Problem-Solving Toolkit

Students' problem-solving skills

• develop incrementally though a series of stages, e.g.:
• identifying the problem;
• defining the problem;
• collecting, evaluating and organising information about the problem;
• creating or selecting a strategy to resolve the problem;
• allocating resources to solve the problem;
• monitoring the problem-solving process; and
• evaluating the final solution.
• can be monitored by asking them to challenge and reflect on processes and progress;
• can be developed through real-world problems to which there are no correct answers;
• can be extended by asking them to view the problem from a range of perspectives; and
• can be focused by using different problem-solving strategies, such as: case studies, Devil's Advocacy or de Bono's 'six hats.'

Designing problems for students to solve

Students develop problem-solving skills through tasks which:

• have visible real-world value and use;
• are achievable;
• challenge them to display their grasp and use of skills that are important in their domain;
• help them become aware of the range of other graduate skills they are using during the problem-solving process (e.g., teamwork, communication, analytical skills etc.); and
• are drawn from authentic activities to help them manage complexity and diversity.

Students should be aware of the risks

Students should be made aware of the risks involved in:

• focussing on solutions prematurely before the problem has been thoroughly identified, defined and discussed;
• adopting a 'quick fix' approach that seeks to eliminate the problem as quickly as possible - it is better to tolerate uncertainty, ambiguity and doubt;
• not adopting an open mind and being willing to consider new ideas;
• not taking into account individual biases when evaluating the facts of a case; and
• misinterpreting others' disagreement for dislike - different opinions are a positive consequence of the group's diversity.

When assessing problem-solving skills

Look for evidence that the student has:

• interpreted the problem;
• considered a range of alternative solutions;
• thought creatively and laterally about the problem;
• tested and tried possible solutions;
• evaluated the worth of the solutions; and
• decided on the 'best' solution in light of the criteria.

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