Section 10 EO C203.02 – EMPLOY PROBLEM SOLVING
Resources needed for the delivery of this lesson are listed in the lesson specification located in A-CR-CCP-802/PG-001, Chapter 4. Specific uses for said resources are identified throughout the Instructional Guide within the TP for which they are required.
Review the lesson content and become familiar with the material prior to delivering the lesson.
Photocopy scenarios located at Annex A.
Cut up scenarios located at Annex A.
N/A.
An in-class activity was chosen for TP1 as an interactive way to provoke thought and stimulate an interest among cadets.
A group discussion was chosen for TP2 as it allows the cadets to interact with their peers and share their knowledge, experiences, opinions and feelings about problem solving.
N/A.
By the end of this lesson the cadet shall employ problem solving.
One of the qualities of leadership is problem solving. As cadets become leaders within a peer setting they will use this quality more often. It is important to practice this quality. Knowing and using a technique to solve problems may give the cadet increased confidence in their leadership ability.
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Teaching point 1
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Conduct an Activity Where Cadets Solve Problems Using Logical
Analysis
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Time: 25 min
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Method: In-Class Activity
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1.Confirm the Task. The team must understand both the problem and the aim or intent of the person assigning the task.
2.Identify the Problem. The team must consider the problem and the challenges that may occur in the implementation.
3.Determine the Critical Factor. The critical factor is usually the one overriding problem, on which all other issues depend. The critical factor should be determined by the team.
4.Develop Alternate Solutions. The team should create as many possible solutions to solve the critical factor and other issues as time allows.
5.Compare Alternate Solutions. Each solution must be compared by the team in order to decide on the best solution.
6.Determine the Best Solution. The team should choose the best solution to implement a plan of action.
7.Implement the Solution. The team should create a plan to implement the solution and get the problem solved.
8.Evaluate the Plan and Implementation. The team should evaluate their performance once the problem is solved.
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ACTIVITY
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Time: 15 min
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The objective of this activity is for cadets to solve problems within a peer setting.
Flipchart paper,
Markers,
Paper bag, and
Scenarios of problems.
N/A.
1.Divide the class into small groups of no more than four cadets.
2.Distribute flipchart paper and markers to each group.
3.Have one representative from each group come to the front of the class and pick one or two scenarios at random from a paper bag or a wedge.
4.Instruct the cadets that the problem-solving steps must be used to solve the scenario.
5.Cadets must list at least three solutions to each problem.
6.Cadets must record the steps they would use to solve each scenario on the flipchart paper.
N/A.
The cadets’ participation in the activity will serve as the confirmation of this TP.
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Teaching point 2
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Conduct a Group Discussion Where Cadets Explain Their Choices From the
Problem-solving Exercise
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Time: 25 min
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Method: Group Discussion
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The point of the group discussion is to draw the following information from the group using the tips for answering/facilitating discussion and the suggested questions provided. |
Have one representative from each group present their problem scenario and the steps the group used to solve the problem.
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TIPS FOR ANSWERING/FACILITATING DISCUSSION •
Establish ground rules for discussion, e.g., everyone should listen respectfully; don’t interrupt; only one person speaks at a time; no one’s ideas should be made fun of; you can disagree with ideas but not with the person; try to understand others as much as you hope they understand you; etc. •
Sit the group in a circle, making sure all cadets can be seen by everyone else. •
Ask questions that will provoke thought; in other words avoid questions with yes or no answers. •
Manage time by ensuring the cadets stay on topic. •
Listen and respond in a way that indicates you have heard and understood the cadet. This can be done by paraphrasing their ideas. •
Give the cadets time to respond to your questions. •
Ensure every cadet has an opportunity to participate. One option is to go around the group and have each cadet answer the question with a short answer. Cadets must also have the option to pass if they wish. •
Additional questions should be prepared ahead of time. |
What is the problem?
What is the critical factor?
What alternate solutions were developed?
What are some comparisons for alternate solutions?
What solution was chosen?
Why was this choice made?
What was the plan to implement the solution?
What questions would be asked to evaluate the plan and the implementation?
Are there different problems, other solutions, etc.?
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Other questions and answers will develop throughout the group discussion. The group discussion should not be limited to only those suggested. |
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Reinforce those answers given and comments made during the group discussion, ensuring the teaching point has been covered. |
The cadets’ participation in the group discussion will serve as confirmation of this TP.
List the steps in Logical Analysis.
What is the critical factor?
Who should determine the best solution?
The steps in Logical Analysis are:
confirm the task;
identify the problem;
determine the critical factor;
develop alternate solutions;
compare alternate solutions;
determine the best solution;
implement the solution; and
evaluate the plan and implementation.
The critical factor is usually the one overriding problem on which all other issues depend.
The team should determine the best solution.
N/A.
N/A.
Applying the steps in logical analysis to a given problem enables the cadet to determine and implement a solution. With practice, this problem-solving skill will develop. Knowing and using logical analysis to solve problems may give the cadet increased confidence in their ability to lead in a peer setting.
N/A.
A2-036 A-CR-CCP-121/PT-001 D Cdts 3. (2003). Royal Canadian Army Cadet Reference Book. Ottawa, ON: Department of National Defence.
C0-115 (ISBN 0-7879-4059-3) Van Linden, J. A. & Fertman, C. I. (1998). Youth Leadership. San Francisco, California: Jossey-Bass Inc.
C0-135 (ISBN 0-7645-5176-0) Loeb, M. & Kindel, S. (1999). Leadership for Dummies. Indianapolis, Indiana: Wiley Publishing, Inc.
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