Scenario One Reflection Paper 9-Step Problem-Solving Model
Scenario One Reflection Paper
Pat Anthony, Regina Campbell, Makisha Keith and Marcela Rivera
Learning Team B
University of Phoenix
Foundations of Problem-Based Learning
MBA/500
Dr. James Booker III, PhD.
May 15, 2006
Introduction
While problem-solving is an almost universal aspect of life, very few individuals follow a structured approach to solving problems. The 9-Step Problem-Solving Model used in the USAuto and AutoMex scenario can be described as a sequential, step-by-step procedure. While this makes for easy description, there is, in fact, no simple plan that represents the universal problem-solving process. Any process one may apply in the workplace or in ones personal life must be flexible enough to accommodate different work styles, unexpected discoveries and disappointments, and inevitable fluctuations in effort and creativity (Couger, 1995).
The objective of this paper is to convey the thoughts and opinions expressed by Learning Team B on the 9-Step Problem-Solving Model to what we have learned in the exploration of the 9-Step Problem-Solving Model, why the model was effective in the case of the USAuto and AutoMex scenario, what challenges were identified and ways to overcome those challenges as we use the model in the future, how we would apply the model when solving problems in our workplace, and what factors we would need to consider when applying the model to those problems (Course Syllabus, p. 19).
Problem-solving is a fundamental skill needed by today 's managers. With recent research and exploration of problem-solving techniques, changing professional standards, new workplace demands, and recent changes in the economy, this has encouraged managers to use a higher order thinking skill, and in particular, problem-solving skills (Kirkley, 2003).
Exploration of the 9-Step Problem-Solving Model
When the team discussed what we had learned so far in our exploration of the 9-Step Problem-Solving Model we determined that any successful
Pat Anthony, Regina Campbell, Makisha Keith and Marcela Rivera
Learning Team B
University of Phoenix
Foundations of Problem-Based Learning
MBA/500
Dr. James Booker III, PhD.
May 15, 2006
Introduction
While problem-solving is an almost universal aspect of life, very few individuals follow a structured approach to solving problems. The 9-Step Problem-Solving Model used in the USAuto and AutoMex scenario can be described as a sequential, step-by-step procedure. While this makes for easy description, there is, in fact, no simple plan that represents the universal problem-solving process. Any process one may apply in the workplace or in ones personal life must be flexible enough to accommodate different work styles, unexpected discoveries and disappointments, and inevitable fluctuations in effort and creativity (Couger, 1995).
The objective of this paper is to convey the thoughts and opinions expressed by Learning Team B on the 9-Step Problem-Solving Model to what we have learned in the exploration of the 9-Step Problem-Solving Model, why the model was effective in the case of the USAuto and AutoMex scenario, what challenges were identified and ways to overcome those challenges as we use the model in the future, how we would apply the model when solving problems in our workplace, and what factors we would need to consider when applying the model to those problems (Course Syllabus, p. 19).
Problem-solving is a fundamental skill needed by today 's managers. With recent research and exploration of problem-solving techniques, changing professional standards, new workplace demands, and recent changes in the economy, this has encouraged managers to use a higher order thinking skill, and in particular, problem-solving skills (Kirkley, 2003).
Exploration of the 9-Step Problem-Solving Model
When the team discussed what we had learned so far in our exploration of the 9-Step Problem-Solving Model we determined that any successful
References: Adams, J. L. (2001). Conceptual blockbusting. Reading, MA: Addison-Wesley. Bruce, D. (July-October, 2005). Practical guide to leadership development. Training Media Review 13(4-5), 2-4. Couger, J. D. (1995). Creative problem solving and opportunity finding. Danvers, MA:Boyd & Fraser. Kolstoe, J. (1985). Consultation. [Electronic version]. Journal of Psychological Type, 24, 65-70. Retrieved May 10, 2006, from http://www.coursework.info/ Galinsky, D., Maddux, W.W., & Ku, g Stice, J. (Ed.) (2005). Developing critical thinking and problem-solving abilities (Rev. ed.). San Francisco, CA: Jossey-Bass. University of Phoenix. (2006). MBA/500 Course syllabus foundations of problem based learning online. Retrieved, April 12, 2006, from Outlook Express MBAGM.04-11.MBAF03RJR1-MBA500.Course-Materials Newsgroup. University of Phoenix University of Phoenix. (2006). MBA/500 Learning Team B (Marcela Rivera, Regina Campbell, Makisha Keith, & Pat Anthony). Retrieved, May 11, 2006, from Outlook Express MBAGM.04-11.MBAF03RJR1-MBA500.Learning Team B Newsgroup. University of Phoenix University of Phoenix. (Ed.). (2006). Sample Problem Solution Worksheet. Retrieved April 15, 2006, from University of Phoenix, rEsource, MBA/500 – Foundations of Problem Based Learning Web site: https://ecampus.phoenix.edu/secure/resource/resource.asp