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By : Kanaidi, SE., M.Si, cSAP
kanaidi963@gmail.com HP.0812 2353 284
Effective CONFLICT MANAGEMENT
Jakarta, 13-15 Maret 2019
Should I Consider Moving?
Scenario
More students are failing their courses this
year compared to last year.
Who is to blame?
Students’ Perspective?
SMAN Cimahi Courses and Lecturers’ are so
BORING ? and DIFFICULT! HOW TO PASS ?
Teachers’ Perspective?
Students KNOW NOTHING!
They are both LAZY and
STUPID! What a perfect
combination to become an
employable graduate!
Yeah! Blame
it on us!
Materi : Problem Solving
4. Problem Solving
Tools
1. What is
Problem Solving?
2. Barriers to Effective
Problem Solving
3. Problem Solving
Process
“Problems call forth our courage and our wisdom; indeed, they
create our courage and our wisdom. It is only because of
problems that we grow mentally and spiritually.”
- M. Scott Peck
Apa yang
Anda LIHAT
& Pikirkan?
What is Problem Solving?
Problem solving forms part of thinking.
Considered the most complex of all intellectual
functions, problem solving has been defined as
higher-order cognitive process that requires the
modulation and control of more routine or
fundamental skills (Goldstein & Levin).
It occurs if an organism or an artificial intelligence
system does not know how to proceed from a
given state to a desired goal state.
It is part of the larger problem process that includes
problem finding and problem shaping.
“He who asks a question may be a fool for five minutes,
but he who never asks a question remains a fool forever.”
- Tom Connelly
7.2 Barriers to Effective Problem Solving
Failure to recognize the problem
Conceiving the problem too narrowly
Making a hasty choice
Failure to consider all consequences
Failure to consider the feasibility of the
solution
XX
“It's not that I'm so smart, it's just that I
stay with problems longer.”
- Albert Einstein
Problem Solving Process
Accepting the Problem
Step 1: What is the Problem?
Step 2: What Are the Alternatives?
Step 3: What Are the Advantages and/or
Disadvantages of Each Alternative?
Step 4: What Is the Solution?
Step 5: How Well Is the Solution Working?
Accepting the Problem
To solve a problem, you must first be willing to accept the
problem by acknowledging that the problem exists and
committing yourself to trying to solve it.
Strategies to find the motivation and commitment to prepare
you to enter the problem-solving process:
1. List the benefits. – how will solving the problem benefit
you?
2. Formalize your acceptance.- formal commitment to
solve problem
3. Accept responsibility for your life.- we have the
potential to control the direction of our lives
4. Create a “worst-case” scenario.- what are potential
disastrous consequences of your actions or inactions
5. Identify what’s holding you back.- what is preventing
you from solving the problem?
Step 1: What is the Problem?
Step 1A: What do I know about the situation?
Step 1B: What results am I aiming for in this
situation?
Step 1C: How can I define the problem?
 View the problem from different perspectives.
 Identify component problems.
 State the problem clearly and specifically.
Step 2: What Are the Alternatives?
Step 2A: What are the boundaries of the problem
situation?
Step 2B: What alternatives are possible within
these boundaries?
 Discuss the problem with other people.
 Brainstorm ideas.
 Change your location.
Step 3: What Are the Advantages and/or
Disadvantages of Each Alternative?
Step 3A: What are the advantages of each
alternative?
Step 3B: What are the disadvantages of each
alternative?
Step 3C: What additional information do I need
to evaluate each alternative?
Step 4: What Is the Solution?
Step 4A: Which alternative(s) will I pursue?
 Evaluate and compare alternatives.
 Combine alternatives.
 Try out each alternative in your imagination.
Step 4B: What steps can I take to act on the
alternative(s) chosen?
Step 5: How Well Is the Solution Working?
Step 5A: What is my evaluation?
 Compare the results with the goals.
 Get other perspectives.
Step 5B: What adjustments are necessary?
“Because I'm thinking in a broader way, I feel
like I am able to make better decisions.”
- Takafumi Horie
6.4 Problem Solving Tools
Tools to facilitate effective Problem Solving:
SWOT ANALYSIS
SIX THINKING HATS
McPORTER’s 5 FORCE
FORCE FIELD ANALYSIS
ISHIKAWA DIAGRAM
MIND MAPPING
More  MyCoted + Mind Tools + Creativity Web
I can study these
tools on my own.
Click!
Edward de Bono
“The six thinking hats is a method
for doing one sort of thinking at a time.”
6 Thinking Hats
Creative
Positive
Objective
Feelings
Negative
Process
Benefits of Using 6 Thinking Hats
Role-playing (Put the hat on, take the hat off,
switch hats, and signal your thinking)
Encourage creative, parallel and lateral thinking
Improve communication
Speed up decision making
Avoid debate
Detaching the Ego
Occasional Use (Single Hat)
Sequence Use
White Hat - Objective
Facts, Figures, Data and Information
Questions:
What information do we have here?
What information is missing?
What information would we like to have?
How are we going to get the information?
Red Hat – Feelings
Feelings, Intuition, Emotions and Hunches
No need to justify the feelings. How do I feel about
this right now?
Examples:
My gut-feeling is that this will not work.
I don't like the way this is being done.
This proposal is terrible.
My intuition tells me that prices will fall soon.
Black Hat - Negative
Caution, Difficulty, Judgment and Assessment
Questions:
Is this true?
Will it work?
What are the weaknesses?
What is wrong with it?
Critical
Thinking
Hat
Yellow Hat - Positive
Benefits, Feasibility and Optimism
Questions:
Why is this worth doing?
What are the benefits?
Why can it be done?
Why will it work?
Green Hat - Creative
Creative Ideas, Alternatives, Suggestions, and
Proposals
Questions:
Are there any additional alternatives?
Could we do this in a different way?
Could there be another explanation?
What are some possible solutions and courses of
action?
Creative
Thinking
Hat
Blue Hat - Process
Sums up what is learned. Organization of
thinking. Thinking about the thinking
process (Reflection).
Examples:
Set the agenda.
Suggest the next steps.
Ask for other hats.
Ask for summaries, conclusions,
and decisions. Meta-Cognition Hat
Sequence Use – Seeking an Idea
White Gather available information.
Green Explore and generate alternatives.
Yellow Assess the benefits and feasibility of each alternative.
Black Assess the weaknesses of each alternative.
Green Further develop the most promising alternatives and make a
choice.
Blue Summarize and assess what has been achieved so far.
Black Make the final judgment on the chosen alternative.
Red Find out the feelings on the outcome.
Sequence Use – Reacting to a Presented Idea
Red Find out the existing feelings about the idea.
Yellow Find out the benefits in the idea.
Black Point out the weaknesses, problems and dangers in the idea.
Green See if the idea can be modified to strengthen the yellow-hat
benefits and to overcome the black-hat problems.
White See if available information can help in modifying the idea to
make it more acceptable.
Green Develop the final suggestion.
Black Judge the final suggestion.
Red Find out the feeling on the outcome.
Sequence Use – Short Sequences
Yellow/Black/Red: Quick assessment (idea)
White/Green: Generate ideas
Black/Green: Improve an existing idea
Blue/Green: Summarize & suggest alternatives
Blue/Yellow: Any benefits? (e.g. the idea)
Etc…
“...Be open-minded and creative about
the sequence use, too!”
Case Study Example:
Classroom Management - Six Thinking Hats
Students Talking While
Dr. Cool is Teaching
Adapted from: Dyck, B. Case Study: Classroom Management - Six Thinking Hats
URL: http://www.teachnet.com/how-to/manage/sixhats120800.html
White Hat - Facts and Information
Students are talking (or on their phones) when Dr. Cool is
talking.
There is noise so that others are distracted or can't hear.
Students don't know what to do after Dr. Cool has given
instructions.
Many students get silly or off task.
Adapted from: Dyck, B. Case Study: Classroom Management - Six Thinking Hats
URL: http://www.teachnet.com/how-to/manage/sixhats120800.html
Red Hat – Emotions and Feelings
Dr. Cool feels offended.
Students are frustrated because they can't hear his
instructions.
Those talking enjoy joking around and being heard.
Adapted from: Dyck, B. Case Study: Classroom Management - Six Thinking Hats
URL: http://www.teachnet.com/how-to/manage/sixhats120800.html
Black Hat - Negative Aspects
Time is wasted.
Learning is compromised.
Those who legitimately have the floor feel that listeners.
don't care about what they are saying.
Chaos in the classroom.
Adapted from: Dyck, B. Case Study: Classroom Management - Six Thinking Hats
URL: http://www.teachnet.com/how-to/manage/sixhats120800.html
Yellow Hat - Benefits and Feasibility
Everyone gets to say what is on their mind.
It can be fun.
You don't have to wait until you speak and therefore don't
forget what you want to say.
Not just the "smart" students get to speak.
Adapted from: Dyck, B. Case Study: Classroom Management - Six Thinking Hats
URL: http://www.teachnet.com/how-to/manage/sixhats120800.html
Green Hat - Creative Ideas
Dr. Cool will be more aware of the amount of time that he "talks“.
He will try to include interaction from many different students, not just the "smart"
ones.
Students will work on resisting the need to say everything that comes into their
mind.
There needs to be further discussion on "how" students would work on this
problem.
Students will think about whether their comments will interfere with other
people's learning.
We will keep these charts up so that we can refer back to the learning of this
moment and reassess how we are doing.
Adapted from: Dyck, B. Case Study: Classroom Management - Six Thinking Hats
URL: http://www.teachnet.com/how-to/manage/sixhats120800.html
Blue Hat - Sum up what is learned
Dr. Cool learned that he needs to limit the amount of time he uses "Talking"
as a form of teaching.
He needs to involve all students in discussion. He needs to look for the one
who rarely offers comments or is quietly waiting to be picked to answer.
He needs to realize that some students need "think time" before they are
ready to contribute to a discussion. Allowing time for these students to think is
important part of class discussion so they don't tune out.
Students now realize that when they talk when others are talking it makes the
person talking feel like a fool or unappreciated.
Students realize that just to "get the laugh" of the moment, they are
jeopardizing other people's learning.
Students learned that speaking whenever you want show a lack of self-
discipline and that not everything that goes through our minds is worth
sharing.
Teacher/student needs to revisit this topic and check how we are doing.
Adapted from: Dyck, B. Case Study: Classroom Management - Six Thinking Hats
URL: http://www.teachnet.com/how-to/manage/sixhats120800.html
INSTRUCTIONS
Class Activity – Six Thinking Hats
This Six Thinking Hats activity involves the whole class.
One student (or the lecturer) will act as the class facilitator (and time keeper).
One student will write on the whiteboard the class findings.
One student will document the findings into the word template.
The whole class will do parallel thinking to discuss the problem
3 min Brainstorm a Problem to discuss.
3 min White Hat – Facts and information about the Problem?
3 min Red Hat – Feelings towards the Problem?
3 min Black Hat – What are the negative aspects of the Problem?
3 min Yellow Hat – What are the benefits/positive aspects of the Problem?
3 min Green Hat – What alternatives do we have?
7 min Blue Hat - Sum what is learned and discuss possible next steps.
25 min Total
Summary
7.1 What is
Problem Solving?
Higher-order cognitive process that requires the modulation and
control of more routine or fundamental skills.
7.2 Barriers to
Effective Problem
Solving
 Failure to recognize the problem
 Conceiving the problem too narrowly
 Making a hasty choice
 Failure to consider all consequences
 Failure to consider the feasibility of the solution
7.3 Problem
Solving Process
Accepting the Problem
1. What is the Problem?
2. What Are the Alternatives?
3. What Are the Advantages and/or Disadvantages of Each
Alternative?
4. What Is the Solution?
5. How Well Is the Solution Working?
7.4 Problem
Solving Tools
 CoRT
SWOT Analysis
 Six Thinking Hats
 Etc.
Problem Solving _ Materi Training "MANAJEMEN KONFLIK"

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Problem Solving _ Materi Training "MANAJEMEN KONFLIK"

  • 1. By : Kanaidi, SE., M.Si, cSAP kanaidi963@gmail.com HP.0812 2353 284 Effective CONFLICT MANAGEMENT Jakarta, 13-15 Maret 2019
  • 3. Scenario More students are failing their courses this year compared to last year. Who is to blame?
  • 4. Students’ Perspective? SMAN Cimahi Courses and Lecturers’ are so BORING ? and DIFFICULT! HOW TO PASS ?
  • 5. Teachers’ Perspective? Students KNOW NOTHING! They are both LAZY and STUPID! What a perfect combination to become an employable graduate! Yeah! Blame it on us!
  • 6. Materi : Problem Solving 4. Problem Solving Tools 1. What is Problem Solving? 2. Barriers to Effective Problem Solving 3. Problem Solving Process
  • 7. “Problems call forth our courage and our wisdom; indeed, they create our courage and our wisdom. It is only because of problems that we grow mentally and spiritually.” - M. Scott Peck
  • 8.
  • 10. What is Problem Solving? Problem solving forms part of thinking. Considered the most complex of all intellectual functions, problem solving has been defined as higher-order cognitive process that requires the modulation and control of more routine or fundamental skills (Goldstein & Levin). It occurs if an organism or an artificial intelligence system does not know how to proceed from a given state to a desired goal state. It is part of the larger problem process that includes problem finding and problem shaping.
  • 11. “He who asks a question may be a fool for five minutes, but he who never asks a question remains a fool forever.” - Tom Connelly
  • 12. 7.2 Barriers to Effective Problem Solving Failure to recognize the problem Conceiving the problem too narrowly Making a hasty choice Failure to consider all consequences Failure to consider the feasibility of the solution XX
  • 13. “It's not that I'm so smart, it's just that I stay with problems longer.” - Albert Einstein
  • 14. Problem Solving Process Accepting the Problem Step 1: What is the Problem? Step 2: What Are the Alternatives? Step 3: What Are the Advantages and/or Disadvantages of Each Alternative? Step 4: What Is the Solution? Step 5: How Well Is the Solution Working?
  • 15. Accepting the Problem To solve a problem, you must first be willing to accept the problem by acknowledging that the problem exists and committing yourself to trying to solve it. Strategies to find the motivation and commitment to prepare you to enter the problem-solving process: 1. List the benefits. – how will solving the problem benefit you? 2. Formalize your acceptance.- formal commitment to solve problem 3. Accept responsibility for your life.- we have the potential to control the direction of our lives 4. Create a “worst-case” scenario.- what are potential disastrous consequences of your actions or inactions 5. Identify what’s holding you back.- what is preventing you from solving the problem?
  • 16. Step 1: What is the Problem? Step 1A: What do I know about the situation? Step 1B: What results am I aiming for in this situation? Step 1C: How can I define the problem?  View the problem from different perspectives.  Identify component problems.  State the problem clearly and specifically.
  • 17. Step 2: What Are the Alternatives? Step 2A: What are the boundaries of the problem situation? Step 2B: What alternatives are possible within these boundaries?  Discuss the problem with other people.  Brainstorm ideas.  Change your location.
  • 18. Step 3: What Are the Advantages and/or Disadvantages of Each Alternative? Step 3A: What are the advantages of each alternative? Step 3B: What are the disadvantages of each alternative? Step 3C: What additional information do I need to evaluate each alternative?
  • 19. Step 4: What Is the Solution? Step 4A: Which alternative(s) will I pursue?  Evaluate and compare alternatives.  Combine alternatives.  Try out each alternative in your imagination. Step 4B: What steps can I take to act on the alternative(s) chosen?
  • 20. Step 5: How Well Is the Solution Working? Step 5A: What is my evaluation?  Compare the results with the goals.  Get other perspectives. Step 5B: What adjustments are necessary?
  • 21. “Because I'm thinking in a broader way, I feel like I am able to make better decisions.” - Takafumi Horie
  • 22. 6.4 Problem Solving Tools Tools to facilitate effective Problem Solving: SWOT ANALYSIS SIX THINKING HATS McPORTER’s 5 FORCE FORCE FIELD ANALYSIS ISHIKAWA DIAGRAM MIND MAPPING More  MyCoted + Mind Tools + Creativity Web I can study these tools on my own. Click!
  • 23. Edward de Bono “The six thinking hats is a method for doing one sort of thinking at a time.”
  • 25. Benefits of Using 6 Thinking Hats Role-playing (Put the hat on, take the hat off, switch hats, and signal your thinking) Encourage creative, parallel and lateral thinking Improve communication Speed up decision making Avoid debate Detaching the Ego Occasional Use (Single Hat) Sequence Use
  • 26. White Hat - Objective Facts, Figures, Data and Information Questions: What information do we have here? What information is missing? What information would we like to have? How are we going to get the information?
  • 27. Red Hat – Feelings Feelings, Intuition, Emotions and Hunches No need to justify the feelings. How do I feel about this right now? Examples: My gut-feeling is that this will not work. I don't like the way this is being done. This proposal is terrible. My intuition tells me that prices will fall soon.
  • 28. Black Hat - Negative Caution, Difficulty, Judgment and Assessment Questions: Is this true? Will it work? What are the weaknesses? What is wrong with it? Critical Thinking Hat
  • 29. Yellow Hat - Positive Benefits, Feasibility and Optimism Questions: Why is this worth doing? What are the benefits? Why can it be done? Why will it work?
  • 30. Green Hat - Creative Creative Ideas, Alternatives, Suggestions, and Proposals Questions: Are there any additional alternatives? Could we do this in a different way? Could there be another explanation? What are some possible solutions and courses of action? Creative Thinking Hat
  • 31. Blue Hat - Process Sums up what is learned. Organization of thinking. Thinking about the thinking process (Reflection). Examples: Set the agenda. Suggest the next steps. Ask for other hats. Ask for summaries, conclusions, and decisions. Meta-Cognition Hat
  • 32. Sequence Use – Seeking an Idea White Gather available information. Green Explore and generate alternatives. Yellow Assess the benefits and feasibility of each alternative. Black Assess the weaknesses of each alternative. Green Further develop the most promising alternatives and make a choice. Blue Summarize and assess what has been achieved so far. Black Make the final judgment on the chosen alternative. Red Find out the feelings on the outcome.
  • 33. Sequence Use – Reacting to a Presented Idea Red Find out the existing feelings about the idea. Yellow Find out the benefits in the idea. Black Point out the weaknesses, problems and dangers in the idea. Green See if the idea can be modified to strengthen the yellow-hat benefits and to overcome the black-hat problems. White See if available information can help in modifying the idea to make it more acceptable. Green Develop the final suggestion. Black Judge the final suggestion. Red Find out the feeling on the outcome.
  • 34. Sequence Use – Short Sequences Yellow/Black/Red: Quick assessment (idea) White/Green: Generate ideas Black/Green: Improve an existing idea Blue/Green: Summarize & suggest alternatives Blue/Yellow: Any benefits? (e.g. the idea) Etc… “...Be open-minded and creative about the sequence use, too!”
  • 35. Case Study Example: Classroom Management - Six Thinking Hats Students Talking While Dr. Cool is Teaching Adapted from: Dyck, B. Case Study: Classroom Management - Six Thinking Hats URL: http://www.teachnet.com/how-to/manage/sixhats120800.html
  • 36. White Hat - Facts and Information Students are talking (or on their phones) when Dr. Cool is talking. There is noise so that others are distracted or can't hear. Students don't know what to do after Dr. Cool has given instructions. Many students get silly or off task. Adapted from: Dyck, B. Case Study: Classroom Management - Six Thinking Hats URL: http://www.teachnet.com/how-to/manage/sixhats120800.html
  • 37. Red Hat – Emotions and Feelings Dr. Cool feels offended. Students are frustrated because they can't hear his instructions. Those talking enjoy joking around and being heard. Adapted from: Dyck, B. Case Study: Classroom Management - Six Thinking Hats URL: http://www.teachnet.com/how-to/manage/sixhats120800.html
  • 38. Black Hat - Negative Aspects Time is wasted. Learning is compromised. Those who legitimately have the floor feel that listeners. don't care about what they are saying. Chaos in the classroom. Adapted from: Dyck, B. Case Study: Classroom Management - Six Thinking Hats URL: http://www.teachnet.com/how-to/manage/sixhats120800.html
  • 39. Yellow Hat - Benefits and Feasibility Everyone gets to say what is on their mind. It can be fun. You don't have to wait until you speak and therefore don't forget what you want to say. Not just the "smart" students get to speak. Adapted from: Dyck, B. Case Study: Classroom Management - Six Thinking Hats URL: http://www.teachnet.com/how-to/manage/sixhats120800.html
  • 40. Green Hat - Creative Ideas Dr. Cool will be more aware of the amount of time that he "talks“. He will try to include interaction from many different students, not just the "smart" ones. Students will work on resisting the need to say everything that comes into their mind. There needs to be further discussion on "how" students would work on this problem. Students will think about whether their comments will interfere with other people's learning. We will keep these charts up so that we can refer back to the learning of this moment and reassess how we are doing. Adapted from: Dyck, B. Case Study: Classroom Management - Six Thinking Hats URL: http://www.teachnet.com/how-to/manage/sixhats120800.html
  • 41. Blue Hat - Sum up what is learned Dr. Cool learned that he needs to limit the amount of time he uses "Talking" as a form of teaching. He needs to involve all students in discussion. He needs to look for the one who rarely offers comments or is quietly waiting to be picked to answer. He needs to realize that some students need "think time" before they are ready to contribute to a discussion. Allowing time for these students to think is important part of class discussion so they don't tune out. Students now realize that when they talk when others are talking it makes the person talking feel like a fool or unappreciated. Students realize that just to "get the laugh" of the moment, they are jeopardizing other people's learning. Students learned that speaking whenever you want show a lack of self- discipline and that not everything that goes through our minds is worth sharing. Teacher/student needs to revisit this topic and check how we are doing. Adapted from: Dyck, B. Case Study: Classroom Management - Six Thinking Hats URL: http://www.teachnet.com/how-to/manage/sixhats120800.html
  • 42. INSTRUCTIONS Class Activity – Six Thinking Hats This Six Thinking Hats activity involves the whole class. One student (or the lecturer) will act as the class facilitator (and time keeper). One student will write on the whiteboard the class findings. One student will document the findings into the word template. The whole class will do parallel thinking to discuss the problem 3 min Brainstorm a Problem to discuss. 3 min White Hat – Facts and information about the Problem? 3 min Red Hat – Feelings towards the Problem? 3 min Black Hat – What are the negative aspects of the Problem? 3 min Yellow Hat – What are the benefits/positive aspects of the Problem? 3 min Green Hat – What alternatives do we have? 7 min Blue Hat - Sum what is learned and discuss possible next steps. 25 min Total
  • 43. Summary 7.1 What is Problem Solving? Higher-order cognitive process that requires the modulation and control of more routine or fundamental skills. 7.2 Barriers to Effective Problem Solving  Failure to recognize the problem  Conceiving the problem too narrowly  Making a hasty choice  Failure to consider all consequences  Failure to consider the feasibility of the solution 7.3 Problem Solving Process Accepting the Problem 1. What is the Problem? 2. What Are the Alternatives? 3. What Are the Advantages and/or Disadvantages of Each Alternative? 4. What Is the Solution? 5. How Well Is the Solution Working? 7.4 Problem Solving Tools  CoRT SWOT Analysis  Six Thinking Hats  Etc.