0% found this document useful (0 votes)
3K views206 pagesStrategies For Creative Problem Solving
Uploaded by
فيصل الجدعانيCopyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
0% found this document useful (0 votes)
3K views206 pagesStrategies For Creative Problem Solving
Uploaded by
فيصل الجدعانيCopyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
/ 206
Creative
Problem
Solving
H, Scott Fogler
College of Engineering
University of Michigan
Ann Arbor, Michigan 48109-2136
Steven E. LeBlanc
College of Engineering
University of Toledo
Toledo, Ohio 43606-3390
Prentice Hall PTR
Englewood Cliffs, New Jersey 07632 Library of Congres Catling in Pabltion Date
Fogle H. Sea
See forCrenive bem Sng H, Seo Fg, Sten EL
1, Moblem Sing 2.Creiedhinking Lele, Seen Tie
e469 F7 1994 20067
15343420 ce
drial Production Saperviion Lita nkosi
Aguiiions Ear Mike Hays
‘Manafucraring Manager Metis R Hey
(Caer Dag: Dong DeLace
© 1995 Prence Hall PTR
Premice Hall Ine
‘A aamount Communications Company
Englewood Cif NJ 07632
Al igs served No part fh book maybe
‘epocd. nay form by any mean, thout
Pamiion in wring frown te pb
Jelly Gren Gian i seine tndemackof Green Gian Co, The Pllbury Ca,
erties fuet ira tademar of Sagramis Chena 8 Brae Wines Co.
Bsr Nows sa registered uaderark of 3M Corporation
Ptignary ta eteed trademark of Waters hublahing Co, Ine (Afi of Mae, ne)
‘Shocblockes i reputed andemuk of US. Shoe Cotoraion
‘eich, Milly Wy, Mar Bar are eeed adem 0! MGM Maes, Ine.
Hex Bata epated trdemukl Le Ie
“The Fankin Day Panera egisteedradematk of Franklin Quest Co,
Coosa agisteed adenask of Adslph Caon Co,
‘hs pb ors dco on hook when oder in bk quan,
Conporae Sales Deparment
PTR Menace all
113 Spay Acne
Englewood Cis NY] 07632
Phone 201:592:2863,
AKC IO1-592-2209.
Printed inthe Unie Ste of America
1098765432
0-13.179318-7
rence Hall Ineasionl (UK) Lime, London
Drece Hall of Aus ry. Lite. Sydney
Prentice Hall f Canada Ine, Toronto
Prentice Hall Hipapoamericaa SA, Mico
ne Hal oa hme New Det
Prentie-tal of Jpan. ne, Tokyo
Simon & Schwert Pe Lid Singapore
Edita Pence all do Bras Led Ro de Jancis PREFACE
CHAPTER 1
CHAPTER 2
CHAPTER 3
TABLE OF CONTENTS
solving Strategies-Why Bother?
Problem-Si 1
1.1 What's the Real Problem? 1
1.2 Right Problem/Wrong Solution... 5
Summary nen 8
References 8
Further Reading... 9
Exercises 9
Getting Started : im
2.1 Getting in the Right Frame of Mind. i
2.2 Taking Risks. : 13
23. Looking for Paradigm Shifts AS
24 Having a Vision...... 16
2.5 Using A HeUuristic....snnmnnnmnnnsnnnnnnsnnsnses UT
2.6 Fostering Creativity... nnn 19
2.7. Interacting Creatively wnmnnnnnnmnnmnmnnsnneninee 20
2.8 Working Together in Teams vod
Closure...
‘Summary ....
References
Further Reading...
Exercis
Problem Definition ..
3.1 The First Four Steps
3.2. Defining The Real Problem ..
3.2A_ Finding Out Where the Problem Came From
3.2B Exploring the Problem
3.2C Using the Present StateDesired State Technique . 41
3.2D The Duncker Diagram
3.25 Using the Statement-Restatement Technique ..... 46
3.2F Evaluating the Problem Definition
3.3. The Next Four Steps.
Summary
References...
Further Reading...
Exercises.. iv
CHAPTER 4
CHAPTER 5
CHAPTER 6
Contents
Generating Solutions s
4.1. Recognizing Mental Blocks...
4.2 Blockbusting
43 Brainstorming
43A Osbom’s Checklist.
4.3B_ Random Stimulation .....
43C_ Other People’s Views .
43D Futuring..o.onn
44 Organizing Brainstorming Ideas:
‘The Fishbone Diagram ..
4.5. Brainwriting ... 7
46 Analogy and Cross-Fertlization
4.7 Incubating Ideas
Closure...
‘Summary
References ..
Further Reading
EXETCiS€8 nn
en
a 74
Deciding the Course of Action
5.1 Situation Analysis
5.1A_ Evaluation Criteria... :
S.1B_ The Pareto Analysis and Diagram
$2. KT Problem Analysis and Trovbleshoting
53 ve
353A Cautions .
5.3B Missing Information
5.3C_Is the Decision Ethical?
103
SA. Potential Problem Analysis semen 104
Summary .. si 109
References 110
Further Reading ... 110
Exercises 110
Implementing the Solution 119
6.1 Approval 19
6.2. Planning... i 120
62A. Allocation of Time and Resources... 11
6.2.1 Gantt Chart 121
6.2B Coordination and Deployment 123
6.2C Critical Path 1 125
6.2D Necessary Resources 126 Conreses
CHAPTER 6 (Cont'd)
CHAPTER 7
CHAPTER 8
Appendix 1
Appendix 2 ...
INDEX ...
63. Carry Through
Revealing the Solution .
64. FOIOW UP nnn 7
65. Problem Statements That Change with Tim
6.6. Experimental Projects ..
6.64. Do You Really Need the Experiments? ..
6.6B Define the Objectives of the Experiment.
6.6C__ Choose the Responses You Want to Measure
6.6D Identify the Important Variables.
6.6E Design the Experiment
Types of EMtOF8 wn
‘The Minimum Number of Experiments
6.6F Performing the Experiment:
How Many Times?
6.6G Analyze the Results...
6.6H_ Report.
Closure
Summary ....
References
Further Reading
Exercises...
Evaluation
7.1 General Guidelines.
7.2. Ethical Considerations ..
7.3. Safety Considerations.
‘Summary
References .
Further Reading
Exercises
Putting It All Together
8.1 Case Study: Meet Me at the Mall
8.2 Case Study: The Silver Bullet .
Closure
iol
155
127
128
132
132
133
134
135
135,
135
136
sv 136
137
141
M1
144
147
= 147
147
148,
148
151
159
162
162
162
162
169
I
173
180
183,
201 PREFACE
‘The purpose of this book is to help problem solvers improve their street
smarts. We know that every individual possesses creative skills of one type or
another, and that these skills can be sharpened if they are exercised regularly. This
book provides a framework to hone and polish these creative problem-solving skills.
Strategies for Creative Problem Solving is for students, new graduates,
practitioners, or anyone who wants to increase their problem-solving skills. After
studying this book, the reader will be able to encounter an ill-defined problem,
identify the real problem, effectively explore the constraints, plan a robust approach,
carry itthrough to a viable solution, and then evaluate what has been accomplished.
‘The skills to achieve these goals will be developed by examining the components of
a problem-solving algorithm and studying a series of graduated exercises to
familiarize, reinforce, challenge, and stretch the reader’ creativity in the problem-
solving process.
In order to cut through the maze of obstacles blocking the pathway to the
solution tothe problem, we need skills analogous to. pair of scissors with twospecial
blades.
7
Ose
One of the shears is made of the knowledge necessary to understand the
problem and to develop technically feasible solutions. However, no cutting can be
done to solve problems of invention with just one shear. The other shear contains.
creativity that can generate new and innovative ideas. Creativity alone will not
generate solutions that are necessarily technically feasible, and again no cutting can
be done. Creativity along with a strong technical foundation, however, allows us to
cut through the problem to obtain original solutions.
Over the past five years, we have researched problem-solving techniques
used in industry. Teams of students and faculty have visited a number of companies
(see acknowledgments) to study problem-solving strategies. We also carried out an.
extensive survey of new employees, experienced engineers, and managers in
industry to collect information on the problem-solving process. As 4 result of our
research, we know you can be a better problem solver.
‘A number of the engineers and managers provided examples of industrial
problems that were incorrectly defined, These examples of ill-defined problems
highlight the need to define the real problem as opposed to the perceived problem,
vi PREFACE vii
We believe that if a problem-solving heuristic had been applied to some of these
problems in the first place, the true problem would have been uncovered more
rapidly. A problem-solving heuristic is a systematic approach to problem solving
that helps guide us through the solution process and generate alternative solution
pathways. The heuristic in this bookiis quite robust and therefore applicable to many
types of problems. However, we are not advocating the methods illustrated here as
the only heuristic available; they are not. The problem-solving techniques presented
in tis book do, however, provide an organized, logical approach to generating more
creative solutions
The book is designed to lead the reader through the problem-solving
process. Chapter | illustrates the need for an organized method of solving problems.
Chapter 2 discusses the importance of approaching the problem with a positive
attitude, the need for risk taking in the problem-solving process, and gives an
overview of the heuristic (i., systematic approach). Subsequent chapters move
step-by-step through the heuristic, shown below, to increase the reader's problem-
solving street smarts.
Chapter 7
Chapter 6
Chapter 5 Decide the Course Y
of Action Z
Chapter 4 Generate Solutions
A E
ee Define the Problem J
‘The Five Building Blocks of the Heuristic
WY
ABOUT THE SOFTWARE
Interactive software that reinforces the concepts developed in the text is,
available foruseon IBM compatible computers. The software has been sent toevery
engineering college in the United States, contact your dean for more information.
Individual copies may may be obtained for a nominal charge by writing P.S.
Interactive Software, clo Professor H. S. Fogler, 3168 H. H. Dow Building, 2300
Hayward, Ann Arbor, Michigan, 48109-2136. FAX: 313-763-0459 vit Prerace
Eleven interactive modules are available to supplement and reinforce
‘material in the text. The modules are
+ CONCENTRATION (Ch. 1 & 2) - An interactive puzzle/game that stresses the
foundations of problem solving helps students learn the concepts.
+ EXPLORE (Ch. 3) - This module reviews and exercises problem definition
techniques as the student chooses the membrane for a heart-lung machine.
+ DUNCKER (Ch. 3) - The student sharpens his/her problem definition skills by
‘working on one of three scenarios involving vague problem statements.
+ BRAINSTORMING (Ch. 4) - This module leads the student through a variety of
brainstorming and blockbusting techniques.
+ SITUATION (Ch. 5) - The student analyzes a scenario based on the explosion of
a gas truck {0 appraise a situation with many simultaneous problems.
+ PROBLEM (Ch. 5) - Acting as a paint engineer, the student tries to determine the
source of paint defects that are occuring as cars leave the assembly line.
+ DECISION (Ch, 5) - As the interviewer of several job applicants, the student is
guided through the decision analysis process.
+ POTENTIAL PROBLEM (Ch. 5)- Based on the 1992 World Solar Car Race, t
‘module exercises one's ability to recognize and deal with potential problems.
* PLANNING (Ch. 6)- This module helps the student practice implementation of a
problem solution using a student bridge building competition scenario.
+ EVALUATION (Ch. 7) - As an employee in a paper mill, the student is asked to
evaluate a proposed plant expansion.
+ ETHICS (Ch. 7) - Ethical considerations are stressed in this module that finds the
student as an engineer in a chemical company with an environmental problem.
ACKNOWLEDGMENTS
This book had its origins in The Commission on Undergraduate Education.
formed by Charles M. Vest, Dean of the College of Engineering at the Univ
Michigan. This commission's charge was to point the directions for engineering.
education forthe next decade. It was during the workings of this commission that the
need to focus on the development of students’ problem-solving and creative
‘was required more than ever before because of the increased global competition. To
carry out the necessary research and data collection to develop strategies and
‘materials to fulfill this need, a proposal was submitted to, and funded by. the National
Science Foundation. This funding was instrumental in the conception and in the
writing of this book.
We would like to acknowledge a number of people and organizations who
helped make this work possible. We wish to thank the following companies for
participating in this project:
Amoco Chevron Specialty Chemicals Dow Chemical
Dow Corning DuPont Eli Lilly Prerace ix
General Mills KMS Fusion Kraft General Foods
Mobil Monsanto Procter & Gamble
Shell 3M Upjohn
We would also like to thank the following faculty and students at the
University of Michigan: S. Bike, R. Curl, C. Kravaris, J Linderman, P.E. Savage,
L, Thompson, and H, Wang; and A.C. Bushman, S, Bushman, J. Camp, P. Chen, D.
Korotney, J. Gyenese, and J. Komiski, who helped collect, organize, and polish
many ofthe problems in this book. Corinne Falender helped collect dataon industrial
problem-solvingneeds andexamples. Michael Szachta participated in the preparation
of a number of the figures as well as in the development of some of the industrial
examples. A number of undergraduate students helped research and collect a
number of the real-life examples used in the book by visiting shops, companies, and
local merchants. These students are Chad White, Matthew Gdowski, David Graham,
James Piana, Chris Teeley, Margaret Michael, Christina Nusbaum, Jen Casteel, and
David Turezyn. Cathy Obeid, Susan Montgomery, Phillip Westmorleland, and Jeff
Siirola gave a number of careful readings of the book and offereda number of helpful
suggestions. Annette User proof read and corrected the copy edited version of the
book, and also gave @ final reading of the book, along with Michael Farnum,
Matthew Gdowski, James Piana, and Christopher Domke. David Zinn provided
most of the art work that appears throughout the text. In addition, Dr. Montgomery
was a key participant in the development of the interactive software. H.S.F. would
also like to thank his colleagues in the Chemical Engineering Department at Imperial
College, London, and especially Julia Higginsand Stephen Richardson for their help
and encouragement, We are also grateful to Professor Donald Woods for his
1g work in bringinga structure of problem solving to the chemi
engineering professions as well as initiating and stimulating the authors” interest in
teaching problem solving. Janet Fogler spentendlesshoursediting and re-editing the
book. Her comments and suggestions were invaluable to us. Last but not least we
recognize Ms. Wendy Dansereau who helped prepare the initial versions of the
‘manuscript, and Mrs. Laura Bracken, who typed and retyped what must have seemed
like a never-ending succession of revisions as we converged on the final version,
‘Their cheerful dispositions were always appreciated.
HS.
Ann Arbor, MI
SEL.
Toledo, OH
July, 1994 1 PROBLEM-SOLVING STRATEGIES-
WHY BOTHER?
Everyone is called upon to solve problems every day, from such mundane
decisions as what (0 wear or where fo go for lunch, to the much more difficult
problems that are foundin school oronthe job. Mostreal-world problems have many
possible solutions. The more complex the problem, the more alternative solutions
there are. The goal isto pick the best solution. All of us will be better able to achieve
this goal if we exercise our problem-solving skills frequently to make them sharper.
By understanding and practicing the techniques discussed in this book, the reader
will develop problem-solving street smarts and become a much more efficient
problem solver.
1.1 WHAT’S THE REAL PROBLEM?
THE CASE OF THE HUNGRY GRIZZLY BEAR'
OR
AN EXERCISE IN DEFINING THE “REAL PROBLEM”
A student and his professor are backpacking in Alaska when a grizzly bear starts to
chase them from a distance. They both start running, but it’s clear that eventually
the bear will catch up with them. The student takes offhis backpack, gets his running
shoes out, and starts putting them on. His professor says, “Youcan’toutrun the bear,
even in running shoes!” The student replies, “I don’t need to outrun the bear; Lonty
need to outrun you!”
‘The student realized that the bear would be satisfied when he caught one
person; consequently the student defined the real problem as outrunning the
professor rather than the bear. This example illustrates @ very important point:
problem definition.
Problem definition isa common but difficult task because true problems are
often disguised ina variety of ways. Ittakes a skillful individual to analyze a situation
and extract the real problem from a sea of information. IIl-defined or poorly posed
problems can lead novice (and not so novice) engineers down the wrong path to a
series of impossible or spurious solutions. Defining the “real problem” is critical to
finding a workable solution,
Sometimes we can be “tricked” into treating the symptoms instead of
solving the root problem. Treating symptoms (e.g., putting a bucket undera leaking
roof) can give the satisfaction of a quick-fix, but finding and solving the real
problem (.¢., the cause of the leak) are important in order to minimize lost time, 2 PROBLEM-SOLVING SrraTEGiEs-Waty Borner? CHar. 1
money, and effort. Implementing real solutions to real problems requires discipline
(and sometimes stubbornness) to avoid being pressured into accepting a le
desirable quick-fix solution because of time constraint
‘The next three pages present a number of re
ife examples from case
histories showing how easy itis to fall into the trap of defining and solving the wrong
problem. In these examples and the discussion that follows, the perceived problem
referstoa problem thoughttobecorrectly defined but isnot. These examples provide
evidence of how millions of dollars and thousands of hours can be wasted by poor
problem definition and solution,
Examples of i-Defined Problems
ImpatientGuests
The Situation: Shorty after the upper floors of a high tise hotel had been
renovated to increase the hotel's room capacity, the guests complained that the
‘elevators were 100 slow. The building manager assembled his assistants. ‘His
{instructions to solve the perceived problem: "Find a way to speed up the elevators."
Attar calling the elevator company and an independent expert on elevators, it was
determined that nothing could be done to speed up the elevators. Next, the
etapa siecariaees “Find a location and design a shaft to install another-|
levator.” An architectural firm was hiredto carry outthis request. He neither
‘the shaft nor the new elevator were installed because shorly after the firm was,
hired the real problem was uncovered. The real problem wastotind away to take
the guests’ minds off their wait rather than fo install more elevators. The guests:
stopped complaining when’ miars were installed on each floor in ont ofthe
elevators.”
Leaking Flowmeter
‘The Situation: Flowmeters, such as the ones a he gasalin pumps to meesure |
‘the number of gallons of gas delivered to your gas tank, are. in,
industry. Bo a a He ea
‘a corrosive fluid. A few months after installation, the corrosive fluid
through the flawineter and began to leak onto the plant oor. I
to.scive the perceived problem: ‘Find material from which to make a
“will ot corrode and cause leakage ofthe dangerous fluid." Anrextensive, time
‘consuming search was carried outto find such a material anda company thatwould
‘construct a cost effective flowmeter. None was found. However, the reel problem:
was to prevent the flowmeter from leaking. The solution was to institute aprogram |
sebagai ate ag iene ces!
caused favre? See. 1.1 Wuar’s THe Reat PRosiem? 3
g Bargain Prices
‘The Situation: A local merchant on Main Street in Ann Arbor was having difficulty
‘selling a health food mix from the rain forest called Rain Forest Crunch, which was.
ahot selling item in other stores. Part of the attractiveness of Rain Forest Crunch
‘sale went to protect the rain forest.
“Lower the price of the tam to increase sales" Rain Forest Crunch stil didnot sell
‘The manager lowered the price further. Stilno sales. After lowering the price two
‘more times to a level that was well below the competitors’ the item still did not sell.
pee the manager walked around the store, and studied the display of Rain
Forest Crunch, Then the real problem was uncovered. The problem was not the.
|high cost of the itern; the real problem was that it was not in a prominent position.
inthe store to be easly seen by the customers. Once the item was made more
visible, ales began to soar."
Wherelsthe Oil?
The Situation: Pree, feooic « corneoy vase Wainlals ai eer
Which water is injected into a well, displacing the cil and pushing it out another.
ait Inmany cases, Sgwisechonise mulgedeincniantia tant
facilitate pushing out the oil. A major oil company was having problems with a
Baran knit operur tiers Yo soir mae toning ca bem he
— HSF-
Misi iba nti riches ae msoiose tra srs Gard
of, . ;
he rere maaan na ere ch
_as expected rather than how to find ways to improve oll recovery. S 4 PRonLem-SoLving Srearecies-Wiy Bower? CHar, 1
Making Gasoline from Coal
The Situation: A tew years ago a major oll company was developing a process:
tor the Department of Energy to produce liquid petroleum products from coal in
‘order to reduce our dependence on foreign oil. In this process, solid coal particles
‘were ground up, mixed with solvent and hydrogen, then passed through a fumace
heater toa reactor that would convert the coal o gasoline (see figure below). After
Installation, the process was not operating properly. Excessive amounts of a tar-
like carbonaceous material were being deposited on the pipes in the furnace,
fouling, and in some cases plugging the pipes.
Tanike
its
To reactor
to convart coal
into gasoline
Furnace
‘problem: “improve the quailty ofthe solvents used to dissolve the coal and prevent
these tar-like deposits." A major research program was initiated. After a year and
4 half of effort was spent on the process, no one solvent proved to be a better
solution tothe problem than any other. Perhaps amore general problem statement
such as, "Determine why the carbon deposits are forming and how they can be