problem solving process facilitator adalah

Mengenal Problem Solving Facilitator Perusahaan

Setiap perusahaan pasti kerap mengalami krisis, yang sudah tentu akan berafiliasi terhadap kelanjutan usaha sebuah perusahaan. Bagi perusahaan terbuka, tentu hal ini akan berefek pada kepercayaan stakeholder dan para investor. Disnilah dibutuhkan, inisiatif seorang Public Relations (PR) untuk menjaga kepercayaan ditengah krisis yang dialami perusahaan.

Kesadaran seperti ini, juga dapat diartikan sebagai peluang yang baik bagi seorang PR dalam sebuah perusahaan untuk memainkan perannya. Terlebih dengan era kemajuan teknologi media seperti sekarang ini, semua orang akan dengan mudah dan cepat mendapatkan dan menyampaikan informasi krisis ke seluruh penjuru. Berita mengenai krisis, isu miring, atau pun berita negatif akan dengan cepat menyebar ke mana-mana. Teknologi internet yang kini menjadi bagian dari kehidupan kita menyebabkan mudahnya memperoleh informasi.

Pada dasarnya ada dua macam kemungkinan krisis. Pertama, yang bisa diperhitungkan, dan kedua, yang tidak bisa diperhitungkan. Yang bisa diperhitungkan, berkaitan erat dengan karakteristik atau bidang kegiatan yang digeluti oleh suatu organisasi. Sedangkan yang tidak bisa diantisipasi adalah krisis eksternal yang juga sama-sama berbahaya.

Perusahaan harus membentuk tim khusus yang dapat membantu memecahkan masalah, baik dari segi strategi bisnis maupun dari segi membangun kepercayaan positif pada publik. Seorang PR biasanya akan lebih besar porsinya dari segi membangun kepercayaan publik. Pada bagian ini, menjadi hal yang cukup penting untuk kelanjutan usaha sebuah perusahaan.

Seorang PR harus mampu membuat strategi untuk mempertahankan kepercayaan publik, melalui penyampaian yang baik dan mudah dicerna. Karena dari sini, akan berefek juga pada minat investor untuk membantu perusahaan di tengah krisis yang tengah di alami. 

Tugas utama yang harus dilakukan oleh tim krisis adalah melakukan identifikasi krisis dan menentukan langkah-langkah apa yang harus dilakukan. Semua tim harus bisa menjelaskan pesan-pesan komunikasi yang sudah disepakati. Tim manajemen krisis harus menghindari pernyataan off the record .

Selain itu, penting juga bagi PR untuk membuat strategi dalam berhubungan dengan media. Karena hal demikian akan menjadi salah satu kunci penting, bagaimana PR dapat mengambil peranannya dengan baik.

Selain media, stakeholder lainnya juga penting untuk dihadapi secara khusus. Banyak pertanyaan-pertanyaan yang berkaitan dengan krisis pasti akan diajukan oleh pihak-pihak yang berkepentingan. Tim juga harus bisa menjelaskan hal yang sama kepada stakeholder.

Untuk memuluskan program PR, bisa pula dihadirkan pihak ketiga yang dianggap kompeten dan netral. Pihak ketiga ini bisa perorangan maupun organisasi yang dianggap bisa memberikan opini yang independen, namun menguntungkan.

Disinilah peranan lobbying yang seharusnya selalu dilakukan oleh PR menjadi sangat berarti. Pentingnya peranan PR dalam menghadapi isu atau krisis jelas tidak bisa diragukan lagi. Pasalanya, isu yang di diamkan begitu saja akan semakin berkembang dan krisis akan semakin membesar.(DD)

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Problem Solving: Pengertian, Proses, dan Metodenya

Problem solving adalah proses penyelesaian suatu masalah.

Tiffany Revita - 24 February 2023

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Problem solving merupakan salah satu skill penting yang diperlukan dalam dunia kerja. Pasalnya, problem solving berkaitan erat dengan kemampuan seseorang untuk memecahkan masalah dan menemukan solusi terbaik sebagai bentuk penyelesaiannya.

Namun, problem solving tidak hanya berguna untuk diterapkan dalam hal pekerjaan saja, tetapi juga dapat digunakan untuk memecahkan suatu masalah dalam kehidupan sehari-hari. Lantas, bagaimana prosesnya dan seperti apa metode yang digunakannya?

Simak penjelasan selengkapnya dalam artikel ini!

Apa Itu Problem Solving ?

Pada dasarnya, problem solving adalah sebuah cara untuk menemukan solusi dari sebuah masalah. Menurut Oemar Hamalik, problem solving merupakan suatu proses mental dan intelektual dalam menemukan masalah.

Kemampuan ini berkaitan dengan berbagai hal, seperti kemampuan mendengar, menganalisa, meneliti, kreativitas, komunikasi, kerja tim, hingga pengambilan keputusan. Tujuannya, agar sebuah masalah dapat dipecahkan secara efektif berdasarkan data serta informasi yang akurat.

Proses Problem Solving

Dalam prosesnya, ada empat tahapan dasar problem solving , yakni:

1. Mengidentifikasi Masalah

Langkah pertama dalam proses problem solving adalah mendefinisikan sebuah masalah berdasarkan gejala yang ada. Pasalnya, sebuah masalah biasanya dipengaruhi oleh berbagai faktor.

Faktor-faktor tersebut harus diuraikan terlebih dahulu dengan cara identifikasi agar penyelesainnya dapat dilakukan dengan baik.

2. Menemukan Solusi Terbaik

Problem solving bertujuan untuk menemukan solusi terbaik atas sebuah masalah. Untuk mendapatkan hal tersebut, diperlukan pemahaman yang mendalam mengenai masalah tersebut agar dapat terselesaikan secara efektif.

3. Melakukan Evaluasi

Evaluasi merupakan tahap paling akhir dalam proses problem solving . Dalam tahap ini, solusi yang sudah diputuskan sebelumnya dapat diterapkan. Namun, hal tersebut tidak hanya sampai di situ saja, karena solusi tersebut juga harus ditindaklanjuti agar dapat menyelesaikan masalah secara menyeluruh.

Metode Problem Solving

1. brainstorming.

Brainstorming merupakan metode problem solving yang paling banyak digunakan oleh orang-orang. Pasalnya, metode ini efektif untuk digunakan sebagai pemecahan masalah melalui solusi kreatif.

Prosesnya adalah setiap orang harus menyampaikan ide-ide maupun pendapat yang kemudian dapat diolah menjadi satu solusi utama.

2. 6 Thinking Hats

Dalam metode ini, setiap orang akan mencoba memberikan penyelesaian terhadap suatu masalah dari beragam perspektif. Caranya adalah dengan mengelompokkan ide-ide yang ada ke dalam daftar pro-cons. Dengan begitu, kamu bisa melihat ide mana yang memiliki kelebihan yang paling banyak.

3. The 5 Whys

Metode ini dilakukan dengan cara meng-highlight masalah yang ingin dipecahkan. Kemudian, cari tahu jawaban mengenai “mengapa” masalah tersebut bisa terjadi sebanyak lima kali hingga kamu mendapatkan jawaban yang objektif tentang pertanyaanmu.

4. Lightning Decision Jam

Metode ini memungkinkanmu untuk menulis berbagai hal, mulai dari tantangan, kekhawatiran, hingga kesalahan dalam sebuah catatan kecil. Dengan hal tersebut, kamu bisa memilih masalah mana yang ingin diselesaikan terlebih dahulu dengan melihatnya dari sudut pandang baru. Dengan begitu, penyelesaian masalah dapat dilakukan secara tertatur.

5. Failure Mode and Effect Analysis

Terakhir, metode ini digunakan untuk menganalisis setiap elemen dari strategi bisnis serta kemungkinan-kemungkinan buruk yang akan terjadi. Dengan begitu, kamu bisa menemukan solusi dari masalahmu serta langkah preventif untuk mencegahnya secara lebih mudah.

Nah, itulah penjelasan mengenai problem solving . Dari penjelasan di atas, dapat diketahui bahwa problem solving merupakan kemampuan pemecahan masalah yang dilakukan dengan proses yang cukup panjang.

Tags: Problem Solving proses problem solving metode problem solving

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Apa itu Problem Solving? Proses, Skill dan Metodenya

Artikel ini telah diterbitkan oleh Ngalup Collaborative Network.

Home » Management » Management Skill » Apa itu Problem Solving? Proses, Skill dan Metodenya

Namanya juga masih hidup, masalah pasti ada saja apalagi kalau menyangkut tempat kerja. Baik itu masalah teknis sampai masalah yang nonteknis, benar-benar membuat pusing. Namun dengan banyaknya masalah, justru bisa menjadi kesempatan buat karir melejit asal problem solving adalah skill yang harus kamu kuasai.

Oleh karena itulah, artikel ini tepat sekali buat kamu yang ingin mengerti lebih dalam soal apa itu problem solving. Kamu tidak hanya akan memperoleh penjelasan soal definisi problem solving saja tapi juga jenis-jenis, proses berpikir, dan informasi bermanfaat lainnya. 

Pengertian Problem Solving

Sesuai dengan terjemahannya, problem solving adalah aspek yang menunjukkan seberapa baik kamu dalam menyelesaikan suatu permasalahan yang terjadi. Bagaimana kamu dapat melihat celah untuk menyingkirkan permasalahan yang menjadi penghambat dalam mencapai tujuan yang kamu inginkan.

Dengan demikian, semakin tinggi level kemampuanmu dalam aspek ini maka seharusnya akan semakin efisien caramu dalam menuntaskan masalah. Akan tetapi juga kembali lagi tergantung pada seberapa kompleks masalah yang harus kamu hadapi. Tentunya akan membutuhkan waktu dan effort yang lebih banyak apabila masalahnya semakin sulit 

Proses Problem Solving

Tentu sangat menyenangkan bukan kalau bisa menjadi problem solver yang andal? Citramu pasti meningkat di mata atasan maupun rekan kerja. Kalau sudah begitu maka peluang karirmu untuk terbang lebih tinggi lagi juga semakin besar.

Tapi jangan cuma bayangkan yang enaknya saja. Kamu juga harus siap dengan tantangannya karena melakukan problem solving adalah tidak mudah. Ada 6 tahapan dalam proses menyelesaikan masalah yang harus dilewati sampai menemukan solusi yang jitu.

1. Memetakan Permasalahan Dengan Jelas

Tahapan pertama dalam problem solving adalah memetakan semua permasalahan yang terjadi secara tertulis. Terlihat sepele tapi langkah ini cukup krusial karena dari pemetaan, kamu bisa memprioritaskan mana masalah yang perlu ditangani dulu. Fokusmu tidak akan sampai terpecah ke mana-mana. 

Secara lebih mendalam, memetakan masalah bukan hanya memilih mana yang harus diselesaikan dulu. Di sini kamu juga akan melakukan pengungkapan pada masalah tersebut dengan cara : 

• Mencari apa yang menjadi pemicu masalah terjadi 
• Menganalisis SOP dan policy dari perusahaan khususnya dalam hal penanganan masalah
• Mengajak sebanyak mungkin tim supaya mendapatkan lebih banyak informasi
• Menghimpun semua informasi untuk mulai menelisik permasalahan  

2. Memilah-Milah dan Memilih Solusi yang Tepat 

Keuntungan dalam membuat kelompok diskusi dalam problem solving adalah tidak hanya dapat informasi tapi juga berbagai-bagai usul solusi. Namun tentunya kamu sebagai pengambil keputusan harus mempertimbangkan secara matang setiap solusi yang masuk. 

Pastikan solusi yang kamu pilih benar-benar akurat dengan tujuan yang kamu canangkan dan tidak sampai timbul masalah baru. Selain itu perhitungkan pula masalah seberapa banyak sumber daya yang harus kamu kerahkan untuk menjalankan solusi tersebut. 

Jangan lupa, kamu harus bedakan mana solusi yang buat jangka panjang dan jangka pendek. Meskipun seperti yang sudah disebutkan di atas, idealnya dalam menyelesaikan masalah adalah solusi jangka pendek tapi yang jangka pendek tetap dibutuhkan.

Melaksanakan solusi jangka panjang biasanya akan membutuhkan sumber daya yang lebih banyak dan perusahaan belum tentu siap untuk itu. Jadi kamu pakai dulu solusi jangka pendek sambil dalam perjalanan mencicil untuk realisasi solusi yang jangka panjang. 

3. Merealisasikan Solusi Ke Dalam Tindakan Nyata

Tahapan inti dari problem solving adalah yaitu merealisasikan solusi ke dalam tindakan. Supaya tahap ini dapat terlaksana dengan baik, ada beberapa hal yang harus kamu lakukan :  

• Membuat rencana/rancangan aksi apa saja yang akan dipakai untuk mewujudkan solusi.
• Tentukan key performance indicator untuk nantinya menilai seberapa efektif realisasi yang telah dilakukan.
• Bagi pelaksanaan tiap realisasi ke dalam jadwal yang sistematis.
• Selalu jaga komunikasi dengan tim agar tidak sampai terjadi salah paham dalam pelaksanaan.
• Selalu terbuka dengan segala jenis masukan

4. Mengevaluasi Pelaksanaan Problem Solving

Inilah mengapa pada problem solving adalah wajib kamu membuat key performance indicator yaitu untuk mempermudah evaluasi. Dari KPI itu, kamu akan tahu apakah realisasi yang telah terlaksana sudah sesuai dengan tujuan dan apakah berhasil menyelesaikan masalah?

Kalau sudah maka pertahankan ritme kerja yang sudah ada tapi kalau belum maka harus kembali ke langkah kedua untuk mencari alternatif solusi.

Baca juga: 20 Skill yang Harus Dimiliki Fresh Graduate Biar Cepat Dapat Kerja

Manfaat Problem Solving

Lewat penjelasan tahapan problem solving itu, kamu harusnya mengerti sekarang mengapa melakukannya begitu susah. Namun terlepas dari kesusahan itu, tujuan problem solving dilakukan sangatlah besar baik bagi kamu sendiri maupun bagi perusahaan. Apa sajakah itu?

Manfaat untuk Pribadi

• Tanda Bahwa Kamu Memang Menguasai Ilmu yang Telah Dipelajari

Sudah menjadi hal yang umum kalau apa yang tertulis dalam buku teori seringkali berlawanan dengan yang terjadi di lapangan. Namun bukan berarti teori itu tidak penting ya karena kamu tetap membutuhkan konsep dasarnya.

Oleh karena itu orang yang sangat bagus skill problem solving adalah orang yang berhasil membuktikan kalau dia bukan cuma sekedar text book . Tapi juga mampu mengaplikasikannya untuk memecahkan suatu persoalan.  

• Membuat Atasan dan HRD Terpesona 

Bagi kamu para profesional, tidak mau bukan karirmu begitu-begitu saja. Pasti menginginkan yang lebih dari sekarang. Baik itu mungkin mendapatkan kenaikan gaji dan pangkat di perusahaan kamu bekerja sekarang atau diterima oleh perusahaan yang lebih baik.

Semua itu bisa kamu peroleh asal problem solving adalah skill yang dapat kamu tunjukkan kepada atasan maupun HRD. Kemampuan ini sudah cukup menjadi bukti bahwa memang kamu berkompeten di bidang itu dan layak mendapatkan “harga”yang lebih. 

Alasannya karena orang yang mempunyai kemampuan problem solving yang baik pasti juga telah menguasai benar kemampuan yang lain. Apa sajakah kemampuan yang berangkat dari problem solving ? Temukan jawabannya di pembahasan berikutnya. 

Manfaat Untuk Perusahaan

• Membuat Perusahaan Lebih Efektif dan Efisien Dalam Menjalankan Operasional

Oleh karena permasalahan telah teratasi maka sudah tidak ada lagi penghambat yang dapat menghambat produktivitas perusahaan. Solusi telah berhasil membuat cara kerja perusahaan jadi efektif dan efisien, tidak ada lagi problem seperti sebelumnya.

Dalam hal ini bukan perusahaan saja yang memperoleh keuntungan tapi juga bagi karyawan. Mereka dapat mengerjakan tugas dengan lebih tenang dan lebih mudah juga. Di samping itu, bukankah kalau perusahaan mengalami peningkatan omzet, karyawan juga yang akan jadi lebih sejahtera?

• Menaikkan Citra Perusahaan

Tidak cuma keuntungan materi, perusahaan juga memperoleh keuntungan moral dengan memperoleh penilaian yang bagus dari masyarakat apabila berhasil memecahkan masalah. Contohnya seperti : 

• Perusahaan mampu membuat produk yang mampu menjawab kebutuhan masyarakat. 
• Perusahaan mampu mengatasi pencemaran lingkungan yang meresahkan masyarakat sekitar. 

Skill Problem Solving

Silakan lihat lagi pada pembahasan “Membuat HRD dan Atasan Terpesona”. Di situ sudah disebutkan sekilas bahwa orang yang memiliki skill problem solving pasti juga menguasai skill lainnya.   Adapun skill yang dimaksud tersebut meliputi : 

1. Kemampuan Untuk Mendengarkan Secara Komprehensif

Makna mendengarkan secara komprehensif adalah kamu mampu memahami dengan baik setiap informasi yang disampaikan oleh atasan mau rekan tim. Kamu tahu bagaimana menampung semua informasi tersebut untuk mempermudah penelisikan masalah.

2. Kemampuan Menganalisis Secara Kritis dan Kreatif

Seberapa baik daya analisis dan kreatif dalam problem solving adalah hal yang sangat mutlak. Kreativitas akan menentukan luas tidaknya sudut pandangmu terhadap suatu masalah. Semakin luas pandangan maka semakin inovatif dan akurat solusi yang dihasilkan.

Di samping untuk melihat masalah, analisis ini juga penting saat kamu menerima informasi dari siapapun. Orang yang memiliki daya analisis tajam tidak akan mungkin menerima mentah-mentah begitu saja informasi-informasi tersebut. . Ia pasti akan mengkajinya lebih lanjut sampai benar-benar memperoleh bukti yang valid. 

3. Kemampuan untuk Berkomunikasi yang Bagus

Komunikasi dalam problem solving adalah tidak membahas mengenai seberapa pandai kamu bicara tapi efektivitasnya. Kamu harus bisa menyampaikan maksudmu dengan baik dan benar secara lisan maupun dalam bentuk tulisan supaya benar-benar dapat dipahami.

 4. Kemampuan untuk Bekerjasama Dalam Tim 

Inilah mengapa kemampuan berkomunikasi sekaligus mendengarkan pada problem solving adalah krusial. Dua kemampuan itu yang akan menentukan bagaimana kamu bisa membaur dalam tim. 

Sepintar apapun kamu tapi kalau tidak mampu mengayomi tim maka akan sia-sia saja. Perlu diingat bahwa kamu hanya pintar dalam sektor tertentu sehingga kamu masih membutuhkan bantuan orang lain. 

Memang tidak mudah bekerja sama karena setiap orang memiliki pemikiran and egonya sendiri yang bisa saling bertabrakan satu sama lain. Namun inilah konsekuensinya karena solusi yang hebat hanya datang dari tim yang hebat bukan one man show .

5. Kemampuan untuk Mengambil Keputusan

Jika dalam suatu permasalahan, Anda mendapatkan kepercayaan menjadi pemimpin maka Anda membutuhkan skill mengambil keputusan dengan cepat dan tepat. Anda wajib dapat mempertimbangkan segala sesuatunya baik itu jangka panjang maupun pendek. Untuk kemudian menentukan keputusan-keputusan penting seperti : 

• Menetapkan tujuan pemecahan masalah secara jangka pendek maupun panjang.
• Memilih solusi yang paling tepat berdasarkan tujuan pemecahan masalah.
• Perbaikan seperti apa yang harus kamu terapkan apabila hasil evaluasi masih kurang tepat sasaran.

Baca juga: Hard Skill: Pengertian, Contoh dan Cara Meningkatkannya

Metode Problem Solving

Untuk melakukan problem solving adalah tersedia berbagai pilihan metode yang terdiri atas : 

• Brainstorming

Metode di mana kamu melibatkan semua anggota tim untuk terlibat secara aktif dan kreatif menyampaikan usul dan saran. Dari usul dan saran yang terkumpul itulah kemudian kamu himpun menjadi solusi. 

• Six Thinking Hats

Untuk yang satu ini metode problem solving adalah kamu lakukan dengan memandang suatu permasalahan dari berbagai sisi. Scuan dari variasi sudut pandang ini berdasarkan pada : 

• Fakta dan data aktual yang terjadi
• Tingkat kreativitas solusi
• Plus dan minus solusi 

Pada metode 5 why dalam problem solving adalah berlandaskan pada “mengapa” untuk menggali suatu permasalahan sampai ke akar-akarnya. Jadi tidak hanya alasan umum mengapa permasalahan sampai bisa terjadi tapi juga terus meruncing ke hal yang lebih spesifik.

Tips Problem Solving

1. tingkatkan kemampuan teknis.

Bagaimana kamu mau menganalisis pada proses problem solving kalau ilmu secara teori maupun aplikasi sebagai landasan berpikir tidak kuat? Jadi sangat penting kamu untuk terus belajar dan memperbaharui pengetahuan pada pekerjaan yang kamu lakukan.

Memang teori buku lebih banyak melesetnya dengan kenyataan tapi setidaknya dari teori bisa menjadi referensi untuk menemukan solusi.

2. Aktif Mengikuti Workshop

Ilmu bisa kamu dapatkan dari manapun , jangan sampai jadi katak dalam tempurung. Perluas pergaulanmu dengan bergabung pada komunitas-komunitas yang baru. Apalagi sekarang banyak sekali komunitas yang tidak sekedar berkumpul tapi juga mengadakan pelatihan-pelatihan yang keren.

Salah satunya komunitas dari Ngalup yang sudah terbukti sebagai salah satu pembuat event terbaik di Kota Malang. Banyak sekali event-event luar biasa yang datang dari sini seperti pelatihan digital marketing untuk santri misalnya. Selain itu juga ada event untuk memberikan training pada mereka-mereka yang sedang merintis perusahaan startup.

Apalagi kini juga ada program baru yang disebut practiclass . Program yang memberi kesempatan kepada kamu untuk menimba ilmu di berbagai pilihan bidang seperti : 

• Social media specialist
• Technical support specialist
• Copywriting

Jangan lewatkan kesempatanmu, yuk gabung ngalup sekarang juga.

3. Meng upgrade Pola Pikir

Sekeras apapun kamu berpikir, ide-ide yang fresh dan inovatif tidak akan bisa diperoleh jika mindset mu masih memakai yang lama. Inilah pentingnya kamu selalu up to date  dengan berita-berita terkini supaya tidak terjebak dalam ego sendiri. 

4. Manfaatkan Mind Mapping

Menganalisis masalah kalau cuma sekedar membayangkan akan susah. Akan lebih mudah kalau kamu memvisualisasikannya secara sistematis yaitu lewat mind mapping . Sebuah metode yang mana kamu menentukan apa rumusan masalah utama/ide pokok yang akan digali lewat ide-ide penjelas yang lebih spesifik. 

5. Proaktif Meminta Saran

Tidak hentinya artikel ini menekankan bahwa kamu tidak mungkin bisa mengerjakan sesuatunya sendiri. Kamu terlalu terbatas untuk memikirkan semuanya sehingga tetap perlu sudut pandang dari orang lain. Bisa jadi mereka memiliki pandangan yang selama ini tidak terpikirkan olehmu. 

Dengan demikian, jangan ragu untuk selalu meminta pendapat dari rekan-rekan satu tim lalu catat secara rapi. Kamu tidak tahu kapan ide dari mereka akan sangat membantu. 

Contoh Problem Solving Dalam Kehidupan Sehari-Hari

Supaya kamu mendapatkan gambaran yang lebih jelas maka inilah beberapa contoh problem solving  yang bisa kamu jadikan inspirasi

Contoh Problem Solving di Sekolah

Seorang wali kelas bernama Bu Tuti bingung melihat salah satu muridnya bernama Budi. Ia yang biasanya ceria dan antusias mengikuti pelajaran jadi pemurung bahkan jarang masuk sekolah. Banyak guru-guru lain melaporkan hal yang sama kepada wali kelas. 

Setelah menelisik lebih lanjut dengan menanyai teman sekelas dan orang tua, ternyata yang menjadi penyebabnya adalah bullying . Budi seringkali mendapat perundungan dari kakak kelas yang bernama Tono dan mengancam akan menyiksa lebih lagi apabila ia melapor. Oleh karena itulah Budi takut melapor dan melarang orang tuanya menginformasikan ini kepada sekolah.

Bu Tuti tidak langsung memanggil Tono tapi beliau mendatangi rumah Budi dahulu untuk mengembalikan motivasinya agar mau masuk sekolah lagi. Di samping itu, juga meminta orang tua Budi dan Tono ke sekolah.

Keesokan harinya, Bu Tuti menyampaikan semua kelakuan Tono kepada orang tuanya. Tono hanya diberi peringatan keras, tidak dihukum. Beliau juga mengumumkan agar setiap murid lain saling mengawasi agar tidak tidak terjadi bullying lagi. 

Contoh Problem Solving di Kampus

Doni adalah seorang mahasiswa yang berkuliah di sebuah universitas daerah Jakarta semester akhir. Ia resah karena dosen pembimbingnya Pak Eliezer susah sekali untuk ia kontak. Meskipun ia sudah cukup aktif menghubungi WA sang dosen dengan sopan tapi hanya dibaca saja. Setiap dibalas pun, beliau selalu mengatakan sedang sibuk.

Ada memang waktu di mana Doni berhasil untuk bimbingan tapi sang dosen terlihat ogah-ogahan.  Tidak pasrah begitu saja dengan keadaan, Doni melaporkan masalahnya ini kepada ketua jurusan Bu Ema. Menerima laporan tersebut, Bu Ema segera mempertemukan Doni dan Pak Eliezer untuk membicarakannya.

Dari situ diketahui bahwa Pak Eliezer bersikap demikian karena di luar kampus, ia juga merupakan seorang konsultan. Ia sedang ada project yang cukup besar sehingga lebih fokus ke situ. Mendengar respon ini Bu Ema menegur Pak Eliezer, mengapa tidak menyampaikan dari awal.

Selanjutnya beliau memberikan pilihan mau terus membimbing Doni dan berjanji profesional atau melepaskan diri dengan konsekuensi ada sanksinya. Menimbang-nimbang, Pak Eliezer memutuskan untuk tetap membimbing. Sejak itu beliau jadi bersikap lebih baik kepada Doni.  Kamu telah mengerti sekarang problem solving adalah seperti apa dari berbagai sisi pembahasan. Oleh karenanya kini jangan malas, pacu dirimu sampai bisa menguasai skill ini.

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• Section 2. Developing Facilitation Skills

Chapter 16 Sections

• Section 1. Conducting Effective Meetings
• Section 3. Capturing What People Say: Tips for Recording a Meeting
• Section 4. Techniques for Leading Group Discussions
• Main Section

What are facilitation skills?

Community organizations are geared towards action. There are urgent problems and issues we need to tackle and solve in our communities. That's why we came together in the first place, isn't it? But for groups to be really successful, we need to spend some time focusing on the skills our members and leaders use to make all of this action happen, both within and outside our organizations.

One of the most important sets of skills for leaders and members are facilitation skills. These are the "process" skills we use to guide and direct key parts of our organizing work with groups of people such as meetings, planning sessions, and training of our members and leaders.

Whether it's a meeting (big or small) or a training session, someone has to shape and guide the process of working together so that you meet your goals and accomplish what you've set out to do. While a group of people might set the agenda and figure out the goals, one person needs to concentrate on how you are going to move through your agenda and meet those goals effectively. This is the person we call the "facilitator."

So, how is facilitating different than chairing a meeting?

Well, it is and it isn't. Facilitation has three basic principles:

• A facilitator is a guide to help people move through a process together, not the seat of wisdom and knowledge. That means a facilitator isn't there to give opinions, but to draw out opinions and ideas of the group members.
• Facilitation focuses on  how people participate in the process of learning or planning, not just on  what gets achieved
• A facilitator is neutral and never takes sides

The best meeting chairs see themselves as facilitators. While they have to get through an agenda and make sure that important issues are discussed, decisions made, and actions taken, good chairs don't feel that they have all of the answers or should talk all the time. The most important thing is what the participants in the meeting have to say. So, focus on how the meeting is structured and run to make sure that everyone can participate. This includes things like:

• Making sure everyone feels comfortable participating
• Developing a structure that allows for everyone's ideas to be heard
• Making members feel good about their contribution to the meeting
• Making sure the group feels that the ideas and decisions are theirs, not just the leader's.
• Supporting everyone's ideas and not criticizing anyone for what they've said.

Why do you need facilitation skills?

If you want to do good planning, keep members involved, and create real leadership opportunities in your organization and skills in your members, you need facilitator skills. The more you know about how to shape and run a good learning and planning process, the more your members will feel empowered about their own ideas and participation, stay invested in your organization, take on responsibility and ownership, and the better your meetings will be.

How do you facilitate?

Meetings are a big part of our organizing life. We seem to always be going from one meeting to the next. Other parts of the Tool Box cover planning and having good meetings in depth. But here, we're going to work on the process skills that good meeting leaders need to have. Remember, these facilitation skills are useful beyond meetings: for planning; for "growing" new leaders; for resolving conflicts; and for keeping good communication in your organization.

Can anyone learn to facilitate a meeting?

Yes, to a degree. Being a good facilitator is both a skill and an art. It is a skill in that people can learn certain techniques and can improve their ability with practice. It is an art in that some people just have more of a knack for it than others. Sometimes organization leaders are required to facilitate meetings: thus, board presidents must be trained in how to facilitate. But other meetings and planning sessions don't require that any one person act as facilitators, so your organization can draw on members who have the skill and the talent.

To put it another way, facilitating actually means:

• Understanding the goals of the meeting and the organization
• Keeping the group on the agenda and moving forward
• Involving everyone in the meeting, including drawing out the quiet participants and controlling the domineering ones
• Making sure that decisions are made democratically

How do you plan a good facilitation process?

A good facilitator is concerned with both the outcome of the meeting or planning session, with how the people in the meeting participate and interact, and also with the process. While achieving the goals and outcomes that everyone wants is of course important, a facilitator also wants to make sure that the process is sound, that everyone is engaged, and that the experience is the best it can be for the participants.

In planning a good meeting process, a facilitator focuses on:

• Climate and environment
• Logistics and room arrangements
• Ground rules

A good facilitator will make plans in each of these areas in advance. Let's look at some of the specifics.

Climate and Environment

There are many factors that impact how safe and comfortable people feel about interacting with each other and participating. The environment and general "climate" of a meeting or planning session sets an important tone for participation.

Key questions you would ask yourself as a facilitator include:

• Is the location a familiar place, one where people feel comfortable? Face it, if you're planning to have an interactive meeting sitting around a conference table in the Mayor's office, some of your folks might feel intimidated and out of their environment. A comfortable and familiar location is key.
• Is the meeting site accessible to everyone? If not, have you provided for transportation or escorts to help people get to the site? Psychologically, if people feel that the site is too far from them or in a place they feel is "dangerous," it may put them off from even coming. If they do come, they may arrive with a feeling that they were not really wanted or that their needs were not really considered. This can put a real damper on communication and participation. Another reminder: can people with disabilities access the site as well? Ensure the meeting site is accessible to all. 
• Is the space the right size? Too large? Too small? If you're wanting to make a planning group feel that it's a team, a large meeting hall for only 10 or 15 people can feel intimidating and make people feel self-conscious and quiet. On the other hand, if you're taking a group of 30 folks through a meeting, a small conference room where people are uncomfortably crunched together can make for disruption: folks shifting in their seats, getting up to stretch and get some air. This can cause a real break in the mood and feeling of your meeting or planning session. You want folks to stay focused and relaxed. Be sure to choose a room size that matches the size of your group.

Logistics and Room Arrangements

Believe it or not: how people sit, whether they are hungry and whether they can hear can make or break your planning process. As a facilitator, the logistics of the meeting should be of great concern to you, whether you're responsible for them or not. Some things to consider are:

• Chair arrangements: Having chairs in a circle or around a table encourages discussion, equality, and familiarity. Speaker's podiums and lecture style seating make people feel intimidated and formal. Avoid them at all costs.
• Places to hang newsprint: You may be using a lot of newsprint or other board space during your meeting. Can you use tape without damaging the walls? Is an easel available? Is there enough space so that you can keep important material visible instead of removing it?
• Sign-In sheet: Is there a table for folks to use? Would it be helpful to provide nametags?
• Refreshments: Grumbling stomachs will definitely take folks' minds off the meeting. If you're having refreshments, who is bringing them? Do you need outlets for coffee pots? Can you set things up so folks can get food without disrupting the meeting? And who's cleaning up afterwards?
• Microphones and audio-visual equipment: Do you need a microphone? Video cameras? Be sure to have someone set up and test the equipment before you start. 

To build a safe as well as comfortable environment, a good facilitator has a few more points to consider. How do you protect folks who are worried their ideas will be attacked or mocked? How do you hold back the big talkers who tend to dominate while still making them feel good about their participation? Much of the answer lies in the Ground Rules.

Ground Rules

Most meetings have some kind of operating rules. Some groups use Robert's Rules of Order (parliamentary procedure) to run their meetings while others have rules they've adopted over time. When you want the participation to flow and for folks to really feel invested in following the rules, the best way to go is to have the group develop them as one of the first steps in the process. This builds a sense of power in the participants ("Hey, she isn't telling us how to act. It's up to us to figure out what we think is important!") and a much greater sense of investment in following the rules. Common ground rules are:

• One person speaks at a time
• Raise your hand if you have something to say
• Listen to what other people are saying
• No mocking or attacking other people's ideas
• Be on time coming back from breaks (if it's a long meeting)
• Respect each other

A process to develop ground rules is:

• Begin by telling folks that you want to set up some ground rules that everyone will follow as we go through our meeting. Put a blank sheet of newsprint on the wall with the heading "Ground Rules."
• Ask for any suggestions from the group. If no one says anything, start by putting one up yourself. That usually starts people off.
• Write any suggestions up on the newsprint. It's usually most effective to "check -in" with the whole group before you write up an idea ("Sue suggested raising our hands if we have something to say. Is that okay with everyone?") Once you have gotten 5 or 6 good rules up, check to see if anyone else has other suggestions.
• When you are finished, check in with the group to be sure they agree with these Ground Rules and are willing to follow them. 

Facilitating a meeting or planning session

The facilitator is responsible for providing a "safe" climate and working atmosphere for the meeting. But you're probably wondering, "What do I actually do  during the meeting to guide the process along?" Here are the basic steps that can be your facilitator's guide:

Start the meeting on time

Few of us start our meetings on time. The result? Those who come on time feel cheated that they rushed to get there! When latecomers straggle in, don't stop your process to acknowledge them. Wait until after a break or another appropriate time to have them introduce themselves.

Welcome everyone

Make a point to welcome everyone who comes. Don't complain about the size of a group if the turnout is small! Nothing will turn the folks off who  did come out faster. Thank all of those who are there for coming and analyze the turnout attendance later. Go with who you have.

Make introductions

There are lots of ways for people to introduce themselves to each other that are better than just going around the room. The kinds of introductions you do should depend on what kind of meeting you are having, the number of people, the overall goals of the meeting, and what kind of information it would be useful to know. Some key questions you can ask members to include in their introductions are:

• How did you first get involved with our organization? (if most people are already involved, but the participants don't know each other well)
• What do you want to know about our organization? (if the meeting is set to introduce your organization to another organization)
• What makes you most angry about this problem? (if the meeting is called to focus on a particular problem)

Sometimes, we combine introductions with something called an "ice breaker." Ice breakers can:

• Break down feelings of unfamiliarity and shyness
• Help people shift roles--from their "work" selves to their "more human" selves
• Build a sense of being part of a team
• Create networking opportunities
• Help share participants' skills and experiences

Some ways to do introductions and icebreakers are:

• In pairs, have people turn to the person next to them and share their name, organization and three other facts about themselves that others might not know. Then, have each pair introduce each other to the group. This helps to get strangers acquainted and for people to feel safe--they already know at least one other person, and didn't have to share information directly in front of a big group at the beginning of the meeting.
• Form small groups and have each of them work on a puzzle. Have them introduce themselves to their group before they get to work. This helps to build a sense of team work.
• In a large group, have everyone write down two true statements about themselves and one false one. Then, every person reads their statements and the whole group has to guess which one is false. This helps folks get acquainted and relaxed.
• Give each participant a survey and have the participants interview each other to find the answers. Make the questions about skills, experience, opinions on the issue you'll be working on, etc. When everyone is finished, have folks share the answers they got.

When doing introductions and icebreakers, it's important to remember:

• Every participant needs to take part in the activity. The only exception may be latecomers who arrive after the introductions are completed. At the first possible moment, ask the latecomers to say their name and any other information you feel they need to share in order for everyone to feel comfortable and equal.
• Be sensitive to the culture, age, gender and literacy levels of participants and any other factors when deciding how to do introductions. For example, an activity that requires physical contact or reading a lengthy instruction sheet may be inappropriate for your group. Also, keep in mind what you want to accomplish with the activity. Don't make a decision to do something only because it seems like fun.
• It is important to make everyone feel welcome and listened to at the beginning of the meeting. Otherwise, participants may feel uncomfortable and unappreciated and won't participate well later on. Also, if you don't get some basic information about who is there, you may miss some golden opportunities. For example, the editor of the regional newspaper may be in the room; but if you don't know, you'll miss the opportunity for a potential interview or special coverage.
• And don't forget to introduce yourself. You want to make sure that you establish some credibility to be facilitating the meeting and that folks know a bit about you. Credibility doesn't mean you have a college degree or 15 years of facilitation experience. It just means that you share some of your background so folks know why you are doing the facilitation and what has led you to be speaking up.

Review the agenda, objectives and ground rules for the meeting

Go over what's going to happen in the meeting. Check with the group to make sure they agree with and like the agenda. You never know if someone will want to comment and suggest something a little different. This builds a sense of ownership of the meeting and lets people know early on that you're there to facilitate  their process and their meeting, not your own agenda.

The same is true for the outcomes of the meeting. You'll want to go over these with folks as well to get their input and check that these are the desired outcomes they're looking for. This is also where the ground rules that we covered earlier come in.

Encourage participation

This is one of your main jobs as a facilitator. It's up to you to get those who need to listen to listen and those who ought to speak. Encourage people to share their experiences and ideas and urge those with relevant background information share it at appropriate times.

Stick to the agenda

Groups have a tendency to wander far from the original agenda, sometimes without knowing it. When you hear the discussion wandering off, bring it to the group's attention. You can say "That's an interesting issue, but perhaps we should get back to the original discussion."

Avoid detailed decision-making

Sometimes, it's easier for groups to discuss the color of napkins than the real issues they are facing. Help the group not to get immersed in details. Suggest instead, "Perhaps the committee could resolve the matter." Do you really want to be involved in that level of detail?

Seek commitments

Getting commitments for future involvement is often a meeting goal. You want leaders to commit to certain tasks, people to volunteer to help on a campaign, or organizations to support your group. Make sure adequate time is allocated for seeking commitment. For small meetings, write people's names down on newsprint next to the tasks they agreed to undertake.

One important rule of thumb is that no one should leave a meeting without something to do. Don't ever close a meeting by saying "We'll get back to you to confirm how you might like to get involved." Seize the moment! Sign them up!

Bring closure to each item

Many groups will discuss things ten times longer than they need to unless a facilitator helps them to recognize they're basically in agreement. Summarize a consensus position, or ask someone in the group to summarize the points of agreement, and then move forward. If one or two people disagree, state the situation as clearly as you can: "Tom and Levonia seem to have other feelings on this matter, but everyone else seems to go in this direction. Perhaps we can decide to go in the direction that most of the group wants, and maybe Tom and Levonia can get back to us on other ways to accommodate their concerns." You may even suggest taking a break so Tom and Levonia can caucus to come up with some options.

Some groups feel strongly about reaching consensus on issues before moving ahead. If your group is one of them, be sure to read a good manual or book on consensus decision making. Many groups, however, find that voting is a fine way to make decisions. A good rule of thumb is that a vote must pass by a two-thirds majority for it to be a valid decision. For most groups to work well, they should seek consensus where possible, but take votes when needed in order to move the process forward.

Respect everyone's rights

The facilitator protects the shy and quiet folks in a meeting and encourages them to speak out. There is also the important job of keeping domineering people from monopolizing the meeting or ridiculing the ideas of others.

Sometimes, people dominate a discussion because they are really passionate about an issue and have lots of things to say. One way to channel their interest is to suggest that they consider serving on a committee or task force on that issue. Other people, however, talk to hear themselves talk. If someone like that shows up at your meeting, look further ahead in this chapter for some tips on dealing with "disrupters."

Be flexible

Sometimes issues will arise in the meeting that are so important, they will take much more time than you thought. Sometimes, nobody will have thought of them at all. You may run over time or have to alter your agenda to discuss them. Be sure to check with group about whether this is O.K. before going ahead with the revised agenda. If necessary, ask for a five-minute break to confer with key leaders or participants on how to handle the issue and how to restructure the agenda. Be prepared to recommend an alternate agenda, dropping some items if necessary.

Summarize the meeting results and needed follow-ups

Before ending the meeting, summarize the key decisions that were made and what else happened. Be sure also to summarize the follow-up actions that were agreed to and need to take place. Remind folks how much good work was done and how effective the meeting hopefully was. Refer back to the objectives or outcomes to show how much you accomplished.

Thank the participants

Take a minute to thank people who prepared things for the meeting, set up the room, brought refreshments, or did any work towards making the meeting happen. Thank all of the participants for their input and energy and for making the meeting a success.

Close the meeting

People appreciate nothing more than a meeting that ends on time! It's usually a good idea to have some "closure" in a meeting, especially if it was long, if there were any sticky situations that caused tension, or if folks worked especially hard to come to decisions or make plans.

A nice way to close a meeting is to go around the room and have people say one word that describes how they are feeling now that all of this work has been done. You'll usually get answers from "exhausted" to "energized!" If it's been a good meeting, even the "exhausted" ones will stick around before leaving.

Facilitator skills and tips

Here are a few more points to remember that will help to maximize your role as a facilitator:

Don't memorize a script

Even with a well-prepared agenda and key points you must make, you need to be flexible and natural. If people sense that you are reading memorized lines, they will feel like they are being talked down to, and won't respond freely.

Watch the group's body language

Are people shifting in their seats? Are they bored? Tired? Looking confused? If folks seem restless or in a haze, you may need to take a break, or speed up or slow down the pace of the meeting. And if you see confused looks on too many faces, you may need to stop and check in with the group, to make sure that everyone knows where you are in the agenda and that the group is with you.

Always check back with the group

Be careful about deciding where the meeting should go. Check back after each major part of the process to see if there are questions and that everyone understands and agrees with decisions that were made.

Summarize and pause

When you finish a point or a part of the meeting process, sum up what was done and decided, and pause for questions and comments before moving on. Learn to "feel out" how long to pause -- too short, and people don't really have time to ask questions; too long, and folks will start to get uncomfortable from the silence.

Be aware of your own behavior

Take a break to calm down if you feel nervous or are losing control. Watch that you're not repeating yourself, saying "ah" between each word, or speaking too fast. Watch your voice and physical manner. (Are you standing too close to folks so they feel intimidated, making eye contact so people feel engaged?) How you act makes an impact on how participants feel.

Occupy your hands

Hold onto a marker, chalk, or the back of a chair. Don't play with the change in your pocket!

Watch your speech

Be careful you are not offending or alienating anyone in the group. Use swear words at your own risk!

Use body language of our own

Using body language to control the dynamics in the room can be a great tool. Moving up close to a shy, quiet participant and asking them to speak may make them feel more willing, because they can look at you instead of the big group and feel less intimidated. Also, walking around engages people in the process. Don't just stand in front of the room for the entire meeting.

Don't talk to the newsprint, blackboard or walls--they can't talk back!

Always wait until you have stopped writing and are facing the group to talk.

Dealing with disrupters: Preventions and interventions

Along with these tips on facilitation, there are some things you can do both to prevent disruption before it occurs to stop it when it's happening in the meeting. The most common kinds of disrupters are people who try to dominate, keep going off the agenda, have side conversations with the person sitting next to them, or folks who think they are right and ridicule and attack other's ideas.

Preventions. Try using these "Preventions" when you set up your meeting to try to rule out disruption:

Get agreement on the agenda, ground rules and outcomes. In other words, agree on the process. These process agreements create a sense of shared accountability and ownership of the meeting, joint responsibility for how the meeting is run, and group investment in whether the outcomes and goals are achieved.

Listen carefully. Don't just pretend to listen to what someone in the meeting is saying. People can tell. Listen closely to understand a point someone is making. And check back if you are summarizing, always asking the person if you understood their idea correctly.

Show respect for experience. We can't say it enough. Encourage folks to share strategies, stories from the field, and lessons they've learned. Value the experience and wisdom in the room.

Find out the group's expectations. Make sure that you uncover at the start what participants think they are meeting for. When you find out, be clear about what will and won't be covered in this meeting. Make plans for how to cover issues that won't be dealt with: Write them down on newsprint and agree to deal with them at the end of the meeting, or have the group agree on a follow-up meeting to cover unfinished issues.

There are lots of ways to find out what the group's expectations of the meeting are: Try asking everyone to finish this sentence: "I want to leave here today knowing...." You don't want people sitting through the meeting feeling angry that they're in the wrong place and no one bothered to ask them what they wanted to achieve here. These folks may act out their frustration during the meeting and become your biggest disrupters.

Stay in your facilitator role. You cannot be an effective facilitator and a participant at the same time. When you cross the line, you risk alienating participants, causing resentment, and losing control of the meeting. Offer strategies, resources, and ideas for the group to work with, but  not opinions.

Don't be defensive. If you are attacked or criticized, take a "mental step" backwards before responding. Once you become defensive, you risk losing the group's respect and trust, and might cause folks to feel they can't be honest with you.

"Buy-in" power players. These folks can turn your meeting into a nightmare if they don't feel that their influence and role are acknowledged and respected. If possible, give them acknowledgment up front at the start of the meeting. Try giving them roles to play during the meeting such as a "sounding board" for you at breaks, to check in with about how the meeting is going.

Interventions. Try using these "Interventions" when disruption is happening during the meeting:

• First try to remind them about the agreed-on agenda. If that doesn't work, throw it back to the group and ask them how they feel about that person's participation. Let the group support you.
• Go back to that agenda and those ground rules and remind folks of the agreements made at the beginning of the meeting.
• It's better to say what's going on than try to cover it up. Everyone will be aware of the dynamic in the room. The group will get behind you if you are honest and up -front about the situation.
• Try a humorous comment or a joke. If it's self-deprecating, so much the better. Humor almost always lightens the mood. It's one of the best tension-relievers we have.
• Try one or more of these approaches : Show that you understand their issue by making it clear that you hear how important it is to them. Legitimize the issue by saying, "It's a very important point and one I'm sure we all feel is critical." Make a bargain to deal with their issue for a short period of time ("O.K., let's deal with your issue for 5 minutes and then we ought to move on.") If that doesn't work, agree to defer the issue to the end of the meeting, or set up a committee to explore it further.
• Use body language. Move closer to conversers, or to the quiet ones. Make eye contact with them to get their attention and covey your intent.
• In case you've tried all of the above suggestions and nothing has worked, it's time to take a break, invite the disruptive person outside the room and politely but firmly state your feelings about how disruptive their behavior is to the group. Make it clear that the disruption needs to end. But also try to find out what's going on, and see if there are other ways to address that person's concerns.
• Confront the disruptive person politely but very firmly in the room. Tell the person very explicitly that the disruption needs to stop now. Use body language to encourage other group members to support you. This is absolutely the last resort when action must be taken and no alternatives remain!

Online Resources

Facilitating Political Discussions from the Institute for Democracy and Higher Education at Tufts University is designed to assist experienced facilitators in training others to facilitate politically charged conversations. The materials are broken down into "modules" and facilitation trainers can use some or all of them to suit their needs.

Inclusive Facilitation for Social Change  from FSG provides assistance in facilitating inclusive meetings to create effective and empowering experiences for everyone involved.

Making Meetings Work  from the Collective Impact Forum is a blog post from Paul Schmitz discussing lessons we can apply to ensure that meetings are purposeful, engaging, and advance our work in ways that people anticipate with enthusiasm instead of dread.

Print Resources

Auvine, B., Dinsmore, B., Extrom, M., Poole, S., & Shanklin, M. (1978). A manual for group facilitators . Madison, WI: The Center for Conflict Resolution.

Bobo, K., Kendall, J., & Max, S., (1991). A manual for activists in the 1990s . Cabin John, MD: Seven Locks Press.

Nelson-Jones, R. (1992). Group leadership: A training approach . Pacific Grove, CA: Brooks/Cole.

Schwarz, R. (1994). The skilled facilitator: Practical wisdom for developing effective groups . San Francisco, CA: Jossey-Bass.

How to master the seven-step problem-solving process

In this episode of the McKinsey Podcast , Simon London speaks with Charles Conn, CEO of venture-capital firm Oxford Sciences Innovation, and McKinsey senior partner Hugo Sarrazin about the complexities of different problem-solving strategies.

Podcast transcript

Simon London: Hello, and welcome to this episode of the McKinsey Podcast , with me, Simon London. What’s the number-one skill you need to succeed professionally? Salesmanship, perhaps? Or a facility with statistics? Or maybe the ability to communicate crisply and clearly? Many would argue that at the very top of the list comes problem solving: that is, the ability to think through and come up with an optimal course of action to address any complex challenge—in business, in public policy, or indeed in life.

Looked at this way, it’s no surprise that McKinsey takes problem solving very seriously, testing for it during the recruiting process and then honing it, in McKinsey consultants, through immersion in a structured seven-step method. To discuss the art of problem solving, I sat down in California with McKinsey senior partner Hugo Sarrazin and also with Charles Conn. Charles is a former McKinsey partner, entrepreneur, executive, and coauthor of the book Bulletproof Problem Solving: The One Skill That Changes Everything [John Wiley & Sons, 2018].

Charles and Hugo, welcome to the podcast. Thank you for being here.

Hugo Sarrazin: Our pleasure.

Charles Conn: It’s terrific to be here.

Simon London: Problem solving is a really interesting piece of terminology. It could mean so many different things. I have a son who’s a teenage climber. They talk about solving problems. Climbing is problem solving. Charles, when you talk about problem solving, what are you talking about?

Charles Conn: For me, problem solving is the answer to the question “What should I do?” It’s interesting when there’s uncertainty and complexity, and when it’s meaningful because there are consequences. Your son’s climbing is a perfect example. There are consequences, and it’s complicated, and there’s uncertainty—can he make that grab? I think we can apply that same frame almost at any level. You can think about questions like “What town would I like to live in?” or “Should I put solar panels on my roof?”

You might think that’s a funny thing to apply problem solving to, but in my mind it’s not fundamentally different from business problem solving, which answers the question “What should my strategy be?” Or problem solving at the policy level: “How do we combat climate change?” “Should I support the local school bond?” I think these are all part and parcel of the same type of question, “What should I do?”

I’m a big fan of structured problem solving. By following steps, we can more clearly understand what problem it is we’re solving, what are the components of the problem that we’re solving, which components are the most important ones for us to pay attention to, which analytic techniques we should apply to those, and how we can synthesize what we’ve learned back into a compelling story. That’s all it is, at its heart.

I think sometimes when people think about seven steps, they assume that there’s a rigidity to this. That’s not it at all. It’s actually to give you the scope for creativity, which often doesn’t exist when your problem solving is muddled.

Simon London: You were just talking about the seven-step process. That’s what’s written down in the book, but it’s a very McKinsey process as well. Without getting too deep into the weeds, let’s go through the steps, one by one. You were just talking about problem definition as being a particularly important thing to get right first. That’s the first step. Hugo, tell us about that.

Hugo Sarrazin: It is surprising how often people jump past this step and make a bunch of assumptions. The most powerful thing is to step back and ask the basic questions—“What are we trying to solve? What are the constraints that exist? What are the dependencies?” Let’s make those explicit and really push the thinking and defining. At McKinsey, we spend an enormous amount of time in writing that little statement, and the statement, if you’re a logic purist, is great. You debate. “Is it an ‘or’? Is it an ‘and’? What’s the action verb?” Because all these specific words help you get to the heart of what matters.

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Simon London: So this is a concise problem statement.

Hugo Sarrazin: Yeah. It’s not like “Can we grow in Japan?” That’s interesting, but it is “What, specifically, are we trying to uncover in the growth of a product in Japan? Or a segment in Japan? Or a channel in Japan?” When you spend an enormous amount of time, in the first meeting of the different stakeholders, debating this and having different people put forward what they think the problem definition is, you realize that people have completely different views of why they’re here. That, to me, is the most important step.

Charles Conn: I would agree with that. For me, the problem context is critical. When we understand “What are the forces acting upon your decision maker? How quickly is the answer needed? With what precision is the answer needed? Are there areas that are off limits or areas where we would particularly like to find our solution? Is the decision maker open to exploring other areas?” then you not only become more efficient, and move toward what we call the critical path in problem solving, but you also make it so much more likely that you’re not going to waste your time or your decision maker’s time.

How often do especially bright young people run off with half of the idea about what the problem is and start collecting data and start building models—only to discover that they’ve really gone off half-cocked.

Hugo Sarrazin: Yeah.

Charles Conn: And in the wrong direction.

Simon London: OK. So step one—and there is a real art and a structure to it—is define the problem. Step two, Charles?

Charles Conn: My favorite step is step two, which is to use logic trees to disaggregate the problem. Every problem we’re solving has some complexity and some uncertainty in it. The only way that we can really get our team working on the problem is to take the problem apart into logical pieces.

What we find, of course, is that the way to disaggregate the problem often gives you an insight into the answer to the problem quite quickly. I love to do two or three different cuts at it, each one giving a bit of a different insight into what might be going wrong. By doing sensible disaggregations, using logic trees, we can figure out which parts of the problem we should be looking at, and we can assign those different parts to team members.

Simon London: What’s a good example of a logic tree on a sort of ratable problem?

Charles Conn: Maybe the easiest one is the classic profit tree. Almost in every business that I would take a look at, I would start with a profit or return-on-assets tree. In its simplest form, you have the components of revenue, which are price and quantity, and the components of cost, which are cost and quantity. Each of those can be broken out. Cost can be broken into variable cost and fixed cost. The components of price can be broken into what your pricing scheme is. That simple tree often provides insight into what’s going on in a business or what the difference is between that business and the competitors.

If we add the leg, which is “What’s the asset base or investment element?”—so profit divided by assets—then we can ask the question “Is the business using its investments sensibly?” whether that’s in stores or in manufacturing or in transportation assets. I hope we can see just how simple this is, even though we’re describing it in words.

When I went to work with Gordon Moore at the Moore Foundation, the problem that he asked us to look at was “How can we save Pacific salmon?” Now, that sounds like an impossible question, but it was amenable to precisely the same type of disaggregation and allowed us to organize what became a 15-year effort to improve the likelihood of good outcomes for Pacific salmon.

Simon London: Now, is there a danger that your logic tree can be impossibly large? This, I think, brings us onto the third step in the process, which is that you have to prioritize.

Charles Conn: Absolutely. The third step, which we also emphasize, along with good problem definition, is rigorous prioritization—we ask the questions “How important is this lever or this branch of the tree in the overall outcome that we seek to achieve? How much can I move that lever?” Obviously, we try and focus our efforts on ones that have a big impact on the problem and the ones that we have the ability to change. With salmon, ocean conditions turned out to be a big lever, but not one that we could adjust. We focused our attention on fish habitats and fish-harvesting practices, which were big levers that we could affect.

People spend a lot of time arguing about branches that are either not important or that none of us can change. We see it in the public square. When we deal with questions at the policy level—“Should you support the death penalty?” “How do we affect climate change?” “How can we uncover the causes and address homelessness?”—it’s even more important that we’re focusing on levers that are big and movable.

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Simon London: Let’s move swiftly on to step four. You’ve defined your problem, you disaggregate it, you prioritize where you want to analyze—what you want to really look at hard. Then you got to the work plan. Now, what does that mean in practice?

Hugo Sarrazin: Depending on what you’ve prioritized, there are many things you could do. It could be breaking the work among the team members so that people have a clear piece of the work to do. It could be defining the specific analyses that need to get done and executed, and being clear on time lines. There’s always a level-one answer, there’s a level-two answer, there’s a level-three answer. Without being too flippant, I can solve any problem during a good dinner with wine. It won’t have a whole lot of backing.

Simon London: Not going to have a lot of depth to it.

Hugo Sarrazin: No, but it may be useful as a starting point. If the stakes are not that high, that could be OK. If it’s really high stakes, you may need level three and have the whole model validated in three different ways. You need to find a work plan that reflects the level of precision, the time frame you have, and the stakeholders you need to bring along in the exercise.

Charles Conn: I love the way you’ve described that, because, again, some people think of problem solving as a linear thing, but of course what’s critical is that it’s iterative. As you say, you can solve the problem in one day or even one hour.

Charles Conn: We encourage our teams everywhere to do that. We call it the one-day answer or the one-hour answer. In work planning, we’re always iterating. Every time you see a 50-page work plan that stretches out to three months, you know it’s wrong. It will be outmoded very quickly by that learning process that you described. Iterative problem solving is a critical part of this. Sometimes, people think work planning sounds dull, but it isn’t. It’s how we know what’s expected of us and when we need to deliver it and how we’re progressing toward the answer. It’s also the place where we can deal with biases. Bias is a feature of every human decision-making process. If we design our team interactions intelligently, we can avoid the worst sort of biases.

Simon London: Here we’re talking about cognitive biases primarily, right? It’s not that I’m biased against you because of your accent or something. These are the cognitive biases that behavioral sciences have shown we all carry around, things like anchoring, overoptimism—these kinds of things.

Both: Yeah.

Charles Conn: Availability bias is the one that I’m always alert to. You think you’ve seen the problem before, and therefore what’s available is your previous conception of it—and we have to be most careful about that. In any human setting, we also have to be careful about biases that are based on hierarchies, sometimes called sunflower bias. I’m sure, Hugo, with your teams, you make sure that the youngest team members speak first. Not the oldest team members, because it’s easy for people to look at who’s senior and alter their own creative approaches.

Hugo Sarrazin: It’s helpful, at that moment—if someone is asserting a point of view—to ask the question “This was true in what context?” You’re trying to apply something that worked in one context to a different one. That can be deadly if the context has changed, and that’s why organizations struggle to change. You promote all these people because they did something that worked well in the past, and then there’s a disruption in the industry, and they keep doing what got them promoted even though the context has changed.

Simon London: Right. Right.

Hugo Sarrazin: So it’s the same thing in problem solving.

Charles Conn: And it’s why diversity in our teams is so important. It’s one of the best things about the world that we’re in now. We’re likely to have people from different socioeconomic, ethnic, and national backgrounds, each of whom sees problems from a slightly different perspective. It is therefore much more likely that the team will uncover a truly creative and clever approach to problem solving.

Simon London: Let’s move on to step five. You’ve done your work plan. Now you’ve actually got to do the analysis. The thing that strikes me here is that the range of tools that we have at our disposal now, of course, is just huge, particularly with advances in computation, advanced analytics. There’s so many things that you can apply here. Just talk about the analysis stage. How do you pick the right tools?

Charles Conn: For me, the most important thing is that we start with simple heuristics and explanatory statistics before we go off and use the big-gun tools. We need to understand the shape and scope of our problem before we start applying these massive and complex analytical approaches.

Simon London: Would you agree with that?

Hugo Sarrazin: I agree. I think there are so many wonderful heuristics. You need to start there before you go deep into the modeling exercise. There’s an interesting dynamic that’s happening, though. In some cases, for some types of problems, it is even better to set yourself up to maximize your learning. Your problem-solving methodology is test and learn, test and learn, test and learn, and iterate. That is a heuristic in itself, the A/B testing that is used in many parts of the world. So that’s a problem-solving methodology. It’s nothing different. It just uses technology and feedback loops in a fast way. The other one is exploratory data analysis. When you’re dealing with a large-scale problem, and there’s so much data, I can get to the heuristics that Charles was talking about through very clever visualization of data.

You test with your data. You need to set up an environment to do so, but don’t get caught up in neural-network modeling immediately. You’re testing, you’re checking—“Is the data right? Is it sound? Does it make sense?”—before you launch too far.

Simon London: You do hear these ideas—that if you have a big enough data set and enough algorithms, they’re going to find things that you just wouldn’t have spotted, find solutions that maybe you wouldn’t have thought of. Does machine learning sort of revolutionize the problem-solving process? Or are these actually just other tools in the toolbox for structured problem solving?

Charles Conn: It can be revolutionary. There are some areas in which the pattern recognition of large data sets and good algorithms can help us see things that we otherwise couldn’t see. But I do think it’s terribly important we don’t think that this particular technique is a substitute for superb problem solving, starting with good problem definition. Many people use machine learning without understanding algorithms that themselves can have biases built into them. Just as 20 years ago, when we were doing statistical analysis, we knew that we needed good model definition, we still need a good understanding of our algorithms and really good problem definition before we launch off into big data sets and unknown algorithms.

Simon London: Step six. You’ve done your analysis.

Charles Conn: I take six and seven together, and this is the place where young problem solvers often make a mistake. They’ve got their analysis, and they assume that’s the answer, and of course it isn’t the answer. The ability to synthesize the pieces that came out of the analysis and begin to weave those into a story that helps people answer the question “What should I do?” This is back to where we started. If we can’t synthesize, and we can’t tell a story, then our decision maker can’t find the answer to “What should I do?”

Simon London: But, again, these final steps are about motivating people to action, right?

Charles Conn: Yeah.

Simon London: I am slightly torn about the nomenclature of problem solving because it’s on paper, right? Until you motivate people to action, you actually haven’t solved anything.

Charles Conn: I love this question because I think decision-making theory, without a bias to action, is a waste of time. Everything in how I approach this is to help people take action that makes the world better.

Simon London: Hence, these are absolutely critical steps. If you don’t do this well, you’ve just got a bunch of analysis.

Charles Conn: We end up in exactly the same place where we started, which is people speaking across each other, past each other in the public square, rather than actually working together, shoulder to shoulder, to crack these important problems.

Simon London: In the real world, we have a lot of uncertainty—arguably, increasing uncertainty. How do good problem solvers deal with that?

Hugo Sarrazin: At every step of the process. In the problem definition, when you’re defining the context, you need to understand those sources of uncertainty and whether they’re important or not important. It becomes important in the definition of the tree.

You need to think carefully about the branches of the tree that are more certain and less certain as you define them. They don’t have equal weight just because they’ve got equal space on the page. Then, when you’re prioritizing, your prioritization approach may put more emphasis on things that have low probability but huge impact—or, vice versa, may put a lot of priority on things that are very likely and, hopefully, have a reasonable impact. You can introduce that along the way. When you come back to the synthesis, you just need to be nuanced about what you’re understanding, the likelihood.

Often, people lack humility in the way they make their recommendations: “This is the answer.” They’re very precise, and I think we would all be well-served to say, “This is a likely answer under the following sets of conditions” and then make the level of uncertainty clearer, if that is appropriate. It doesn’t mean you’re always in the gray zone; it doesn’t mean you don’t have a point of view. It just means that you can be explicit about the certainty of your answer when you make that recommendation.

Simon London: So it sounds like there is an underlying principle: “Acknowledge and embrace the uncertainty. Don’t pretend that it isn’t there. Be very clear about what the uncertainties are up front, and then build that into every step of the process.”

Hugo Sarrazin: Every step of the process.

Simon London: Yeah. We have just walked through a particular structured methodology for problem solving. But, of course, this is not the only structured methodology for problem solving. One that is also very well-known is design thinking, which comes at things very differently. So, Hugo, I know you have worked with a lot of designers. Just give us a very quick summary. Design thinking—what is it, and how does it relate?

Hugo Sarrazin: It starts with an incredible amount of empathy for the user and uses that to define the problem. It does pause and go out in the wild and spend an enormous amount of time seeing how people interact with objects, seeing the experience they’re getting, seeing the pain points or joy—and uses that to infer and define the problem.

Simon London: Problem definition, but out in the world.

Hugo Sarrazin: With an enormous amount of empathy. There’s a huge emphasis on empathy. Traditional, more classic problem solving is you define the problem based on an understanding of the situation. This one almost presupposes that we don’t know the problem until we go see it. The second thing is you need to come up with multiple scenarios or answers or ideas or concepts, and there’s a lot of divergent thinking initially. That’s slightly different, versus the prioritization, but not for long. Eventually, you need to kind of say, “OK, I’m going to converge again.” Then you go and you bring things back to the customer and get feedback and iterate. Then you rinse and repeat, rinse and repeat. There’s a lot of tactile building, along the way, of prototypes and things like that. It’s very iterative.

Simon London: So, Charles, are these complements or are these alternatives?

Charles Conn: I think they’re entirely complementary, and I think Hugo’s description is perfect. When we do problem definition well in classic problem solving, we are demonstrating the kind of empathy, at the very beginning of our problem, that design thinking asks us to approach. When we ideate—and that’s very similar to the disaggregation, prioritization, and work-planning steps—we do precisely the same thing, and often we use contrasting teams, so that we do have divergent thinking. The best teams allow divergent thinking to bump them off whatever their initial biases in problem solving are. For me, design thinking gives us a constant reminder of creativity, empathy, and the tactile nature of problem solving, but it’s absolutely complementary, not alternative.

Simon London: I think, in a world of cross-functional teams, an interesting question is do people with design-thinking backgrounds really work well together with classical problem solvers? How do you make that chemistry happen?

Hugo Sarrazin: Yeah, it is not easy when people have spent an enormous amount of time seeped in design thinking or user-centric design, whichever word you want to use. If the person who’s applying classic problem-solving methodology is very rigid and mechanical in the way they’re doing it, there could be an enormous amount of tension. If there’s not clarity in the role and not clarity in the process, I think having the two together can be, sometimes, problematic.

The second thing that happens often is that the artifacts the two methodologies try to gravitate toward can be different. Classic problem solving often gravitates toward a model; design thinking migrates toward a prototype. Rather than writing a big deck with all my supporting evidence, they’ll bring an example, a thing, and that feels different. Then you spend your time differently to achieve those two end products, so that’s another source of friction.

Now, I still think it can be an incredibly powerful thing to have the two—if there are the right people with the right mind-set, if there is a team that is explicit about the roles, if we’re clear about the kind of outcomes we are attempting to bring forward. There’s an enormous amount of collaborativeness and respect.

Simon London: But they have to respect each other’s methodology and be prepared to flex, maybe, a little bit, in how this process is going to work.

Hugo Sarrazin: Absolutely.

Simon London: The other area where, it strikes me, there could be a little bit of a different sort of friction is this whole concept of the day-one answer, which is what we were just talking about in classical problem solving. Now, you know that this is probably not going to be your final answer, but that’s how you begin to structure the problem. Whereas I would imagine your design thinkers—no, they’re going off to do their ethnographic research and get out into the field, potentially for a long time, before they come back with at least an initial hypothesis.

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Hugo Sarrazin: That is a great callout, and that’s another difference. Designers typically will like to soak into the situation and avoid converging too quickly. There’s optionality and exploring different options. There’s a strong belief that keeps the solution space wide enough that you can come up with more radical ideas. If there’s a large design team or many designers on the team, and you come on Friday and say, “What’s our week-one answer?” they’re going to struggle. They’re not going to be comfortable, naturally, to give that answer. It doesn’t mean they don’t have an answer; it’s just not where they are in their thinking process.

Simon London: I think we are, sadly, out of time for today. But Charles and Hugo, thank you so much.

Charles Conn: It was a pleasure to be here, Simon.

Hugo Sarrazin: It was a pleasure. Thank you.

Simon London: And thanks, as always, to you, our listeners, for tuning into this episode of the McKinsey Podcast . If you want to learn more about problem solving, you can find the book, Bulletproof Problem Solving: The One Skill That Changes Everything , online or order it through your local bookstore. To learn more about McKinsey, you can of course find us at McKinsey.com.

Charles Conn is CEO of Oxford Sciences Innovation and an alumnus of McKinsey’s Sydney office. Hugo Sarrazin is a senior partner in the Silicon Valley office, where Simon London, a member of McKinsey Publishing, is also based.

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TYPES OF CPS FACILITATION

For all types of CPS facilitation, an important distinction is between process and content. Process concerns the use of the process to achieve the client's goals. Content refers to the subject matter: the issue at hand about which CPS is being used.

Facilitating for yourself. Once you have a good grasp of the CPS methodology, you can facilitate yourself through the process to help in your own thinking and problem solving. In this situation, you are involved in both process and content. It is helpful to try and keep the two aspects separate in your mind, so that at any moment you are focused on one or the other.

Facilitating for one person. Someone with good CPS skills can serve as facilitator for another person (we call that person the client), to help that person with his or her thinking. In this situation, this client is responsible for content, and the facilitator is responsible for process. Because the client is working without a resource group, the facilitator will behave both as a process expert and as a kind of coach. As with all good coaching relationships, it is not the facilitator's role to provide answers to the client, but rather to serve as a guide to good thinking.

Facilitating for your own group. If you have strong CPS facilitation skills, you can serve as facilitator for your own work group. In this situation, it is likely that the entire group is the client - which makes you part client, part facilitator, and which unavoidably intermingles process and content. The secret to success in this role is to be the process expert but not to elevate that role into also being the content expert. In other words, just because you are the one with the marker does not mean that you are the best ideas.

Facilitating for an external group. Ideally, a group facilitator is completely neutral, and works solely on process, leaving content issues to the client (the problem owner) and the resource group. In this situation, the CPS facilitator is the process expert, serving the client's content needs through effective application of the process - and staying out of the content.

FACILITATOR BEHAVIORS

How would you know a good facilitator when you saw one? Here are a list of positive actions and behaviors you will see from successful CPS facilitators.

• Flexible: adapts the process to the situation
• Knowledgeable: knows the process and how to use it
• Neutral: stays in the process and stays out of the content
• Inclusive: encourages participation from all group members
• Prepared: meets with the client to gather data, to determine if CPS is the right process, and to determine the initial direction
• Organized: for group sessions, has all materials ready and at hand before the session begins
• Responsible: has the best interests of the client in mind, and ensures that the client's needs are met; remembers that the client knows best
• In control, but not controlling: manages the group, the process, and the time, but is transparent to the outcome
• Pays attention: is aware of group dynamics, energy levels, and the client's needs

A TYPICAL CPS GROUP FACILITATION

Group CPS facilitation begins with a confidential client meeting, in which the facilitator helps the client assess the situation, gathers key data, and determines what CPS stage would be the appropriate starting place. (It is not necessary to use all of the process stages; each situation is different.) Also covered: advice on selecting a resource group, session logistics, CPS session roles , and other considerations, such as whether CPS is the right approach.

CPS is a good fit when the client has ownership of the issue (that is, the right and the ability to address the problem); is motivated to take action (otherwise the process results are wasted); and welcomes imaginative thinking (otherwise the process results will be unusable).

A CPS session brings together the client, a resource group, and the facilitator, to work on the client's behalf. The facilitator guides the session and makes process decisions (which stage? which tool? for how long? what's next?) while continuously checking in with the client to make sure the process is meeting the client's needs.

The goal of a group session will depend on the situation, and each is unique. For instance, the client meeting may show that the situation is not as far along, and the group session will focus on the broad need to Imagine the Future . Or, the client meeting may show that the desired future state has been identified, so that the focus of the group session will be on Finding the Questions that, if answered, will help reach the desired future state. Or, if the client meeting shows that there is in place a concise question, the group session will begin with Generating Ideas . If one or more good ideas have been generated, it may be time to Craft Solutions .

At the end of the session, the facilitator will help the client determine the next steps, which may be within the CPS process (if more work is to be done for which CPS will be helpful), or outside of the process, or using another process.

IS CPS RIGHT FOR YOU?

CPS is right for you if you want new thinking, new ideas, and new solutions. It is if you find you are stuck, if you can't solve a certain problem, or set of problems. It is if you aren't even sure what the problem is. It is if you are missing opportunities. It is if you want to take advantage of the opportunities before you.

Here are some choices:

• Learn more about roles in a CPS session .
• Return to the CPS overview .
• Download some worksheets and toolsheets and dive in.
• Ask a question or disucss a facilitation need by emailing OmniSkills .

seni belajar untuk hidup

Problem Solving (Pemecahan Masalah) : Pengertian, Indikator, Faktor, dsb

Salah satu keterampilan yang digaungkan untuk menghadapi era pendidikan abad 21 adalah problem solving atau pemecahan masalah. Pemecahan masalah merupakan salah satu skill set penting untuk menghadapi tuntutan hidup di zaman yang serba cepat ini. Mengapa? Karena kecepatan dan ketelitian merupakan hal yang amat berbenturan, dan ketika kita ingin mewujudkannya, maka akan timbul banyak permasalahan, yakni kesenjangan antara harapan dan kenyataan. Dengan demikian keterampilan problem solving amatlah dibutuhkan di masa ini.

Namun demikian tidak usah menyalahkan kebutuhan abad 21, revolusi industri 4.0, atau pengaruh globalisasi juga pada dasarnya setiap orang akan menghadapi masalah. Kita semua akan selalu menemui masalah dalam kehidupan sehari-hari dan akan selalu berusaha untuk memecahkannya. Tentunya tingkat kesulitannya amatlah beragam, mulai dari yang sudah memiliki langkah untuk menyelesaikannya, hingga masalah baru yang lebih sulit untuk dipecahkan.

Oleh karena itu problem solving serta kemampuan memecahkan masalah merupakan konsep dan keterampilan penting yang harus dipahami dan dikuasai. Berikut adalah berbagai uraian mengenai problem solving atau pemecahan masalah mulai dari pengertian, indikator, hingga faktor-faktor yang memengaruhinya.

Pengertian Problem Solving

Menurut Uno (2014, hlm. 134) problem solving adalah kemampuan untuk menggunakan proses berpikir dalam memecahkan masalah dengan mengumpulkan fakta, menganalisis informasi, penyusunan alternatif solusi, serta memilih solusi masalah yang lebih efektif. Artinya problem solving merupakan pencarian solusi melalui proses berpikir yang sistematis.

Sementara itu menurut Lucenario dkk (dalam Khoiriyah & Husana, 2018, hlm. 151) problem solving adalah aktivitas yang membutuhkan seseorang antuk memilih jalan keluar yang dapat dilakukan berdasarkan kemampuan yang dimilikinya yang berarti melakukan pergerakan antara keadaan sekarang dengan kondisi yang diharapkan. Hal ini berkaitan dengan definisi masalah yang berarti kenyataan yang tidak sesuai dengan kenyataan, dan problem solving berusaha untuk memperbaiki kenyataan tersebut menjadi sesuai dengan harapan.

Selanjutnya, menurut Solso (dalam Mawaddah, 2015) pemecahan masalah adalah suatu pemikiran yang terarah secara langsung untuk menentukan solusi atau jalan keluar untuk suatu masalah yang spesifik. Tentunya solusi spesifik berarti solusi yang sesuai dengan masalah yang terjadi. Selain itu, Gagne dalam (Made, 2016, hlm. 52) mengemukakan bahwa problem solving dapat dipandang sebagai suatu proses untuk menemukan kombinasi dari sejumlah aturan yang dapat diterapkan dalam upaya mengatasi situasi yang baru. Kombinasi dari sejumlah aturan dapat dipahami sebagai algoritma atau langkah-langkah yang dapat menyelesaikan suatu permasalahan.

Berdasarkan pendapat-pendapat ahli di atas dapat disimpulkan bahwa problem solving adalah aktivitas proses berpikir untuk mencari solusi berupa suatu prosedur atau langkah yang spesifik dalam menyelesaikan suatu permasalahan secara sistematis berdasarkan kemampuan yang dimilikinya.

Jenis Masalah

Terdapat beberapa jenis masalah, yaitu:

• Masalah yang prosedur pemecahannya sudah ada dan telah diketahui siswa;
• Masalah yang prosedur pemecahannya belum diketahui oleh siswa;
• Masalah yang sama sekali belum diketahui prosedur pemecahannya dan atau belum diketahui data yang diperlukan untuk mencari solusinya.

Tentunya dalam pendidikan abad 21, kemampuan pemecahan masalah yang diharapkan dapat dikuasai adalah penyelesaian masalah terhadap masalah yang belum diketahui prosedur pemecahannya dan atau belum diketahui data yang diperlukan untuk mencari solusinya.

Indikator Problem Solving

Bagaimana caranya kita mengetahui bahwa seseorang atau dalam bidang pendidikan spesifiknya peserta didik telah mampu menggunakan kemampuan problem solvingnya? Terdapat indikator yang dapat mencirikan bahwa seseorang tengah mempraktikan kemampuan pemecahan masalah. Menurut Johnson & Johnson (Tawil & Liliasari, 2013, hlm. 93) indikator-indikator penyelesaian masalah adalah sebagai berikut.

• “Mampu mendefinisikan masalah, yaitu merumuskan masalah dari peristiwa tertentu yang mengandung isu konflik, sehingga peserta didik mengerti masalah apa yang akan dikaji. Dalam hal ini, peserta didik harus mampu mendefinisikan beberapa masalah mengenai isu-isu hangat yang terjadi di lingkungannya;
• “Mampu mendiagnosis masalah, yaitu menentukan sebab-sebab terjadinya masalah, serta menganalisis berbagai faktor, baik faktor yang bisa menghambat maupun faktor yang dapat mendukung dalam penyelesaian masalah”. Jika hal yang pertama dilakukan adalah mengindentifikasi masalah, maka selanjutnya peserta didik harus dapat menyelidiki ataupun menemukan sebab atau alasan terjadi suatu permasalahan tersebut sehingga bisa mencari solusi;
• “Mampu merumuskan alternatif strategi, yaitu menguji setiap tindakan yang telah dirumuskan melalui diskusi kelas”. Mengatasi suatu permasalahan tentunya bisa melakukan berbagai hal sesuai tingkat permasalahan yang ada. Strategi yang dilakukan pun bisa berbedabeda sehingga perlu adanya alternatif strategi yang lain jika salah satu strategi tidak dapat berhasil mengatasi suatu permasalahan tersebut;
• “Mampu menentukan dan menerapkan strategi pilihan, yaitu pengambilan keputusan tentang strategi mana yang dapat dilakukan”. Pengambilan keputusan sangat diperlukan dalam memecahkan suatu masalah karena menentukan strategi yang paling baik dari beberapa alternatif strategi yang ada;
• “Mampu melakukan evaluasi, baik evaluasi proses maupun evaluasi hasil”. Evaluasi dilakukan agar dapat memperbaiki hal-hal yang salah dari kegiatan proses maupun hasil yang dilakukan ketika memecahkan suatu masalah. Sehingga akan menjadi cerminan untuk selanjutnya agar melakukan strategi yang lebih baik lagi.

Tabel Indikator Problem Solving

Jika disusun dalam tabel indikator seperti layaknya indikator-indikator lainnya dalam bidang pendidikan, maka indikator penyelesaian masalah dapat dijabarkan sebagai berikut.

Sumber: Tawil & Liliasari, (2013, hlm. 93)

Faktor-Faktor yang Mempengaruhi Kemampuan Problem Solving

Menurut Kartika,(2017, hlm. 327) faktor-faktor yang mempengaruhi kemampuan pemecahan masalah adalah sebagai berikut.

• Pengalaman Pengalaman terhadap tugas-tugas menyelesaikan soal wacana atau soal aplikasi. Pengalaman awal seperti ketakutan terhadap biolohi dapat menghambat kemampuan siswa dalam memecahkan masalah.
• Motivasi Dorongan yang kuat dari dalam diri seperti menumbuhkan keyakinan bahwa dirinya bisa, maupun dorongan dari luar diri (eksternal) seperti diberikan soal-soal yang menarik, menantang dapat mempengaruhi hasil pemecahan masalah.
• Kemampuan memahami masalah Kemampuan siswa terhadap konsep-konsep soal, tugas, atau permasalahan nyata yang berbeda-beda tingkatnya dapat memicu perbedaan kemampuan siswa dalam memecahkan masalah.
• Keterampilan Keterampilan adalah kemampuan untuk menggunakan akal, pikiran, ide dan kreativitas dalam mengerjakan, mengubah ataupun membuat sesuatu menjadi lebih bermakna sehingga menghasilkan sebuah nilai dari hasil pekerjaan tersebut. keterampilan tersebut pada dasarnya akan lebih baik bila terus diasah dan dilatih untuk menaikkan kemampuan sehingga akan menjadi ahli atau menguasai dari salah satu bidang keterampilan yang ada.
• Kemandirian Kemandirian adalah kemampuan seseorang untuk melakukan suatu hal apapun sendiri, tidak bergantung pada orang lain. Sikap mandiri dapat membuat seseorang mampu menghadapi masalah yang ada. Sebaliknya, seseorang yang tidak memiliki sikap mandiri, dia tidak mampu menghadapi jika ada masalah.
• Kepercayaan diri Kepercayaan diri akan memperkuat motivasi mencapai keberhasilan, karena semakin tinggi kepercayaan terhadap kemampuan diri sendiri, semakin kuat pula semangat untuk menyelesaikan pekerjaannya.

Langkah-langkah Problem Solving

Langkah-langkah yang dapat dilakukan dalam melakukan penyelesaian masalah adalah sebagai berikut.

• Memahami Masalah Langkah ini sangat menekankan kesuksesan memperoleh solusi masalah. Langkah ini melibatkan pendalaman situasi masalah, melakukan pemilahan fakta – fakta menentukan hubungan di antara fakta-fakta dan membuat formulasi pertanyaan masalah. Setiap masalah yang ditulis, bahkan yang paling mudah sekalipun harus dibaca berulang kali dan informasi yang terdapat dalam masalah dipelajari dengan seksama. Biasanya siswa harus menyatakan kembali masalah dalam bahasanya sendiri.
• Membuat Rencana Pemecahan Masalahi Langkah ini perlu dilakukan dengan percaya diri ketika masalah sudah dapat dipahami. Rencana solusi dibangun dengan mempertimbangkan struktur masalah dan pertanyaan yang harus dijawab. Jika masalah tersebut adalah masalah rutin dengan tugas menulis kalimat matematika terbuka, maka perlu dilakukan penerjemah masalah menjadi bahasa matematika. Jika masalah yang dihadapi adalah masalah nonrutin, maka suatu rencana perlu dibuat, bahkan kadang strategi baru perlu digambarkan.
• Melaksanakan Rencana Pemecahan Masalahi Untuk mencari solusi yang tepat, rencana yang sudah dibuat dalam langkah harus dilaksanakan dengan hati-hati. Untuk melalui, estimasi solusi yang dibuat sangat perlu. Diagram, tabel, atau urutan dibangun secara seksama sehingga si pemecah masalah tidak akan bingung. Tabel digunakan jika perlu. Jika solusi memerlukan komputasi, kebanyakan individu akan menggunakan kalkulator untuk menghitung daripada menghitung dengan kertas dan pensil dan mengurangi kekhawatiran yang sering terjadi dalam pemecahan masalah. Jika muncul ketidakkonsistenan ketika melaksanakan rencana, proses harus ditelaah ulang untuk mencari sumber kesulitan masalah.
• Melihat (mengecek) Kembali Selama langkah ini berlangsung, solusi masalah harus dipertimbangkan. Perhitungan harus dicek kembali. Melakukan pengecekan dapat melibatkan pemecahan yang menentukan akurasi dari komputasi dengan menghitung ulang. Jika membuat estimasi, maka bandingkan dengan solusi. Solusi harus tetap cocok terhadap akar masalah meskipun kelihatan tidak beralasan. Bagian penting dari langkah ini adalah ekstensi. Ini melibatkan pencarian alternatif pemecahan masalah.
• Handayani, Kartika. (2017). Analisis faktor-faktor yang mempengaruhi kemampuan pemecahan masalah soal cerita matematika. SEMNASTIKA 2017, 06 May 2017, Medan.
• Khoiriyah, A. J., & Husamah, H. (2018). Problem-based learning: creative thinking skills, problem-solving skills, and learning outcome of seventh grade students. Jurnal Pendidikan Biologi Indonesia, 4(2), 151–160. https://doi.org/10.22219/jpbi.v4i2.5804
• Made, W. (2016). Strategi Pembelajaran Inovatif Kontemporer. PT Bumi Aksara.
• Mawaddah, Siti. (2015). Kemampuan pemecahan masalah matematika siswa pada pembelajaran matematika dengan menggunakan pembelajaran genaratif (generative learning ) di smp. Jurnal Pendidikan Matematika, 3 (2)
• Tawil, M. & Liliasari. (2013). Berpikir Kompleks. Makassar: Badan Penerbit Universitas Makassar.
• Uno, Hamzah. 2014. Model pembelajaran menciptakan proses belajar mengajar yang kreatif dan efektif. cetakan ke-10. Jakarta: Bumi Aksara.

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Brainstorming

What is brainstorming.

Brainstorming is a method design teams use to generate ideas to solve clearly defined design problems. In controlled conditions and a free-thinking environment, teams approach a problem by such means as “How Might We” questions. They produce a vast array of ideas and draw links between them to find potential solutions.

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How To Use Brainstorming Best

Brainstorming is part of design thinking . You use it in the ideation phase. It’s extremely popular for design teams because they can expand in all directions. Although teams have rules and a facilitator to keep them on track, they are free to use out-of-the-box and lateral thinking to seek the most effective solutions to any design problem. By brainstorming, they can take a vast number of approaches—the more, the better—instead of just exploring conventional means and running into the associated obstacles. When teams work in a judgment-free atmosphere to find the real dimensions of a problem, they’re more likely to produce rough answers which they’ll refine into possible solutions later. Marketing CEO Alex Osborn, brainstorming’s “inventor”, captured the refined elements of creative problem-solving in his 1953 book, Applied Imagination . In brainstorming, we aim squarely at a design problem and produce an arsenal of potential solutions. By not only harvesting our own ideas but also considering and building on colleagues’, we cover the problem from every angle imaginable.

“It is easier to tone down a wild idea than to think up a new one.” — Alex Osborn

Everyone in a design team should have a clear definition of the target problem. They typically gather for a brainstorming session in a room with a large board/wall for pictures/Post-Its. A good mix of participants will expand the experience pool and therefore broaden the idea space.

Brainstorming may seem to lack constraints, but everyone must observe eight house rules and have someone acting as facilitator.

Set a time limit – Depending on the problem’s complexity, 15–60 minutes is normal.

Begin with a target problem/brief – Members should approach this sharply defined question, plan or goal and stay on topic.

Refrain from judgment/criticism – No-one should be negative (including via body language) about any idea.

Encourage weird and wacky ideas – Further to the ban on killer phrases like “too expensive”, keep the floodgates open so everyone feels free to blurt out ideas (provided they’re on topic).

Aim for quantity – Remember, “quantity breeds quality”. The sifting-and-sorting process comes later.

Build on others’ ideas – It’s a process of association where members expand on others’ notions and reach new insights, allowing these ideas to trigger their own. Say “and”—rather than discourage with “but”—to get ideas closer to the problem.

Stay visual – Diagrams and Post-Its help bring ideas to life and help others see things in different ways.

Allow one conversation at a time – To arrive at concrete results, it’s essential to keep on track this way and show respect for everyone’s ideas.

To capture everyone’s ideas in a brainstorming session, someone must play “scribe” and mark every idea on the board. Alternatively, write down your own ideas as they come, and share these with the group. Often, design problems demand mixed tactics: brainstorming and its sibling approaches – braindumping (for individuals), and brainwriting and brainwalking (for group-and-individual mixes).

Take Care with Brainstorming

Brainstorming involves harnessing synergy – we leverage our collective thinking towards a variety of potential solutions. However, it’s challenging to have boundless freedom. In groups, introverts may stay quiet while extroverts dominate. Whoever’s leading the session must “police” the team to ensure a healthy, solution-focused atmosphere where even the shiest participants will speak up. A warm-up activity can cure brainstorming “constipation” – e.g., ask participants to list ways the world would be different if metal were like rubber.

Another risk is to let the team stray off topic and/or address other problems. As we may use brainstorming in any part of our design process—including areas related to a project’s main scope—it’s vital that participants stick to the problem relevant to that part (what Osborn called the “Point of View”). Similarly, by framing problems with “How Might We” questions, we remember brainstorming is organic and free of boundaries. Overall, your team should stay fluid in the search for ways you might resolve an issue – not chase a “holy grail” solution someone has developed elsewhere. The idea is to mine idea “ore” and refine “golden” solutions from it later.

How to Supercharge Brainstorming with AI

Learn more about brainstorming.

The Interaction Design Foundation’s course on Design Thinking discusses Brainstorming in depth.

This blog offers incisive insights into Brainstorming workshops .

Jonathan Courtney’s article for Smashing Magazine shows Brainstorming’s versatility .

Literature on Brainstorming

Here’s the entire UX literature on Brainstorming by the Interaction Design Foundation, collated in one place:

Learn more about Brainstorming

Take a deep dive into Brainstorming with our course Design Thinking: The Ultimate Guide .

Some of the world’s leading brands, such as Apple, Google, Samsung, and General Electric, have rapidly adopted the design thinking approach, and design thinking is being taught at leading universities around the world, including Stanford d.school, Harvard, and MIT. What is design thinking, and why is it so popular and effective?

Design Thinking is not exclusive to designers —all great innovators in literature, art, music, science, engineering and business have practiced it. So, why call it Design Thinking? Well, that’s because design work processes help us systematically extract, teach, learn and apply human-centered techniques to solve problems in a creative and innovative way—in our designs, businesses, countries and lives. And that’s what makes it so special.

The overall goal of this design thinking course is to help you design better products, services, processes, strategies, spaces, architecture, and experiences. Design thinking helps you and your team develop practical and innovative solutions for your problems. It is a human-focused , prototype-driven , innovative design process . Through this course, you will develop a solid understanding of the fundamental phases and methods in design thinking, and you will learn how to implement your newfound knowledge in your professional work life. We will give you lots of examples; we will go into case studies, videos, and other useful material, all of which will help you dive further into design thinking. In fact, this course also includes exclusive video content that we've produced in partnership with design leaders like Alan Dix, William Hudson and Frank Spillers!

This course contains a series of practical exercises that build on one another to create a complete design thinking project. The exercises are optional, but you’ll get invaluable hands-on experience with the methods you encounter in this course if you complete them, because they will teach you to take your first steps as a design thinking practitioner. What’s equally important is you can use your work as a case study for your portfolio to showcase your abilities to future employers! A portfolio is essential if you want to step into or move ahead in a career in the world of human-centered design.

Design thinking methods and strategies belong at every level of the design process . However, design thinking is not an exclusive property of designers—all great innovators in literature, art, music, science, engineering, and business have practiced it. What’s special about design thinking is that designers and designers’ work processes can help us systematically extract, teach, learn, and apply these human-centered techniques in solving problems in a creative and innovative way—in our designs, in our businesses, in our countries, and in our lives.

That means that design thinking is not only for designers but also for creative employees , freelancers , and business leaders . It’s for anyone who seeks to infuse an approach to innovation that is powerful, effective and broadly accessible, one that can be integrated into every level of an organization, product, or service so as to drive new alternatives for businesses and society.

You earn a verifiable and industry-trusted Course Certificate once you complete the course. You can highlight them on your resume, CV, LinkedIn profile or your website .

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Problem Solving Adalah: Manfaat, Proses, Contoh, dan Tips Meningkatkannya

Problem Solving Adalah

Manfaat problem solving, proses problem solving dan contohnya, tips meningkatkan kemampuan problem solving.

Secara bahasa, problem solving adalah penyelesaian masalah. Kenali lebih dalam apa maksud dari problem solving, apa saja manfaatnya dan bagaimana prosesnya. Kita akan ulas pula tips meningkatkan kemampuan problem solving beserta contohnya.

Problem solving adalah kemampuan menyelesaikan masalah dengan pengambilan keputusan yang tepat. Berdasarkan buku Konsep Adversity & Problem Solving Skill yang disusun Risma Anita Puriani dan Ratna Sari Dewi, problem solving merupakan salah satu soft skill yang harus dimiliki seseorang.

Untuk mampu memecahkan masalah, orang harus bisa berpikir positif, logis dan sistematis. Kemampuan ini juga berkaitan dengan soft skill lainnya, seperti kemampuan analisis, inovasi, kerja sama tim, komunikasi dan pengambilan keputusan.

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Dilansir dari jurnal penelitian di Universitas Kristen Satya Wacana, problem solving adalah keterampilan intelektual yang diperoleh dari hasil belajar. Pentingnya kemampuan ini antara lain bisa dilihat dari banyaknya perhatian berbagai aliran psikologi terhadap problem solving skill.

Kegiatan keilmuan atau pendidikan tentang pemecahan masalah sebenarnya sudah lama berkembang di berbagai negara, yakni mulai tahun 1927. Selama ini pun sudah berkembang berbagai teori, model, desain, strategi, teknik, dan evaluasi pembelajaran tentang problem solving.

Kemampuan problem solving ini memiliki banyak manfaat. Berikut ini beberapa manfaat yang dilansir dari realprojects.org dan penelitian UIN Sunan Gunung Djati.

1. Memperbaiki yang Rusak

Dalam hidup, kita pasti selalu menemui masalah, baik di rumah, sekolah, atau tempat kerja. Masalah bisa saja membuat sesuatu menjadi rusak bahkan hancur. Misalnya masalah di perusahaan yang mungkin bisa membuat bangkrut, atau masalah dengan teman yang membuat hubungan rusak. Seseorang dengan kemampuan problem solving dapat memperbaiki sesuatu yang rusak menjadi baik.

2. Kemampuan Manajemen Risiko

Menyelesaikan masalah biasanya diikuti dengan pertimbangan manajemen risiko. Sering kali masalah memiliki banyak risiko yang harus dihitung agar dampak positif bisa lebih besar daripada dampak negatifnya.

3. Stabilitas Emosi

Semakin sering orang menghadapi masalah dan berhasil menyelesaikannya, maka akan mendapatkan kecerdasan emosional yang tinggi sehingga memperoleh stabilitas emosi.

4. Semakin Kreatif dan Kritis

Semakin beragam masalah yang kita tuntaskan, kita akan semakin kreatif. Sebab dalam proses pemecahan masalah, kita dituntut mencari jalan dengan pemikiran kritis. Di situlah proses kreatif akan tercipta.

5. Terampil Mengambil Keputusan

Pemecahan masalah dan pengambilan keputusan seperti dua sisi mata uang yang tidak terpisahkan. Mungkin kita tak selalu mengambil keputusan secara tepat. Seiring banyaknya masalah yang dihadapi, kita akan semakin terampil mengambil keputusan.

6. Memperluas Pengetahuan

Masalah akan menuntun kita pada pengetahuan-pengetahuan baru yang mungkin belum pernah kita temui. Jika kita mau belajar dari masalah, tentu pengetahuan kita akan semakin luas. Pengetahuan akan suatu masalah yang sudah kita kuasai pun dapat kita bagi kepada orang lain sehingga menjadi lebih bermanfaat.

Pemecahan masalah dilakukan melalui beberapa tahap atau proses. Berikut ini sejumlah proses problem solving dan contohnya, seperti dirangkum dari buku Ruslia Isnawati berjudul Pentingnya Problem Solving Bagi Seorang Remaja dan Universitas Sampoerna.

1. Definisi Masalah

Tahap paling pertama adalah mendefinisikan masalah. Anda harus mencari tahu, apa sebenarnya inti dari masalah itu dan dari mana sumbernya. Misalnya ketika menghadapi masalah kinerja karyawan yang menurun, Anda harus tahu apa penyebabnya. Untuk menelusuri ini mungkin tidak mudah, tetapi harus dilakukan mendalam.

2. Identifikasi Masalah

Setelah mengetahui akar masalahnya, maka identifikasi dan petakan hal-hal yang berkaitan dengan masalah itu, seperti dampak langsung dan tidak langsung, siapa saja yang terlibat. Misal pada masalah di atas, ternyata diketahui penyebabnya ada beberapa hal, yaitu komunikasi yang kurang efektif dan adanya konflik beberapa orang. Pada tahap ini, mungkin Anda harus memanggil beberapa orang untuk dimintai keterangan.

3. Cari Alternatif Solusi

Dari hasil identifikasi, kita akan menemukan beberapa alternatif solusi. Beberapa solusi pada kasus di atas misalnya melakukan rotasi pegawai, mengeluarkan pegawai yang menjadi sumber masalah, melakukan kegiatan santai bersama, atau mungkin membuat peraturan baru.

4. Pilih Solusi Terbaik

Dari alternatif solusi yang muncul, Anda bisa memilih solusi terbaik. Pada tahap ini, Anda dituntut bisa melakukan manajemen risiko dan mengambil keputusan yang tepat. Dalam kasus tadi, jika masalahnya masih ringan mungkin bisa ditangani dengan melakukan kegiatan santai agar pikiran seluruh pegawai kembali segar, baru kemudian diberi pemahaman agar konflik mereda dan kembali bekerja seperti seharusnya.

5. Terapkan dan Evaluasi

Setelah memilih solusi yang dianggap terbaik, terapkan sesuai rencana. Setelah berjalan, lakukan evaluasi apakah sudah efektif. Lakukan perbaikan-perbaikan lagi jika diperlukan.

Kemampuan problem solving sebetulnya akan meningkat dengan sendirinya seiring banyaknya pengalaman menghadapi masalah. Berikut ini ada beberapa tips meningkatkan kemampuan problem solving yang dirangkum dari buku Berdamai dengan Quarter Life Crisis yang disusun Jewellius Kistom M dan situs hayz.net.nz.

1. Tambah Pengetahuan

Untuk bisa memecahkan masalah dalam pekerjaan misalnya, diperlukan pengetahuan yang banyak karena hal itu merupakan salah satu cara meningkatkan kemampuan problem solving. Memperbanyak pengetahuan teknis dalam bidang pekerjaan yang digeluti tentu membuat lebih mudah mengatasi masalah yang sedang dihadapi.

2. Ikut Terlibat dalam Pemecahan Masalah

Jika terjadi masalah di lingkaran Anda, cobalah ikut terlibat dalam memecahkan masalah. Anda mungkin bisa ikut mengidentifikasi masalah dan memberikan saran solusi kepada pengambil keputusan.

3. Sering Berdiskusi

Sering-seringlah berdiskusi dengan siapa pun. Diskusi tidak selalu formal, tetapi bisa juga mengobrol dengan teman untuk membahas suatu masalah. Dengan berdiskusi, Anda akan mendapatkan pandangan baru yang mungkin tidak Anda pikirkan. Hal ini mungkin bermanfaat suatu hari nanti.

4. Lakukan Aktivitas Kreatif

Banyak aktivitas kreatif yang bisa kita lakukan, misalnya menulis cerita, membuat lagu, membaca buku, mendaur ulang barang, bermain musik, olahraga, dan bermain game dengan level bertingkat.

Mungkin aktivitas ini tidak berkaitan langsung dengan pemecahan masalah di dunia nyata, namun otak kita akan mampu berpikir kreatif sehingga dapat menemukan solusi-solusi yang tak terpikirkan.

Nah itulah tadi penjelasan lengkap mengenai problem solving yang merupakan kemampuan penting bagi setiap orang, beserta manfaat, proses, contoh dan tips meningkatkannya. Semoga bermanfaat.

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Pengertian Problem Solving: Aspek, Ciri, dan Langkah-langkahnya 

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KOMPAS.com - Problem solving termasuk soft skill yang harus dimiliki setiap individu, karena memiliki manfaat ketika sudah bekerja di perusahaan. 

Dilansir dari buku Handbook of Cognitive-Behavioral Therapies (3rd Edition) (2010) oleh D'Zurilla dan Nezu, social problem solving adalah suatu proses di mana individu berusaha menangani stres dalam diri, yang juga dapat berfungsi sebagai mediator dalam menangani stres dan tekanan emosional. 

Adapun jenis permasalahan yang digunakan dalam social problem solving , seperti depresi, kecemasan, perilaku bunuh diri, penyakit mental yang berat, putus asa, pesimis, rawan kemarahan, penyalahgunaan zat, kriminal, harga diri yang rendah, stres kerja, dan pelecehan seksual.

Baca juga: Pengertian Problem Solving Menurut Ahli

Aspek kemampuan problem solving  

Menurut Polya dalam bukunya How to Solve It: A New Aspect of Mathematical Method (Second ed) (1973), terdapat empat aspek  kemampuan problem solving , sebagai berikut:

• Memahami masalah

Pemahaman masalah sangat menentukan kesuksesan dalam menemukan solusi masalah. Pada aspek ini melibatkan pendalaman situasi masalah, melakukan pemilahan fakta-fakta, menentukan hubungan di antara fakta-fakta dan membuat formulasi pertanyaan masalah. 

Setiap permasalahan harus dipahami berulang kali dan dipelajari dengan saksama.

• Membuat rencana pemecahan masalah

Rencana solusi masalah dibangun dengan mempertimbangkan struktur masalah dan pertanyaan yang harus dijawab. Pada proses pemecahan masalah siswa dikondisikan memiliki pengalaman dalam menentukan strategi pemecahan masalah.

• Melaksanakan rencana pemecahan masalah

Pada saat mencari solusi yang tepat, rencana yang sudah dibuat harus dilaksanakan dengan hati-hati. Diagram, tabel atau urutan dibangun secara saksama sehingga si pemecah masalah tidak akan bingung. 

Jika muncul ketidak konsistenan ketika melaksanakan rencana, proses harus ditelaah ulang untuk mencari sumber kesulitan masalah.

• Melihat (mengecek) kembali

Selama melakukan pengecekan, solusi masalah tetap di pertimbangkan. Harus tetap cocok terhadap akar masalah meskipun kelihatan tidak beralasan.

Baca juga: Mengenal Individu dengan Karakteristik Self Control

Ciri-ciri problem solving  

Metode problem solving memiliki ciri-ciri, sebagai berikut: 

• Menyiapkan masalah yang jelas untuk diselesaikan

Masalah ini harus tumbuh dari peserta didik sesuai dengan taraf kemampuannya, juga sesuai dengan materi yang disampaikannya. Serta ada dalam kehidupan nyata peserta didik.

• Merumuskan penyelesaian masalah dengan berbagai pendekatan

Mencari data atau keterangan yang dapat memecahkan masalah tersebut. Misalnya dengan membaca buku, meneliti, bertanya, atau pengalaman peserta didik sendiri.

• Menyelesaikan masalah sesuai rencana

Melakukan pembuktian atau pengecekan dari tiap tahap rencana penyelesaian masalah yang telah dirumuskan. Kemudian menjelaskan tahap-tahap penyelesaian dengan benar.

• Memeriksa jawaban yang telah dilakukan dalam penyelesaian masalah

Setelah memeriksa jawaban yang dilakukan dalam penyelesaian masalah, kemudian memberikan penekanan dan menarik kesimpulan atas penyelesaian masalah.

Baca juga: Kegunaan dan Manfaat Self Control dalam kehidupan Sehari-hari

Langkah-langkah kemampuan problem solving  

Disadur dari buku Kurikulum dan Pembelajaran (2013) oleh Oemar Hamalik, ada tujuh langkah kemampuan problem solving secara umum , yaitu: 

• Menghadapi masalah, artinya individu menyadari ada suatu masalah yang dihadapi
• Merumuskan masalah, menjabarkan masalah dengan jelas dan spesifik atau rinci
• Merumuskan hipotesis, merumuskan kemungkinan-kemungkinan jawaban atas masalah tersebut yang masih perlu diuji kebenarannya
• Mengumpulkan dan mengolah data/informasi dengan teknik dan prosedur tertentu
• Menguji hipotesis berdasarkan data/informasi yang telah dikumpulkan dan diolah
• Menarik kesimpulan berdasarkan pengujian hipotesis
• Menerapkan hasil pemecahan masalah situasi baru.

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Tag materi IPS kelas 9 pengertian problem solving adalah social problem solving adalah aspek-aspek problem solving ciri-ciri problem solving langkah kemampuan problem solving secara umum

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