Problem Structuring

Module Title	Problem Structuring
Module Code	25-5033-00S
Semester of Delivery	See Module Information Table
Mandatory/Elective/Option	See Module Information Table
Level	5
Credit Points	20
Assessment Mode Weighting	Coursework	40%
	Examination	60%
Pre-requisites	None
Co-requisites	None
Class Contact Hours
Average Weekly	2.5
Directed Learning
Average Weekly	10
Module Leader	Jim Bryant
	Sheffield Business School
Module Banding	A
Approval Status	Validated

Rationale

Problem structuring is a fundamental management skill. An ability to shape the complex issues faced, especially through the creation of formal qualitative models, and to share and negotiate these with others in and across organisations, is an essential requirement for successful practice. It is all the more necessary within teamworking settings. This module draws upon basic concepts of modelling to provide students with a toolbox of methods, techniques and approaches with which to diagnose and address complex problems. This will be of value both for modelling specialists who will be providing such support to managers and for those requiring a more general introduction as aspiring managers. The module provides the student with analytical support for problem structuring, and with opportunities to test these frameworks in an extended exercise. This module is particularly appropriate as preparation for students' period of professional experience.

 

Summary of Aims

1. To provide an appreciation of the pervasive nature of problem structuring in business and management and the role within this of formal structuring methodologies.
2. To enable the student to learn about a range of problem structuring approaches and their respective fields of application
3. To enable the student to develop skill in the application of selected approaches, methods and techniques for structuring complex situations

 

Anticipated Learning Outcomes

On completion of the Module the student should be able to:

1. Recognise where formal problem structuring methods will support business processes, and appreciate the potential benefits of such approaches
2. Appreciate the factors influencing the framing and formulation of problems/opportunities
3. Use appropriate structured tools and techniques, to represent and interpret problematic situations
4. Diagnose problematic situations and use structured methods to propose creative solutions
5. Work effectively, both individually and with others in groups, on the structuring of situations exhibiting complexity, ambiguity, uncertainty and partiality

 

Assessment and Feedback Strategy

The Module is intended progressively to develop in students a facility for, and skills in problem structuring. It is particularly important that these should be practised from the earliest stages of the delivery, and that constructive feedback is provided upon which students can build as they develop in the subject. Formative assessment will be provided through the seminars in the majority of which students will be engaged in undertaking small problem structuring tasks, both individually and in groups. Summative assessment has two components, coursework and examination (weighted 40%: 60% respectively).

The coursework is divided into a number of smaller elements so that feedback can be provided from the earliest stage possible during the delivery of the Module, and progressively thereafter. These will tend to assess the achievement of learning outcomes concerned with techniques, methods and methodologies, as well as about the problem structuring process. Coursework will also include group-based tasks and short projects that will provide opportunities for problem structuring in teams, probably culminating in a presentation of findings and recommendations. However, group work will normally be accompanied by individual assignments requiring students to offer personal reflection on such exercises. General feedback and guidance on learning strategy will also be provided through the web site for the Module.

The terminal examination focuses more strongly upon the students' personal consolidation of the overall course content, as well as their ability to apply the concepts in relatively open-ended situations.

 

 

Module Assessment Criteria

Learning Outcome	Assessment Criterion	Level descriptors
		fail	PASS	2.2	2.1	First
Outcome 1	Coursework and examination	Little or no appreciation of the potential and benefits of problem structuring methods in support of business processes.	Some appreciation of the potential or benefits of problem structuring methods in support of business processes.	Good recognition of the potential or benefits of problem structuring methods in support of business processes, but limited appreciation of the flexing of methods to suit specific situations.	Good recognition of the potential and benefits of problem structuring methods in support of business processes, and some appreciation of the flexing of methods to suit specific situations.	Extensive recognition of the potential and benefits of problem structuring methods in support of business processes, and good appreciation of the flexing of methods to suit specific situations.
Outcome 2	Coursework and examination	Little or no basic appreciation of the factors influencing the framing and formulation of problems/opportunities.	Some appreciation of many of the factors influencing the framing and formulation of problems/opportunities.	Sound appreciation of the most of the factors influencing the framing and formulation of problems/opportunities.	Thorough and detailed appreciation of all the factors influencing the framing and formulation of problems/opportunities.	Comprehensive and perceptive appreciation of all the factors influencing the framing and formulation of problems/opportunities, and their implications.
Outcome 3	Coursework and examination	Weak and incompetent use of tools and techniques.	Some partial use of appropriate tools and techniques, but without demonstrated facility	Sound but unimaginative use of some appropriate tools and techniques with some attempt to interpret their results.	Good, rigorous and careful use of appropriate tools and techniques with a solid attempt to interpret their results.	Thorough and rigorous use of appropriate tools and techniques, with critical and insightful interpretation of their results
Outcome 4	Coursework and examination	Feeble or even mis-diagnosis of problematic situations and no use of structured methods to propose solutions	Weak diagnosis of problematic situations and poor attempt to use structured methods to propose solutions	Sound diagnosis of problematic situations and clear attempt to use structured methods to propose solutions	Good diagnosis of problematic situations and good use of structured methods to propose solutions	Insightful diagnosis of problematic situations coupled with full yet critical use of structured methods to propose solutions
Outcome 5	Coursework and examination	Weak products of group or individual working demonstrating little or no ability to structure situations. Inappropriate processes employed.	Some added value in products of group or individual structuring of situations. Appropriate but weak processes employed.	Good added value in products of group or individual structuring of situations. Sound but routine processes employed.	Good added value in products of group or individual structuring of situations. Good and imaginative process design.	Excellent value added and real insights given by products of group or individual working structuring of situations. Thoughtful, creative and challenging process design.

Typically the coursework might consist of three elements as follows:

• Element 1: Individual diagnostic exercise
• Element 2: Use of specific problem structuring methods and techniques on a case example, supplemented by personal reflection
• Element 3: Group-based treatment of complex problem (typically presented through video), culminating in a presentation and supplemented by individual feedback on the group process.

These might be spaced equally through the semester so that feedback given on each would inform students' work on the next.

The examination is based in part upon a case situation or situations and requires students to draw appropriately upon the approaches introduced in the course to complete answers. There is therefore a specific focus here upon the selection and application of approaches, as contrasted with the coursework assessments where students are directed to use particular approaches.

 

Teaching and Learning Strategy and Methods

Theoretical frameworks will be introduced in lectures and developed in seminars. The latter will provide the principal setting for the learning of practical skills and techniques for problem structuring. Such seminar work will normally be undertaken by students working in small groups.

The Module website will be used both as a medium for disseminating supplementary learning materials, and as a starting point from which students will be guided to explore more specialised topics using contemporary pages and papers.

During the delivery of the Module reference will be made as appropriate to relevant software tools for the manipulation of representations of problem situations.

 

Indicative Content

• Framing and interpretation of situations. Problem recognition.
• Negotiation of problem definition: roles, ownership and participants.
• Stakeholder analysis in problem scoping and for stakeholder management
• Interaction methods: drama theory as an approach to managing multi-party problems
• Mapping techniques for capturing perceptions of situations: the repertory grid and cognitive map
• Tools for representing and sharing complex decision situations: strategic maps. Appropriate technology (from Post ItsÓ to Decision Explorer)
• The Strategic Choice Approach to decisions under uncertainty: shaping, designing, comparing and choosing
• Creative intervention: thinking techniques and systematic methods
• Problem structuring groups and their support. Group development and team working
• Group process support:: structured processes (e.g. Nominal Group methods, idea writing, role play) and computer-based support, including both hardware design and software tools

 

Indicative Reading List

There is no single text that covers the Module. However the following general texts cover much of the content and the more specific readings indicated below provided greater depth in particular areas.

General Texts

J Rosenhead (ed.) (1989) Rational Analysis for a Problematic World. Wiley: Chichester. [2nd Edition to appear in 2002]

J Bryant (1989) Problem Management. Wiley: Chichester

Cognitive Mapping

A S Huff (1990) Mapping Strategic Thought. Wiley: Chichester.

D Straker (1997) Rapid Problem-Solving with Post-it Notes. Gower: Aldershot

C Eden, S Jones and D Sims (1983) Messing about in problems. Pergamon: Oxford.

C Eden and F Ackermann (1998) Making Strategy. Sage: London

Specific Methodologies

N Howard (1999) Confrontation Analysis. CCRP Press: Washington.

J K Friend & A Hickling (1997) Planning under Pressure. (2^nd Edn) Butterworth-Heinemann: London.

Creativity

E deBono (1987) Six Thinking Hats. Penguin: London

Groupwork

R Johansen et al. (1987) Leading Business Teams. Addison-Wesley: New York.

The addresses of relevant web sites will be notified to students through the Module web page.