Adaptive Leadership Resources:
Problem-Solving Cycle
Purpose: The purpose of this protocol is to get all staff involved in thinking through a problem before
jumping to solutions. This activity can also result in a comprehensive data analysis design. By starting with
hunches and hypotheses, all staff get their voices heard. When voices are expressed, there is a better chance
of all staff using the information later and being part of the solution. (The first three steps in the problem-
solving cycle are key and the focus of this activity.)
Intended Audience: All members of a learning community.
Time Needed: You will need about one hour to get through the first three steps, if getting the data analysis
design is your focus. Analyzing the data will take another two hours—probably at a different time.
Materials: Chart paper, masking tape or push pins, and markers. Handouts for each participant: hunches
and hypothesis and questions and data templates.
Review of Key Concepts: When schools discover gaps or undesirable results, they naturally want to find
solutions immediately to close the gaps. To permanently eliminate the gaps, schools must uncover root
causes, or contributing causes (we believe there is more than one cause for undesirable results), and
eliminate them, not the surface issues.
The problem-solving cycle is a great activity for getting all staff involved in thinking through undesirable
results, or problems, before jumping to solutions. By starting with brainstorming hunches and hypotheses,
all staff can be heard. When voices are expressed, there is a better chance of all staff using the information
later. During the brainstorming, all staff members hear what they believe are the reasons for the undesirable
results, or gaps. Next, staff will need to determine what questions must be answered with data (and what
data) before the “problem” can be solved. Deeper data analyses result. (The first three steps in the problem-
solving cycle are key and the focus of this activity.)
DIRECTIONS FOR FACILITATING THE PROTOCOL FOR THE
PROBLEM-SOLVING CYCLE
Process Protocol
Make sure each person has a copy of the handout and that you are prepared to help small groups identify
their problem(s), or undesirable result(s), in objective terms. Developing the action plan will take days
with small groups going back to the larger group. Implementing the action plan is the ongoing work of
the learning organization, as is evaluating the implementation of the action plan and improving the
processes.
Step 1
Establish the size of the group(s) that will be going through this activity. Small groups of five to seven are
beneficial in allowing everyone to participate, even if groups are working on the same problem.
Step 2
Start with guidelines or ground rules of acceptable and unacceptable behavior, and how they will be
monitored. Make sure it is a “safe” room for threat-free, honest, open discussion.
Adapted from: Data Analysis for Continuous School Improvement. 3rd ed. By V.L. Bernhardt, 2013. New York, NY: Routledge.
