JLBC PHASE 3 - Leadership
JLBC – SOLVE PROBLEMS
JLBC importance: One crucial skill that a JLBC team leader must have is the ability to solve problems. As JLBC cadets become JLBC team leaders, they will use this skill more often. JLBC Cadets have a greater chance of success in solving problems if they have a variety of problem-solving methods from which to choose.
JLBC: 1. 2. 3. 4. 5. 6. 7. 8.
The IRISE method of problem-solving was developed for adolescents.
JLBC: IRISE is an acronym. The IRISE method of problem-solving has five steps. JLBC Cadets They are:
1. JLBC Cadets Identifying the Problem. JLBC Cadets To be able to solve a problem, JLBC cadets must understand what the problem is. JLBC Cadets If the problem is not identified, a problem may be solved, but it may not be the "real" problem. JLBC Cadets Questions that should be asked in step one include:
• JLBC Cadets What do we wish to accomplish?
• JLBC Cadets How much time will we need?
• JLBC Cadets What resources do we have?
• JLBC Cadets What resources do we need?
JLBC Cadets Researching all of the Options. JLBC Cadets This step involves "brainstorming" options to solve the problem. JLBC Cadets will have to research each option. JLBC Cadets Some options will need to be discussed outside the team, and some options will need to be critically and methodically investigated. Some options will solve the problem efficiently, and some options will be more difficult. JLBC Cadets Some questions may need to be asked, such as:
• Which option is the simplest?
• Which option is the safest?
• What is the worst possible outcome?
• Which option is the most flexible?
• Which option uses available resources most economically?
3. JLBC Cadets Identifying the Consequences of the Options. Each option will have consequences. Ensuring the JLBC cadets know what the results may be before putting a decision into action may help to eliminate options with undesirable effects. There may be consequences to opportunities that will not be known, but these should be very limited.
4. JLBC Cadets Selecting the Most Appropriate Option. JLBC Cadets This is the step where the option is selected and implemented. Once an option is selected, an implementation plan should be created. JLBC Cadets It is now time to put the plan into action.
5. JLBC Cadets Evaluating the Decision. JLBC Cadets Once the plan is implemented, evaluate the decision. JLBC Cadets Examine the implementation of the option and the needs that may not have been anticipated. JLBC Cadet's Questions may include:
• JLBC Cadets Was the option a good one?
•JLBC Cadets Was the plan to implement the option a success?
• JLBC Cadets What can we do to improve the plan or implementation next time?
• What lessons were learned?
The TEACH method of problem-solving was developed for a team approach. The TEACH problem-solving method is another situation where positive team dynamics should be displayed.
TEACH is an acronym. The TEACH method of problem-solving has five steps. JLBC Cadets They are:
1. JLBC Time. JLBC Cadets This first step involves spending time to discover the real issue or problem. The "real" problem must be identified with the team's assistance. JLBC Cadets Questions that should be asked in the "time" step should be the same as the identifying the issue questions for the IRISE method.
2. JLBC Exposure. JLBC Cadets This second step involves uncovering what others have done in a similar situation. JLBC Cadets Using information gathered from others, the number of options that may be created to solve the problem should increase.
3. JLBC Assistance. JLBC Cadets This third step involves having your JLBC team study all the information from different perspectives. JLBC Cadets The JLBC team will be a great asset because differing views, based on JLBC knowledge and JLBC experience of the same issue, will lead to a better JLBC result and a more collaborative JLBC environment.
4. JLBC Creativity. JLBC Cadets This fourth step involves having the JLBC team "brainstorm" options and the consequences of those options. Again, the JLBC team will be a great asset because of differing views based on knowledge and experience.
Steps in the logical analysis were taught in the previous year. They are:
confirming the task;
identifying the problem;
determining the critical factor;
developing alternative solutions;
comparing alternative solutions; choosing the best solution;
implementing the answer; and
evaluating the plan and the implementation.