Public Speaking

problem-Solving Teams (^265)
we hire as the new basketball coach?” is an obvious problem to solve when you have a
vacancy. However, for most problems, you need to narrow the topic and follow these
three general suggestions:
• State the issue as a policy question, using the word should. For example, “What should
we do to enhance nighttime safety in campus parking lots?”
• Leave the question broad enough to allow for a variety of answers. The yes or no
closed question “Should the student council repair acts of vandalism in the student
union building?” leads to less effective discussion than the open question “How should
the student council ensure that campus buildings remain free from vandalism?”
• State the question as objectively as possible, avoiding emotionally charged language.
“How can we get rid of this unfair grading system?” is less useful than “What changes
should be made to course evaluations?”
Step Two: Analyze the Problem
Begin collecting pertinent support materials and analyzing the facts, values, and poli-
cies that underlie the problem. Divide the relevant issues among group members and
have them consult a variety of sources for information. Questions such as these are
helpful:
• What are the factual issues involved? What’s the history of the problem?
• What causes the problem? Which are primary causes? What secondary factors con-
tribute to it?
• What effects result from the problem?
• What values apply? Are ethical issues involved? In what respects?
• Are any relevant policies involved? Any historical precedents?
After completing these two steps, you’re ready as a group to explore possible
solutions.
Step Three: Set Criteria for Deciding on a Solution
Because solutions must be realistic in terms of time, money, and ease of enactment,
set standards for determining an acceptable solution before you even begin to sug-
gest possible solutions. Ask two vital questions:^13 (1) What must we do? That is, what is
required? (2) What do we want to do? In other words, what is desired? For example, we
must solve the problem with less than $10,000; we want to solve it with less than $5,000.
We must have the policy in effect by the beginning of the next school year; we want it
implemented by the end of the spring term. Budget and time constraints automatically
rule out some solutions as too costly or too time-consuming.
Step Four: List Possible Solutions
During this period, generate as many ideas as possible. Groups commonly brainstorm,
meaning that individuals offer any ideas that pops into their minds, regardless of practi-
cality. Consider a mind map as described in Chapter 5 to record these ideas.
Here are some tips for a successful brainstorming session:
• Have a recorder write down all the suggestions on a whiteboard or flip chart.
• Record each idea without evaluating it.
• Make sure each person in the group has an opportunity to contribute at least once.
• Piggyback off one another’s ideas—that is, encourage group members to use one
proposal as a jumping-off point for another.
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