Six hats:helping students how to solve problems
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Este material es parte de los recursos que estoy usando para ayudar a los alumnos a plantearse un problema que les afecte y c¨®mo llegar a soluciones viables
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Top of Form
Bottom of Form
Strategies for Decision Making
Problem Solving and Decision Making
Components of a problem
¡¤ Givens: pieces of information that are provided when the problem is presented
¡¤ Goal: The desired end state ¨C what a problem solution will hopefully accomplish
¡¤ Operations: Actions that can be performed to approach or reach the goal
Steps in Problem-Solving Process
What is Groupthink?
Groupthink is a psychological phenomenon that may cause a failure of a group¡¯s performance. This is a trap that any previously successful group may get in.
The "groupthink" term was proposed by social psychologist Irving Janis (1972). It occurs when a group makes faulty decisions because group pressures lead to a deterioration of ¡°mental efficiency, reality testing, and moral judgment¡± (p. 9). The alternatives are ignored and irrational actions dehumanize other groups. A group is especially vulnerable to groupthink when its members are similar in background, when the group is insulated from outside opinions, and when there are no clear rules for decision making.
Janis, Irving L. (1972). Victims of Groupthink. New York: Houghton Mifflin.
Janis, Irving L. (1982). Groupthink: Psychological Studies of Policy Decisions and Fiascoes. Second Edition. New York: Houghton Mifflin. Symptoms of Groupthink
There are eight symptoms of groupthink:
¡¤ Illusion of invulnerability ¨CCreates excessive optimism that encourages taking extreme risks.
¡¤ Collective rationalization ¨C Members discount warnings and do not reconsider their assumptions.
¡¤ Belief in inherent morality ¨C Members believe in the rightness of their cause and therefore ignore the ethical or moral consequences of their decisions.
¡¤ Stereotyped views of out-groups ¨C Negative views of the ¡°enemy¡± make effective responses to conflict seem unnecessary.
¡¤ Direct pressure on dissenters ¨C Members are under pressure not to express arguments against any of the group¡¯s views.
¡¤ Self-censorship ¨C Doubts and deviations from the perceived group consensus are not expressed.
¡¤ Illusion of unanimity ¨C The majority view and judgments are assumed to be unanimous.
¡¤ Self-appointed ¡®mindguards¡¯ ¨C Members protect the group and the leader from information that is problematic or contradictory to the group¡¯s cohesiveness, view, and/or decisions.
Remedies for Groupthink
Decision experts have determined that groupthink may be prevented by adopting some of the following measures:
1. The leader should assign the role of critical evaluator to each member
2. The leader should avoid stating preferences and expectations at the outset
3. Each member of the group should routinely discuss the group's deliberations with a trusted associate and report back to the group on the associate's reactions
4. One or more experts should be invited to each meeting on a staggered basis. The outside experts should be encouraged to challenge views of the members.
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Top of Form
Bottom of Form
Strategies for Decision Making
Problem Solving and Decision Making
Components of a problem
¡¤ Givens: pieces of information that are provided when the problem is presented
¡¤ Goal: The desired end state ¨C what a problem solution will hopefully accomplish
¡¤ Operations: Actions that can be performed to approach or reach the goal
Steps in Problem-Solving Process
What is Groupthink?
Groupthink is a psychological phenomenon that may cause a failure of a group¡¯s performance. This is a trap that any previously successful group may get in.
The "groupthink" term was proposed by social psychologist Irving Janis (1972). It occurs when a group makes faulty decisions because group pressures lead to a deterioration of ¡°mental efficiency, reality testing, and moral judgment¡± (p. 9). The alternatives are ignored and irrational actions dehumanize other groups. A group is especially vulnerable to groupthink when its members are similar in background, when the group is insulated from outside opinions, and when there are no clear rules for decision making.
Janis, Irving L. (1972). Victims of Groupthink. New York: Houghton Mifflin.
Janis, Irving L. (1982). Groupthink: Psychological Studies of Policy Decisions and Fiascoes. Second Edition. New York: Houghton Mifflin. Symptoms of Groupthink
There are eight symptoms of groupthink:
¡¤ Illusion of invulnerability ¨CCreates excessive optimism that encourages taking extreme risks.
¡¤ Collective rationalization ¨C Members discount warnings and do not reconsider their assumptions.
¡¤ Belief in inherent morality ¨C Members believe in the rightness of their cause and therefore ignore the ethical or moral consequences of their decisions.
¡¤ Stereotyped views of out-groups ¨C Negative views of the ¡°enemy¡± make effective responses to conflict seem unnecessary.
¡¤ Direct pressure on dissenters ¨C Members are under pressure not to express arguments against any of the group¡¯s views.
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Socratic Approach to Problem Solving
1
Capella Proprietary and Confidential
Learn to Apply a Socratic Approach to Problem Solving
Applying a Socratic approach to problem solving, as shown in the steps in the table below, will help
you identify gaps and improve your thinking when writing a course paper or completing a course
project. You may also use the questions or tactics in the table to spark new insights when responding to
discussion topics or to your fellow learners¡¯ discussion posts.
Steps Things you may
do in this step
Questions you may ask in this step
(Paul & Elder (2006); Wertheim (n.d.))
Step 1:
Identify the
elements of the
problem, issue,
or question.
This may include:
Break the problem down into
pieces, elements, or components.
Notice how the pieces or
components are related to each
other.
Look for missing information or
gaps in what you know.
Make note of the information
that you do not have or cannot
find, or that is unavailable.
Separate symptoms from
underlying causes.
Avoid judgments and premature
solutions.
Gather information.
Questions you may ask:
What problem am I trying to solve?
What are the key issues in this problem?
What facts do I have? (A fact is ¡°something that actually
exists; reality; truth; a truth known by actual experience
or observation; something known to be true.¡±)
What evidence do I have? (Evidence is ¡°that which
tends to prove or disprove something; grounds for
belief; proof.¡±)
Which pieces of information that I have are opinions?
(Opinion is ¡°a belief or judgment that rests on grounds
insufficient to produce complete certainty; a personal
view, attitude, or appraisal.¡±)
Which pieces of information that I have are inferences?
(To infer is ¡°to derive by reasoning; conclude or judge
from premises or evidence.¡±)
Are the inferences well or poorly reasoned? Can
alternative inferences be drawn from the same facts or
observations?
Which pieces of the information I have gathered are
theories? (A theory is ¡°a more or less verified or
established explanation accounting for known facts or
phenomena.¡±)
What do I not know?
What information is missing?
Is it possible to get the information that I do not have?
What are the possible sources of information?
Socratic Approach to Problem Solving
2
Capella Proprietary and Confidential
What must remain unknown for now?
Step 2:
Analyze/
define/ frame
the problem,
issue, or
question.
This may include:
Gather information that you
need to know more about the
context surrounding this
problem.
Decide which pieces of
information are important.
Identify your point of view.
Consider how your cultural
values shape your perception of
the problem.
Evaluate conflicting evidence.
Separate symptoms from
underlying causes.
Avoid value judgments.
Avoid premature solutions.
Analyze arguments.
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SOCW 6210: Human Behavior and the Social Environment II
Week 10 LIFE SPAN INTERVIEW
Below are some questions to start the conversation with your interviewee. Do not hesitate to add additional questions as needed. You are encouraged to reach out to a senior center, adult living facility, or nursing home to locate an interviewee. When interviewing an individual, please consider how to show respect to an individual of this age within their cultural values.
Begin your interview with demographics¡¡¡¡¡.
How do you prefer to be addressed?
What is your age?
Where were you born?
How do you identify your ethnicity?
How do you identify your gender?
Remembering the Past¡¡¡¡¡¡¡¡.
What is your earliest memory?
Who were your friends when you were growing up? Did you maintain those friendships throughout life? Any reason why or why not?
What was your favorite thing to do for fun (movies, beach, etc.) growing up? In your young/middle adult years? As an older adult?
What was school like for you as a child? What were your best and worst subjects?
Over the years¡¡¡¡¡
What was the happiest moment of your life?
? 2017 Laureate Education, Inc. 1
What world events had the most impact on you?
Do you have military experience? If so, how did it mold you as a person?
Was religion/spirituality a part of your youth? Adulthood? Currently?
Who is the person who influenced your life the most?
Have you lost a loved one? If so, how has that loss affected your life?
What are some of the most important lessons you feel you have learned over the course of your life?
As you look back over your life, do you see any ¡°turning points¡±; that is, a key event or experience that changed the course of your life or set you on a different track?
What are some of the important choices or decisions you made that you have learned from?
What are you most proud of?
How would you like to be remembered?
Currently Experiencing¡¡¡¡¡¡¡¡¡¡.
What has been your experience with aging? (physically, socially, environmentally)
How would you define successful aging?
Do you have any challenges to access to healthcare?
How do you see yourself today? [elder, senior, older adult; use this term in the following questions]
How are your friendships as a [use term identified by individual]?
Are you involved with [use term identified by individual] activities or social clubs? What does this mean for you?
Have you had any experiences with services not being available to you as a [use term identified by individual]?
Have you experienced discrimination as a [use term identified by individual]? Other types of discrimination?
? 2017 Laureate Education, Inc. 2
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Creative Problem SolvingZahyd Shuja
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The document provides an overview of creative problem solving. It defines creative problem solving as looking at problems in a different way than others. The document outlines the creative problem solving process as 7 steps: 1) defining the problem 2) gathering facts 3) restating the problem 4) identifying alternatives 5) evaluating alternatives 6) implementing a decision and 7) evaluating results. It also discusses tools for creative problem solving like brainstorming, multi-voting, and mind mapping and provides examples of using each tool. Finally, it prompts the reader to consider the greatest challenges their team faces and includes examples of how ordinary people use creative problem solving skills.Thinking out of the box
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This document introduces Edward de Bono's six thinking hats technique for thinking outside the box. The six hats represent six different perspectives or types of thinking: blue (process), white (facts), red (feelings), black (caution), yellow (optimism), and green (creativity). Each hat has a role and set of questions to guide thinking from that perspective to overcome limitations of traditional brainstorming. Examples are given of how Steve Jobs exemplified thinking outside the box. In conclusion, the six thinking hats provides a multidimensional tool to improve problem solving, decision making, and thinking in innovative ways.Effective questioning for ps
Effective questioning for pscorleym
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The document provides questions for teachers to ask students at different stages of the problem solving process: to launch the problem, differentiate instruction while students explore, identify overlooked information, challenge successful students, and summarize. The questions are meant to assess understanding, prompt explanation of strategies and reasoning, check for completeness, and extend thinking.Cognitive Distortions: Understanding and Addressing Them
Cognitive Distortions: Understanding and Addressing ThemDr. DawnElise Snipes ¡ïAllCEUs¡ï Unlimited Counselor Training
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View the video at https://youtube.com/allceuseducation CEUs are available for most counseling professionals at https://allceus.comEffective questioning for ps
Effective questioning for pscorleym
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This document provides questions for teachers to ask students at different stages of the problem solving process: to launch the problem, differentiate instruction while students explore, challenge students who have solved the problem, and summarize after the problem is solved. The questions are meant to assess student understanding, help struggling students, identify overlooked information, and extend thinking for advanced students.Cognitive Distortions: Understanding and Addressing Them
Cognitive Distortions: Understanding and Addressing ThemDr. DawnElise Snipes ¡ïAllCEUs¡ï Unlimited Counselor Training
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