Constraints on Creative Problem Solving

Teaching, coaching, and doing problem solving is at least 50% of my official job duties at my manufacturing plant.  We utilize the Toyota 8-Step Problem Solving model.  We are successful only because we have created a system that makes it possible to fix or improve the system through problem solving.  Simply, the system is creating and working to standards with tools measuring the ability to meet those standards.  When an abnormal condition exists (meaning the standard cannot be met or the standard must be improved) problem solving occurs.  The changes to standards brought about through problem solving are expected to be minimal; step-by-step improvements that over time lead to advancement.  Our leadership supports this system by determining what targets the standards must achieve, facilitating problem solving, and enabling those that create the standards to fix or improve the standards themselves (because those that do the work every day are the best experts to fix and improve it).

I live in a world of analytical problem solving, we focus on "getting rid of problems" (Whetton & Cameron, 2016, p. 143).  We are great at it!  (Alright, we're getting great at it.  We've been on the journey to implement this system for about four years now.)  Living in this analytical problem solving world is potentially a constraint on my ability to problem solve creatively because I perceive it as such.  By recognizing this system as one that supports creativity through improvement or by "developing incrementally better alternatives," (Whetton & Cameron, 2016, p. 144).

In one case, this focus on analytical versus creative problem solving prevented me from making required sweeping improvements to a training module that I developed and maintained.  Rather than scrapping the existing module and rebuilding, I reworked minor elements of the module over and over and over again.  While this is reflective of analytical problem solving and incremental creativity, I was blocked by my commitment of stereotyping based on past experiences (Whetton & Cameron, 2016).  Ultimately, the root cause of this problem was not that the information presented in the module was unclear, but that the performance the module was built upon was poorly conceived.  My constraints prevented me from framing the problem at the right level (looking at the performance itself rather than the training).

I enjoy thinking in abstract ways and our system makes it harder to do that.  However, creative problem solving has its place in all systems.  It can fit within our system, too.  Ensuring that we utilize tools that help counterbalance conceptual blocks is essential for bringing creative problem solving into our analytical system.

References
Whetton, D. A. & Cameron, K. S. (2016). Developing management skills, 9^th ed. Boston, MA: Pearson.