution. This analysis also helps
identify contributing forces which make the problem worst
sort through partial explanations and weeds out by-product
effects.
This step distinguishes cause from effect by an analyysis of
data already collected or required to research. Cause and
effect relationships are looked for until the most fundamantal
underlying cause is found. An aid is the worksheet below,
Cause Analysis Worksheet
Statement of Problem
Possible Cause
Root Cause
The statement and possible causes already found earlier
[after distinguishing cause from effect] can be entered in the
appropriate box.
The methods used to identify problem causes are similar to
those used previously ie,
i) Brainstorming:
Asking questions as in the labelling exercise, such as,
What caused the problem?
Why does the problem exist?
Where did it start/come from?
Why doesnt it resolve itself and go away?
What caused it in the first place?
What changed just before things went wrong?
Why do we keep getting faced with the same situation?
Why dont things improve no matter what is done?
ii) Positive/negative force analysis:
The familiar two column worksheet can be used to analyse
and record further causes,
Positive/Negative force analysis for causes
What forces lessen the
What forces worsen the
problem
problem
iii) Charting unknowns:
Similar to a brainstorming session used when the group runs
dry of ideas. By asking the question What is known about
the problem and recording the answers, some ideas may
again be generated.
Continued on MAN 03.04.

Management

MAN 03.04

Systematic Problem Solving and Decision making [continued]

Date: 10 December, 2000

[Continued from MAN 03.03]

iv) Chronological analysis:
This helps to recall a sequence of events during problem
development. On the worksheet below record the major
symptoms and causes and define when each started. This
can often reveal how an intermediate problem had been
caused by an inappropriate solution earlier.
Major
Start date
Consequence
Symptom/cause
The results of the above analysis can be plotted on a timeline
to reveal the picture clearly.
v) Repetitive Why Analysis:
Helps trace the evolution of a problem, Distinguishes
between fundamental causes and their intermediate effects.
Write one underlying factor then ask Why was that caused
repeatedly until the basic factor in the chain is identified.
vi) Cause/Effect diagram [fishbone diagram]:
This provides a visual image of causes and effects grouped
around the problem label.

Problem label
Major cause
Do not move to the solution phase until the root cause has
been found. Test tentative conclusions with the questionnaire
below to ensure full and correct problem analysis.. The
conclusion should pass all of the tests.
Condition
Dead end

Conversation
Feels good
Agreement
Explains
Beginnings
Logical
Control
Hope
Workable
solution
Stable
Resolution

Question
You ran into a dead end when
asking what caused the proposed
root cause.
All conversation at a positive end.
Whole group feels motivated &
uplifted
All agree to root cause.
Root cause fully explains problem
from all points of view.
Earliest beginnings of problem
explored and understood
Root cause is logical and dispels all
confusion
Root cause can be influenced,
controlled and dealt with.
Finding root cause brings hope of
constructive action.
Workable solutions to deal with all
symptoms appear.
A stable long term solution to the
situation appears.

Yes

No

Problem Cause Analysis is the basis of the PS/DM process

and offers more variations in solution technoques than other
phases of the method. However, these form a series of
techniques the order of which can be varied to suit the
problem at hand.
Item

Description

Process

Agree which process to be used at

which point in the analysis
Select leader and recorder
First brainstorm an appropriate
question and document all answers
Use to add to list of possible causes.
Evaluate which cause is most
fundamental, underlying all others.
Group or categorise all possible
causes. Determine which is most
basic using a diagram.

Roles
Brainstorming
+/- Forces
Evaluate
Diagram

Date
Completed

Repetitive
why
Others
Test
Persevere

Trace most basic cause to root. If

dead end reached try another path.
Add other useful techniques
When
root
found
test
with
questionnaire
When hypothesis does not work first
time try again

7. Optional Solutions
This is to complete a list of conceivable options addressing
the root cause and resolving the problem. Producing as long
a list as possible of courses of action is important in order not
to select the first apparently reasonable idea. It also ensures
that all of the group members pet solutions are included and
reviewed. Agreement on the full list is important as it ensures
ownership of the whole list by all members.
Typical techniques used are
i)
Recovery:
Transfer any potentials solutions and symptoms from
previous stages to the current worksheet [below]. This should
include ideas which were considered unsuccessful earlier.
Root cause to solve
List all strategies which have any chance Evaluation
of working.
ii)
Brainstorming:
All proposals however ridiculous and unacceptable should be
considered if they have even a loose bearing on the solution
of the problem. Add to earlier efforts on the worksheet as
they are found.
Possible target focus questions are,

What would solve the problem?

What strategy could resolve the root cause?

What solutions have already been thought of?

What approaches havent been thought of?

How could we stop this situation from recurring?

What different methods might work?

What crazy ideas might help?

Iii) Force-field analysis:
Similar to the earlier force-field analysis this technique
analyses positive and negative forces on the worksheet,
playing better against worse,
What would make the
What would make the
problem better
matter worse

8. Decision Making [evaluation]:

This allows one of the optional solutions to be selected and a
firm joint decision on the course of action. Evaluation
consists of eliminating the worse choices and weighing up
the remainder by ranking, prioritizing and scoring. Every
realistic option, which individual participants own part of,
should be on the remaining list Once a decision is made on
the choice it should be adhered to.
Possible techniques for evaluation are,
1. Informal Discussion:
This is the least structured process and consists of thinking
out loud and getting responses from a sounding board of
participants. The results should be recorded on a typical
worksheet format. This is often the first step to a more
detailed analysis.
2. Brainstorming:
Not an ideal method but can be incorporated in 1. Above.
Possible questions are,
How does each option measure up?
Which option seems most workable or could best succeed?
How risky is each solution?
Continued on MAN 03.05.

Management

MAN 03.05

Systematic Problem Solving and Decision making [continued]

Date: 10 December, 2000

[Continued from MAN 03.04]

On completion of the evaluation exercise a decision test

should be carried out as below.

8.
Decision Making [evaluation]: (continued)
2) Brainstorming: (continued)

Which solution can all participants commit to?

Which solution can definitely be chosen?

3) Elimination:
During brainstorming when options are found clearly
unworkable for cost, risk, time or other causes they can now
be eliminated and marked as such on the worksheet.
4) Weighing against goals:
As an aid to this technique it is often good to develop a
statement of an ideal situation. The list of remaining options
is reviewed against the goals of the organization,
5) Weighing against consequences:
Using the worksheet below, likely consequences are
predicted and recorded. Comparison of one column against
another provides a risk/reward and cost/benefit analysis.
Conclusions are market in the final column.

No.
1
2
3
4

Solution

Potential
cost

Potential
risk

Possible
effects

Possible
rewards

Conc.

6) Prioritizing:
Six possible methods are given on the following checklist,
each with its own advantages,
No. Name
Choice
1
Ranking in order of,
Best ----Most workable ----Reliability -----Most tested & proven ----Least risky ----Staff availability to make work ----Chance of success ----2
Forced-pair
comparison
to
Bubbleup/Bubble-down items resulting in a
prioritised list
3
Individual ranking then rating to an agreed
scale such as [5 top priority, 4 High pref,
3 OK, 2 maybe, 1 slim chance, 0 no
chance.
4
Vote where majority rules
5
Prioritise by gut feel, intuition or comfort
zone.
6
Compromise
7) Combination:
This is where some options are found to complement others.
A useful technique is to categorise remaining solutions then
combining compatible solutions within a category.
Participants can pool ideas within a category to develop
more workable outcomes.
8) Criteria matrix:
A criteria matrix is useful to visualise solutions
Evaluation criteria
Alternative
rating
solution
Criteria can be accepted standards, common-sense
benchmarks or proven yardsticks. List measurement
indicators that tell whether a proposed solution is good, bad
or marginal. Consideration if organisational goals,
departmental objectives and job targets are affected. Do
valid quality & quantity standards exist? Time, cost, material
& human constraints should be considered. What negative
consequences must be avoided at all costs. Look for
benchmarks against which to judge solutions. Ratings can be
+, - or ? on a five point scale, or similar.

5
6
7
8
9

Decision Test question

Are problem & root cause solved?
Does it satisfy all established criteria?
Acceptable to all people involved and affected ?
Can workable plans be developed for
implementation?
Is there time to implement it?
Are personnel/resources available?
Will implementation end recurrence of problem?
Have all risks, disadvantages & consequences
been considered?
Is it best choice in terms of:
A) benefits
B) costs
C) risks
D) commitment
E) workability

Y/N

9. Action Planning:
Plans allow one to adapt and respond even when things go
wrong. Action planning allows for fast adjustment and wise
reaction not a rigid and inflexible pattern for the future. Action
plans create a practical programme to translate the decision
or overall target into reality. Time, personnel and other
resources must be considered. Establishing performance
standards, production / quality standards and follow-up /
monitoring mechanisms are essential for ensuring plan
implementation.
Some values of action planning are in the following checklist,
No.
Action
Description
1
Realistic
Translate decisions to workable
action
solutions staff can identify with.
2
Concrete
Nail down abstract ideas to
programme
achievable programmes.
3
Specific
Specify
assignments
so
that
assignments
individuals know what to do & when.
4
Clear
Clear expectations so staff know
expectations
how they will be evaluated.
5
Effective
Simple division of responsibility for
delegation
effective delegation.
6
Mutual
Build agreement by establishing
commitment
mutual commitment to plan.
7
Co-ordinate
Co-ordinate action to enhance teamaction
building & team-work.
8
Effective
Provide effective follow-up methods
follow-up
by mapping future check-points.
9
Objective
Establish basis for objective results
measurement
measurement.
10
Clear-cut
Clear-cut
accountability
by
accountability
identifying responsible.
11
Save time
Co-ordinates action and translates
decisions into assignments.
12
Support
Management guide to know how to
workers
support without oversupervising.
13
Employee
Provide for employee involvement in
involvement
planning process itself
14
Ensure results Helps focus all resources in the best
possible way.
Seven aids to action planning which help PS&APs to draft a
workable roadmap are as follows,
I] Recovery
Retrieve any notes/comments made earlier and transfer to
an action item work sheet after deleting those focussed on
other root causes or action strategies.
Continued on MAN 03.06.

Management

MAN 03.06

Systematic Problem Solving and Decision making [continued]

Date: 21 February, 2001

[Continued from MAN 03.05]

9.
ii]Brainstorming
Use target questions on the Action Item Work Sheet such as,
What needs to be done to make this work?
Who should do what?
How do we get from here to there?
What is the most efficient budget & schedule?
How will we know if we are on or off track?
How will we know if we are on or off track?
iii]question & answer
Use the action planning check list below to add to the list,
No. Question
1
What is overall objective and ideal situation
2
What is needed to get from here to there
3
What actions need to be taken
4
Who will be responsible for each action
5
How long will each take and when should it be done
6
What is the best sequence of actions
7
Hoe can we be certain that early steps will be
completed in time for subsequent dependant actions
8
What training is required to ensure that all staff have
know-how to execute each step in the plan
9
What standards do you want to set
10
What level of volume or quality is desirable
11
What resources are needed and how will they be got
12
How will results be measured
13
How will follow-up be done and by whom
14
What checkpoints and milestones will be established
15
What are vital steps and how can we ensure success
16
What could go wrong and how can that be avoided
17
Who will this plan affect and how will it affect them
18
How can the plan be adjusted without risking the
results and to ensure the best results and impact
19
How will we communicate plan to ensure support
20
What response to change and other human factors
are expected and how will they be overcome
Iv] Organizing
Use an action plan form to organize proposed actions.
Identify overall target with the solution strategy being
implemented then arrange specific tasks, staff availabilities
and responsibilities.
Overall Target
Action

Responsible
person

Performance
standard

Monitoring
technique

Completion
deadline

Resources
needed

1.

Ensure training requirements are considered.

V] Monitoring
Determine how well each action must be done and establish
suitable performance standards. Measurable quotas, targets,
goals or objectives can be chosen. Each action must be
given a deadline and a communications and follow-up
system is required to keep the team informed and the project
on track. The monitoring checklist below can be used for
each action. The most appropriate, easiest, accurate and
reliable should be used. The best monitoring is self
administered, while the leader and team are watching.
No.
Item
1
Production count statistics
2
Quality control spot checks
3
Work sampling by management
4
Personal inspection of all work
5
MBWA management by walking around
6
Checkpoints on action plan
7
Reflective indicator statistics [measuring indirect
consequences]

8
9
10
11
12
13
14
15
16
17
18
19
20
21

Trend analysis [typically using graphs]

Compliance reports
Regular activity reports
Chase-up file
One-to-one review meetings
Group staff meetings
Climate/attitude surveys and written questionaires
Customer/user interviews
Checklist evaluation / audit
Fitness report essay [compare actual to ideal]
Walk through/ role play/ dummy run procedure
Budget controls
Grapevine
Gut feel

vi] Resource estimation

Estimate resources, budgets, other hard resources to
minimise time and cash flow requirements for insertion in
table.
vii] Contingency planning
Use the Contingency Planning work Sheet to think through
possible contingencies and how to avoid them.
What could
wrong

go

How could it be
prevented

How can it be fixed

if it happens

10. Change management

Others not involved in the PS/DM process may understand
the solution. Some suggestions to help anticipate resistance
are listed below,
Accept it
Empathise
Know before
you go
Analyse
consequence
s
Involve staff

Give advance
warning
Beat
the
grapevine
Present
it
positively
Ventilate
resistance
Stress
benefits
Explain
the
purpose
Reassure
them
Stress growth
Include
training
Change
gradually
Recognise
supporters

Staff need stability/change destabilizes. Expect

resistance, fear and insecurity.
Study others points of view to understand reaction.
Seeing personal/emotional impact helps handle it .
Understand current and old ways before
introducing change. Wait for auspicious time.
Who & how will change affect. What can happen
that is not considered. Consider all possible
eventualities and adjust actions to minimise probs.
Ask others [asking, discussing, group problem
solving] for comment on new plan, its problems,
benefits, and how best to implement it.
Announce early. Longer lead time reduces shock
and eases emotional /intellectual adjstment
Manage Pr of change. Leaks bring additional
credibility gap and are often incorrect.
Present idea to broad appeal and to minimize
shock, fear & hostility. Be prepared, composed and
constructive.
Let staff blow off steam to clear air at group
planning session or one-to-one session.
Emphasize needs/problems of staff and how
change benefits them. Consider reward for speed.
Start presentation with problem to be solved or
improvement accomplished.
Make immediate promise on conditions. Anticipate
specific fears confidently and realistically.
Highlight opportunities for advancement in change.
Ensure sufficient re-education and on-the-job
training to smooth transition.
Plan for step-by-step change. Fast enough to keep
momentum but slow enough to be smooth and
certain.
Acknowledge constructive advice / co-operation.
This assists with any future change.

Continued on 03.07

Management

MAN 03.07

Systematic Problem Solving and Decision making [continued]

Date: 21 February, 2001

[Continued from MAN 03.06]

11. Action Plan Test
Test the proposed Action Plan against the following test
criteria,
Test Criterion
Y N
1. Specific actions
2. Clear responsibilities
3. Realistic deadlines
4. Clear cut standards [performance standards &
production quotas]
5. A co-ordinated sequence of actions
6. A realistic and workable system
7. Checkpoints for routine follow-up
8. Reliable measurement of results
9. needed personal development
10. Correctly emphasised priorities
11. Feasible contingency plans [for risky actions or
things that may go wrong].
12. Agreements workable for all involved
13. A good chance of achieving the ideal scheme.
References:
1. Systematic problem-solving and Decision-making by
Sandy Pokras, published Kogan-Page [1990], ISBN 0-74940159-1 Pbk.
2. Also see Man-06, SWOT, PEST and Porters Five Forces
Analyses