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Some of the essential attributes for successful participation in work are the capacities to frame questions, to identify the sources and contexts in which problems arise and to work through dilemmas and ideas in a coherent way. Solving Problems captures these capacities. It is not only about the capacity to respond to problems as they present themselves, but also the capacity to anticipate problems and devise suitable response strategies. It is about the nature of solving problems as a process, including the control that is exerted over the process.
The term 'problem' is used generally, encompassing several interpretations including a practical difficulty or a social situation where something is obviously wrong, a challenge to accomplish a specific result, perhaps under prescribed conditions, an invitation to investigate something and a situation in which there is no obvious problem requiring immediate attention, only a perception that something could be improved. Thus, Solving Problems can range from resolving difficulties or dilemmas through to capitalising on opportunities to explore ideas.
Applications of Solving Problems may be found in work, whether it is paid, unpaid or voluntary work, where processes rarely operate without the need for continuous anticipation and resolution of problems. Problems arise which require judgments and decisions. For example, judgments about the scope of the problem, the priority to be allocated to its resolution and whether it is within the responsibility of the individual concerned; decisions about courses of action and referral of the problem to another place. If it is within the domain of the individual, the problem must be dealt with effectively and efficiently. Problems also arise for which it is necessary to work through a range of possible responses, perhaps leading to innovative approaches or creative outcomes. Some applications entail routine and known issues which have standardised responses. Others include the unusual or less predictable problems which require initiative and innovation to identify and define the problem and find possible responses. These observations also apply to participation in community, home and further and higher education settings.
Solving Problems focuses on the capacity to apply problem-solving strategies in purposeful ways, both in situations where the problem and the desired outcomes are clearly evident and in situations requiring critical thinking and a creative approach to achieve an outcome. One of the major ideas relates to the clarification and framing of problems. At lower levels this might involve locating the source of a problem by matching symptoms against known sources. For example, the appearance of spotting on photocopies might suggest marks on the glass stage, a damaged roller or a leaking toner cartridge. The problem is framed by established approaches to repair and maintenance. At higher levels the links between symptoms and conditions are much less defined, and require clarification of the major factors involved. For example, frequent and unexplained weariness in a colleague or friend is a problem for which there is no 'routine maintenance' style of solution. It requires sensitivity to the range of factors which might contribute to such a problem, and the framing of the problem in developmental and exploratory terms.
A second important idea relates to the notion of 'completion'. It involves the process of working through a problem-solving strategy to achieve appropriate outcomes. In some instances this means that the outcome sought is achieved. But, in other instances, achievement of that outcome is tempered by judgments about what constitutes appropriate completion. For example, a decision might be made to refer the problem elsewhere, a cost-benefit assessment may indicate that the process should cease or the need for a solution to the problem may have passed. Under all of these conditions, it is essential that focused and coherent effort be expended until appropriate achievement has been attained. At one level this may involve using a recognised strategy to resolve a problem, for example, following one of the designated procedures to have a photocopier repaired. At another level it may mean drawing on a range of processes, and adapting and manipulating them to achieve appropriate completion.
Solving Problems also relates to anticipating problems and the contexts and sources from which problems arise. At lower levels this amounts to accepting that problems can arise and that they must be addressed and resolved. This applies as much to technical faults in machines as to issues and difficulties which arise personally or for colleagues, all of which are realities of the workplace. At the higher levels, being able to anticipate problems means also being able to anticipate the conditions which generate problems. It includes being able to manipulate the conditions to avoid difficulties or to make the most of opportunities to improve or innovate.
Evaluation of the processes by which problems are solved and the outcomes which are achieved is another important concept in this Key Competency. At lower levels this means checking that the outcomes are accurate and that they are in accord with what was intended. And it means checking that the process used to solve the problem is used efficiently and in socially responsible ways. At higher levels it means being able to reflect on the processes of solving problems and to make judgments about efficiency of process and validity and usefulness of outcomes.
In summary, Solving Problems involves:
- clarification and framing of problems;
- achievement of appropriate completion;
- anticipation of problems, sources and contexts;
- evaluation of outcomes and processes.
At each level of performance, all of the interpretations of the terms 'problem' and 'completion', noted earlier, are applicable. Each level also involves accepting that problems arise, working them through to completion, and evaluating the process and outcomes. However, the performance emphasis changes across the levels. At Performance Level l, the primary focus of Solving Problems is responsiveness to problems as they arise. It requires that the problem be clarified, framed by an appropriate problem -solving process, and pursued through to an appropriate completion, and that the process and the outcomes are checked for accuracy and utility. The primary focus of Performance Level 2 is the selection of appropriate processes, clarification of the relationship between the processes available and the desired outcomes, and the effective use of those processes to achieve completion. It includes maintaining and enhancing the efficiency of the processes and the validity of the outcomes. At Performance Level 3, the primary focus of Solving Problems is anticipation of conditions under which problems arise and the use of judgment in the approach to problem solving. It requires that the major characteristics and parameters of the problems and processes be established, and that a range of problem solving processes be available, adapted and managed to achieve appropriate completion.
PERFORMANCE LEVEL 1
At this level a person:
- clarifies desired outcomes and processes; and
- maintains focus through to appropriate completion; and
- responds to faults and difficulties as they arise; and
- checks the accuracy of outcomes and utility of the process.
PERFORMANCE LEVEL 2
At this level a person:
- clarifies the desired outcomes, and the relationship between those outcomes and the available processes for solving the problem; and
- draws on a range of processes to achieve appropriate completion; and
- takes opportunities to improve or enhance processes and outcomes; and
- assesses efficiency of processes and outcomes.
PERFORMANCE LEVEL 3
At this level a person:
- establishes major factors affecting processes and outcomes; and
- adapts and manipulates processes to achieve appropriate completion; and
- anticipates problems and opportunities, and the conditions under which they arise; and
- establishes and uses criteria for judging effectiveness of processes and outcomes.
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