101 Activities For Teaching Creativity And Problem Solving

70. What’s the Problem?

Background

“So, exactly what is the problem?” That’s a frequently heard query in brainstorming

groups as they struggle to analyze and define a problem. Groups should devote consider-

able time to understanding a problem before generating ideas. But by then, it may be too

late. They’ve already corrupted any potential ideas.

Creative problem solving is a “darned if you do, darned if you don’t” situation.

Defining problems and generating ideas often lead to a paradox. Effective creative prob-

lem solving demands that you analyze and define a problem to ensure that you start from

the most productive perspective. There is nothing inherently wrong with this. Things get

challenging, however, when we start generating ideas following extensive analysis and

redefinition.

The more we analyze a problem, the more we understand it. The more we understand

it, the closer and more involved we become. Although these outcomes may produce fresh

perspectives, they also limit our ability to generate unique ideas. Too much problem

knowledge tends to lead to conventional, mundane solution proposals. Thus, this is

another case of a little knowledge being a dangerous thing.

To overcome this problem, William Gordon (1961), a cofounder of the Synectics con-

sulting firm, developed this activity. What’s the Problem? attempts to counter our natural

tendency to exhaust all conventional solutions and then declare we have run out of ideas.

Because Gordon developed his procedure while working at the Arthur D. Little consult-

ing firm, VanGundy (1988) referred to Gordon’s procedure as the Gordon/Little method.

Objectives

• To help participants generate as many creative ideas as possible


• To help participants learn how to use the activities to generate ideas

Participants

Small groups of four to seven people each

Materials, Supplies, and Equipment

• For each group: markers, two flip charts, and masking tape for posting flip-chart
  sheets

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