Category: Problem Solving

Introduction

Problem is the deviation of target and actual result which is identified by a good sensible person in a company. Contemporary business world are admitting many problems. Perceiving problems in right time is a relevant skill for business which helps an entrepreneur to reach a perfect solution. Business problem needs a systematic approach to solve to gain long term benefit reducing the maximum risk. Encountering new problem involves finding root cause of problem and probable solution to continue a business with utmost recognition. In most of the cases repeated problems need to be dealt with modern approaches to get better sustainability. From identifying the nature of problem and urgency to solve it to application of different solution, HR manager has to involve in whole process with utmost sincerety.

Overview of A sample Business Organisation

Tesco is holding the largest market share in grocery company in Europe since 1990 operating in 11 other countries in the world. From 1960s Tesco has emerged as business retailer of various products in one place such as retailing of clothing, food, beverage items, books, toys, electronics, furniture, petrol, software, telecoms and internet services. In high-volume low-cost retailer, to one designed to attract a range of social groups by offering products ranging from low-cost ‘Tesco Value’ items (launched 1993[9]) to its ‘Tesco Finest’ range. This broadening of its appeal was successful and saw the chain grow from 500 shops in the mid-1990s to 2,500 shops fifteen years later.

A problem that exists within a business.

After the commencement of business functions, entrepreneurs may fail to sense, what is the problem going on. He or she may be busy in the checking the daily input and output. When there is any difference between expectation and achievement, manager may realize the urgency of identifying an existing problem. Initially symptoms are complex to reach in a conclusion. Process for problem identification is discussed below:

• State the problem which is initially noticed.
• Create a detailed problem description by developing the answer of following points.
• Mention the time of problem appearance
• Mention the factors for the occurrence in the problem
• Mention in what extent the problem affects the business
• Acknowledge the specific factors that are responsible for the problem.

Tesco is one of the giant retailers in the world offering a wide range of branded products with exceptional choice for its loyal customer. Tesco is facing tremendous employee turnover rate last three months after the Christmas festival. Employers are being tried to say goodbye to many potential newly recruited employees with poor customer service.

The business problem

Identifying the possible business failure, Tesco require some following steps for analyzing the failure.

• Finding out the specific deviation from expectation is the first step in analyzing a problem. For example, expected sales are deceasing due to poor salesmanship which lead to firing of low quality employee
• Bringing accurate evidence which need to be presented to proof that the problem is real. Tesco bring the proof of customer complaint against poor salesmanship through customer survey.
• Determining the possible positive and negative impact of sudden employee turnover by Tesco Company.

Causes of the problem

Treating the problem with perfect solution important than treating the symptoms. Once root cause of problem is identified. If we take our example from Low sales figures will be changed into high number by competitor behaviour, to team morale/low incentive, or even technology factors which are hindering the sales process. Even when problems are correctly identified, they are often not given the attention they deserve nor the action they require. Once you know what the problem really is, you must take action to solve it. Try this approach to come up with some potential solutions to act upon in the solution. By spending some time looking at the problem from an open and objective perspective, you will be able to generate a clearer picture of the factors that need to be addressed in the solution. Create two vertical columns on a page. In the left column, list all the factors you can think of. Identify potential solutions that address or all of the factors. In the right column of the page, write down potential solutions beside each factor to be addressed. Choose the most creative solution.

To avoid possible misunderstanding and frustration among the stakeholders and managers, HR manager should discuss with them regarding the issues whether they agree with the situation. Effective explanation of real situation determines the unity of the management to deal with struggling situation. There are many questions we can make for further clarification and confirmation. For instance, “Customer complaints are increasing due to poor performance of salesmanship, do you think it is the result of insufficient training and professional development?” Authenticity and clarity is the premium condition for confirmation. Asking feedback and suggestion is also a part of confirmation.

Different solutions to the problem

In case of arising problem more ideas should be developed to solve the issues which will reduce the risk of uncertain solution. For different solution employer may use grid to compare the advantages and disadvantages of solution. To reduce employee turnover there will be three expectable solutions.

• Arranging quality training to improve the performance.
• Offering bonus with salary on sales according to percentage.
• Increase sales person by recruiting more efficient person.

Among the solution employer need to compare the advantage and disadvantage of each solution before applying. Measuring the feasibility and possible risk factors in each solution is important.

Tesco may listen to the complaints and opinion of the existing employees about the poor outcome and the reason which is also considerable in this issue. When both parties are suffered by a problem, agreement from all staff and members is important to reach a more feasible solution.

A plan to solve the problem

Business solution should not be technology dependent in great extent rather it should include people and process as a whole. One problem has more than one solution which requires a sensible working environment to cooperate and understand how the solution will work. Constraints may come like poor budget, less time, lack of concern about quality training. A following action plan is shown below:

• Select a suitable and feasible approach for solution implementation
• Build a team to carry out the procedure
• Delegate the required roles to the eligible team members
• Monitor the progress of action plan
• Measure the feedback according to desired output
• Review the process or steps if any deviation happens in problem solving procedure

Every way out will be entangled with some flaws along with benefits when employer thinks analytically from all possible angles. Tesco is selecting the most effective and easiest way out after a comparative analyzing constraints and factors. There is no best option other than to choose arranging special workshop and training for the newly recruited employees.

HR team of TESCO will follow up every single changes whether positive, negative or neutral until a given of time. If the outcome of the experiment completely or partially successful, we can give quick assurance to the higher management for the further experiment.

Responsibilities to support the plan

Delegating preferred role and specific responsibilities to the qualified employees are crucial decision for the team leader. Understanding own role and other team role is authority coordination with team mates Have Authority to Coordinate Activities with team mates Individual role Information provider

consultant decision maker on some occasions it is important that the Team Leader encourages team members to take on roles that they are less inclined to select for themselves as this aids the development of the individual and helps ensure that the team as a whole is strengthened. This may be financial resources, cash equipment or fixed assets people, including staff, suppliers or other valuable relationships You will want to detail your resource requirements in your business plan. Potential investors and business partners will be particularly interested in this before getting involved with your business. As part of your business plan for growth, you should specify clearly and thoroughly how you will allocate resources to make your growth strategy work. Describe each resource that you have, their position in terms of their value, and their role in helping you meet your business objectives. If you don’t already have these resources, describe how you will generate them by future activity. For example, by recruiting more office staff spending more on marketing buying more supplies or equipment Changes in the market could present increased opportunities for a certain division. Maximising on this by making sure they have enough resources to increase their activities

Staffing related problem solving is the responsibility of HR manager like my position which demand to influence, motivate potential employees with level based trainings and strive for the development of them. For example, I will arrange frequent workshop based on modern salesmanship in weekly basis. Along with workshop, follow up the affect of learning in employee’s action. Communicate the plan to those who will involved in implementing it and, at least, to your immediate supervisor.

Progress towards solving the business problem

Once the solution is selected to be implemented, monitoring is the next step to check the policies, procedure, trainings are followed or not. Manager can write a brief note about the progress of implementing ideas until the problem being solved.

Planning is the pre-determining activities to meet a certain objective which is not the ultimate guidelines for problem solving. Tesco is planning of giving required training to the employees which may require extra special facilities for the weakest employees. Another adjustment is needed if the team members are not properly cooperating with the plan which hampers the desired solution.

Resolution of business problem is not a guessing game to implement any ideas superficially. A good manager will verify the opportunity cost of different paths for one problem before implementing which very is crucial in problem solving. Consolidated strategy and techniques are also

Accomplishing all four approaches will not be wise to apply at a time by the management. Manager will follow one particular approach selecting the most cost effective and beneficial approach one by one. Monitoring the actual results after following the approaches requires a careful observation. If any fluctuation is identified with unexpected issues manager should stop the work immediately and take preparation to follow another best evaluated approaches which will avoid unnecessary spend and assure superior results.

Conclusion

Before going to solve any problem, the status of problem should be identified whether they are urgent problem or important problem. Important problems require more attention than the urgent one to get long term success in competitive business. Arising problem is the most common situation in business organisation whether big or small that need to be dealt in due time with utmost caution and sincerity. Management responsibilities are not confined within the planning, organising, staffing, directing and controlling activities but thinking entire profitability of business. For that reason perfect problem solving is the foremost concern of management in all time.

Jerusalem is the major holy city of Judaism and Christianity, and third holiest city in Islam (Mecca and Medina in Saudi Arabia are more significant). Major religious sites are located there, such as the Temple Mount (Haram al-Sharif, where the Dome of the Rock and the Al-Aqsa Mosque are located), the Western (Wailing) Wall, and the Church of the Holy Sepulchre. A summary of the significance of these places, including tips for visiting, are included in the blog article ‘What Are the Most Important Religious Sites in Jerusalem?’ by Matthew Karsten on his travel blog website. Each site involves key moments in the founder of each religion’s life, frequently with overlap of location and even the specific event. One example of overlap in a site is the Temple Mount because the rock beneath the structures is considered “the Foundation Stone in Judaism, where Earth was first created; in Islam, it is where the Prophet Muhammad left Earth to visit heaven on a winged horse during his Night Journey” (Karsten, 2019).

Key issues surrounding the situation in Jerusalem include: the belief that Jerusalem is the holy land belonging to the Jews as promised in the Bible; the belief that the Arabs living there in the time of Jewish exile and persecution constitutes reason for them to continue living there; Islamic architecture was built on top of Jewish architecture, causing tensions; Jewish control is taking over in areas designated for Palestinians; Jewish control in the Gaza Strip and the West Bank; President Trump has recognized Jerusalem as the capital of Israel and plans to move the American embassy to Jerusalem from Tel Aviv, etc. The difficult nature of the Jerusalem situation is that all the arguments seem valid, especially on religious grounds. One problem however is that Judaism seems to be favored over Islam, so the previous ideas of Jews and Palestinians sharing the land equally are failing as Jews build walls in Palestinian territory and other nations praise a Jewish nation.

Unfortunately, I do not see any fantastic solutions, as it seems any move is too charged for the area. The best scenario would be that all three religions share the land equally and cohesively. If there is a way to split the city into sectors of the religions fairly, it could be explored, but all peoples would need access to the holiest sites; besides, sectors can make for territorial conflict the likes of neighbors arguing over fence lines would fear. Jews and Palestinians both want sole control of the land, and Palestinians are agitated by being outnumbered by and under-supported compared to the Jews in the land. Unfortunately, leaving Jerusalem as a ‘world city’ that no-one controls has not worked either, even as a fragile compromise. In the article ‘A Reasonable Solution for Jerusalem’ by Umran Chowdhury in the Dhaka Tribune, Chowdhury urges that “aid be given to Palestine to form their own strong democratic government and foster an economic bond between Israel and Palestine as a gateway to peace between the two states with Jerusalem as the capital to both” (Chowdhury, 2017). This would follow the idea of Chandigarh, which serves as the capital of the Punjab and Haryana in India.

Bibliography

1. Chowdhury, Umran. “A Reasonable Solution for Jerusalem”. Dhaka Tribune, 10 Dec. 2017, https://archive.dhakatribune.com/opinion/2017/12/09/reasonable-solution-jerusalem
2. Karsten, Matthew. “What Are The Most Important Religious Sites In Jerusalem?” Expert Vagabond, 11 Mar. 2019, http://expertvagabond.com/religious-sites-jerusalem/

One organization that provides research-based strategies and best practices for increasing the effectiveness of mathematics educators worldwide is the National Council of Teachers of Mathematics (NCTM). Hiebert found (as cited in Walle, Kark, & Bay-Williams, 2013) that countries whose teaching practices were most similar to those advised by the NCTM scored higher in mathematical achievement. Specifically, Hiebert found that higher scoring countries taught math through problem solving and focused on building conceptual understanding as opposed to teaching procedures for solving specific types of problems (Walle et al., 2013). The NCTM categorizes math into five content standards, which define the limits and expectations for specific content mastery for each grade level, and five process standards, which describe methods for how students learn and apply the concepts from the content standards (NCTM, n.d.-a). This essay will use the framework developed by the NCTM to evaluate how the video of the lesson, “Teaching Math: Staircase Problem”, fulfills the algebra content standard and the process standards for problem solving and representations (Roche, 1996).

The NCTM identifies that the key components of the algebra content standard are to “represent and analyze mathematical situations using algebraic symbols; understand patterns, relations, and functions; use mathematical models to represent and understand quantitative relationships; and to analyze change in various contexts” (NCTM, n.d.-b, para. 1). The staircase problem video addresses all of the components of the algebra content standard for grades 9-12, with the exception of analyzing change, through the context of problem solving. In the video, students were given a visual representation of the pattern used to build a staircase with one, two, or three steps. Students were then asked to work together in small groups to determine how many blocks would be needed to build a staircase with 50 steps, 100 steps, or N steps (Roche, 1996). One reason the staircase problem activity is so effective is because it has multiple access points, which allow students of all levels to approach the problem using different strategies (Walle et al., 2013). Students were given a relatively simple situation and were asked to draw conclusions that required algebraic reasoning (Roche, 1996). The overall design of this activity leads to the obvious conclusion that students are learning algebraic reasoning through the NCTM process standard for problem solving (NCTM, n.d.-a). Students were given a problem, finding how many blocks would be needed for a staircase with N steps, that requires students to use algebraic reasoning. The second process standard used in this video was communication. Jesse Solomon, the teacher in the staircase video, encouraged students to evaluate each other’s ideas by deliberately avoiding giving his own feedback or answering questions (Roche, 1996, 6:25). Instead of correcting students’ mistakes, Solomon asked “why” questions to encourage students to evaluate each other’s reasoning (Roche, 1996, 3:30). At the end of the video, Solomon concludes the lesson by instructing students to write down their reasoning from that day’s activity (Roche, 1996, 14:25). By giving the students time to reflect and write about their reasoning, he is promoting communication about mathematics through writing.

The first component of the NCTM algebra content standard addressed in the staircase problem activity was analyzing patterns and relations. First, students realized that in order to find how many blocks would be needed for a staircase with 50 steps, they would need to identify a pattern to be able to predict how many blocks the next step would have. Students used various strategies with multiple mathematical representations to identify the pattern. Most students looked for the pattern first by drawing the staircase (or using the square tiles to model the staircase) at each step and then by creating a table to organize the data. Students used a variety of strategies with different degrees of success to determine the pattern and extrapolate a rule about how many blocks would be used for a staircase with N steps. One group skipped drawing the diagram and started with the table using the data from the first three steps given in the instructions (Roche, 1996, 2:45). This group looked at the change in blocks from just the second and third step and determined incorrectly that it was increasing by a constant rate of three blocks for every step. The group also incorrectly applied the rule they determined because they didn’t take into account that first step was one block, not three blocks. Unfortunately, just as the third group member begins to disagree, the camera switches over to another group (Roche, 1996, 3:05).

The second NCTM algebra standard this activity addressed was using multiple mathematical models to better understand the problem (NCTM, n.d.-b). Students were encouraged to use drawings, tiles, tables, and eventually develop an equation to represent the staircase problem (Roche, 1996). Solomon noticed that while most groups had a conceptual understanding of how a rule relates to a pattern, students were struggling with the process of how to determine a rule for the specific situation (Roche, 1996, 3:55). Again, Solomon advised students to generate data to look for a pattern first before attempting to find a rule (Roche, 1996). Most groups built or drew staircases and looked at how many blocks were being added each time. However, other groups viewed the staircase as a square of N by N blocks with a triangular section removed (Roche, 1996, 12:20). All of the groups used the drawings, tiles, and tables to help them to create a rule and to challenge their rule’s validity.

Understanding patterns, relations, and functions was the final NCTM algebra content standard addressed in the video (NCTM, n.d.-b). At least one group was able to determine the pattern and created a recursive formula that identified that the total number of blocks equals the total number of blocks from the previous step plus the number of current steps (Roche, 1996, 10:55). After groups discovered the recursive function for the staircase problem, the teacher asked them to determine if the relation could be written without needing to know the number of blocks in the previous step (Roche, 1996, 11:50). At the start of the video, most groups struggled to see find the easier recursively defined rule because they were expecting a one step or two step explicitly defined rule. Once students were able to stop worrying about what the rule would look like, and instead began to focus on the data, they were able to see, and eventually articulate, the pattern. This learning activity encouraged many groups to reevaluate how they analyze patterns to determine a function.

The staircase learning activity promoted algebraic thinking through the context of the two process standards for problem solving and communication. This problem-based lesson encouraged students to represent situations using symbols, use multiple models to represent relationships, and to understand how to create recursively and explicitly defined functions from a pattern (NCTM, n.d.-b, para. 1). This lesson was an excellent example of how problem-based learning that is aligned to content standards can engage students in productive struggle and lead to the development of a deeper conceptual understanding of algebraic reasoning.

References

1. National Council of Teachers of Mathematics. (n.d.-a). Executive Summary Principles and Standards for School Mathematics. Retrieved from
2. https://www.nctm.org/Standards-and-Positions/Principles-and-Standards/
3. National Council of Teachers of Mathematics. (n.d.-b). Principles and Standards: Algebra. Retrieved from https://www.nctm.org/Standards-and-Positions/Principles-and-Standards/Algebra/
4. Roche, R. (Producer). (1996). Staircase Problem [Video file]. Annenberg Learner. Retrieved from Alexander Street database.
5. Walle, J.V. D., Karp, K. S., Bay-Williams, J. M. Elementary and Middle School Mathematics: Teaching Developmentally, VitalSource for Western Governors University. [Western Governors University]. Retrieved from https://wgu.vitalsource.com/#/books/9781256957669/

The aim of this paper is to compare and contrast the cooperative problem-solving strategy and the conventional technique and study their effects on mathematics performance. Various investigations have indicated that students experience mathematics anxiety which is an inclination of pressure and dread that meddles with mathematics learning. This might be ascribed to the encouraging strategies applied in the classrooms. Through the cooperative problem-solving learning strategy, every student in the gathering is dependable to impart insights and work together to take care of a mathematical problem. Then again, the conventional technique is teacher-focused guidance. The quasi-experimental research design configuration was utilized and the samples were assembled into A and B named experimental and control groups respectively. The experimental time frame was five weeks with an all-outnumber of twenty-five hours of exercise conveyance for each group. The experimental group was taught utilizing cooperative problem-solving techniques while the benchmark group was taught utilizing the customary strategy. To find the effects of cooperative problem-solving, it was analyzed using the paired t-test. The study uncovered that the experimental group has a mean score that is essentially higher than that of the benchmark group. The research, for the most part, uncovered that the experimental group performed superior to the benchmark group. The outcomes uncover that students are progressively effective when systematic problem solving on Polya’s four stages strategy is joined into cooperative learning. Furthermore, the results suggest that the cooperative problem-solving method leads to better mathematics performance compared to the traditional method.

The study, therefore, recommends that the training of mathematics teachers should incorporate the various strategies of presenting mathematical activities to Ethiopian high school students, especially the cooperative problem-solving strategy.

Introduction

Mathematics has a basic capacity in students’ prosperity and producing a developed country. However, students’ scores are decreasing from time to time. Mathematics teaching has consistently been treated as an imperative piece of average instruction and specifically science education. It is accepted that a teaching strategy is essential to any important advancement exertion.

Basically, describing is not instructing and simply listening is not learning (Riasat Ali, Hukamdad, Akila Akhter and Anwar Khan, 2010). Again, some learning forms center around the educator, where the students are solely latent data beneficiaries. While in the active learning-focused process, the instructor is just a facilitator or a guide in the point of convergence of present-day frameworks of training. According to (Orhan and Ruhan, 2006), in all-powerful learning forms, the students master as indicated by their own motives and rate.

The varieties of values and qualities concerning mathematics learning bring about various mathematics educational frameworks. The role of teachers is to facilitate students’ reasoning skills and learning, therefore, the teacher should attempt to motivate students to learn. To be aware of teaching practice activities done by teachers, we should have enough knowledge about learning and teaching methods. Different teaching methods such as traditional, problem-solving, and cooperative learning have been used in educational systems all over the world.

The method usually used in the context of Ethiopian high schools in general and Amhara regional state (one of the largest provinces in Ethiopia) in particular is the traditional teaching method. Consequently, significantly high numbers of students score below average. For instance, the four National Learning Assessment reports of grade eight students mathematics performance in the Amhara region is not only being very far below from the expected mean fixed nationally by the Ministry of Education for advancement, which is 50 %, but also going down from time to time (National Educational Assessment and Examination Agency, NEAEA, 2013-2017). Furthermore, according to Amhara Education Bureau, by 2016 only approximately 33% of students who took the grade 10 national exam in the region have got the passing mark. According to Hailu and Habtamu (2016), Instructional and Individual Factors are factors that attribute to students’ low mathematics achievement in grade 10 and about 35.5% of students scored below grade C.

Little research is done on the interactive effects of cooperative problem-solving of high school students on their performance in mathematics. For example, researchers (Driver, Asoko, Leach, Mortimer, and Scott, 1994) have informed the blend with respect to the two approaches. Schoenfeld (1987), for example, focuses that the interaction that happens in small group problem solving impacts the development of self-guideline and beliefs (about mathematics and about one’s ability to do mathematics), and that these beliefs, thus, sway students’ mentalities and trust in their capacity to do mathematics.

In a critical thinking approach, skill is one that students perceive they had learned (Wismath Shelly, Doug, and Zhong, 2014). As indicated by Chan, L. L., and Idris, N. (2017), cooperative learning approach is a teaching method that urges students to help each other in a little gathering to accomplish a shared objective. As indicated by Slavin and Slavin (2014), researchers agree that cooperative learning can deliver beneficial outcomes on accomplishment yet differ in the conditions under which the methodology is powerful. For example, the essential component of cooperative learning and working is a positive interdependence (Laal, 2013).

In addition, cooperative problem solving is among the focal current century abilities teachers need their students to develop (Shelly, Wismath, and Doug, 2015). Cooperative problem-solving Strategy in Senior Secondary School improved students’ performance (Sunday, A. Adeyemo, 2010). Mizukami (1986) stresses that all instructing and learning theories should be considered, analyzed, contextualized and reproved, since it is appreciated that the way where the strategy is tended to or proposed may meet some instructive marvel..

The goal of the research is to check whether the interactive impact of cooperative problem-solving approach improves students’ performance scores in mathematics or not.

As one of the independent variables was a problem-solving approach, the different levels of cognitive domains of Bloom’s Taxonomy in educational objectives (knowledge, comprehension, application, analysis, synthesis, and evaluation) were utilized. The explanation behind utilizing Bloom’s scientific classification is that it takes into consideration an away from to utilizing in the assessment of both a set of assessments and candidates’ scores in the assessment, pre-test and post-test, to its standard.

Method

Research Design: The participants into two groups, experimental (treatment) and control groups were assigned non-randomly, that is, the intact groups were used. The study used a quasi-experimental non-equivalent control group design. Convenience sampling technique was used to select the school and the classes that formed the study sample. To control for teachers’ education and experience as sources of internal invalidity, only teachers of equal education and trip were chosen

Instrument: The investigation utilized a pre-test and post-test dependent on Cognitive Domains of Bloom’s Taxonomy of Educational Objectives (the 1950s) regulated to both the control and experimental groups utilizing the Mathematics Test of Assimilation (MTAS). The four stages of Polya’s (1957) problem-solving approach were utilized for handling mathematics problem to solve. Besides, stamping plans (scoring rubrics) was set up by the researchers. The checking plans were made of R (real imprint), S (strategy imprint, forms), and P (precision mark).

Participants: The participants were 120 grade 11 students from Dangila preparatory school, Awi- zone, Ethiopia. Of these respondents, 60 were in the experimental group class, while 60 others were in the control group class. A short training about cooperative problem solving was given to the experimental group. Students were told about the objectives of the study. Therefore, they were willing to participate in the experiment. Students were on an average of 17 years old. The study was carried out for five weeks.

After interventions were accomplished, both the experimental and control groups were given a posttest, which was similar to the Pre-test. The product SPSS was utilized to break down data. Students’ scores of the experimental group was compared with the control group, where students were shown to conventional instructing techniques. To choose if treatment was in actuality, comparison of posttest scores between the experimental and control groups were made utilizing paired t-test.

RESULTS AND DISCUSSION

Mathematics achievements: The aftereffects of this study show that cooperative problem-solving approach enhance achievement than the regular instructing technique. The cause for the increase in achievement of students may be the inclusion of cooperative problem-solving strategies, disclosing to their companions and accepting a clarification where the ideas can be effortlessly comprehended. Cooperative problem-solving techniques give more freedom and open doors for students to conjecture and test, draw pictures, discover an example, examine, take care of issues, make arrangements, give thoughts and help one another. As the outcomes clarified, encouraging strategies including the utilization of cooperative problem-solving on one hand and customary strategy, on the other hand, have various results in mathematics instruction. This shows the outcome is in accordance with the way that the three showing strategies which are traditional, problem-solving, and cooperative problem-solving learning depend on the distinctive learning speculations which are behaviorism, cognitivism, and social-constructivism respectively. The outcomes were additionally in accordance with past studies, as announced by certain researchers, for example, Edna Letida Hernandez Garduno (1997) who found that cooperative learning positively affects students’ abilities in problem solving and their overall mental picture of mathematics and group work. Likewise, the utilization of cooperative problem-solving is a compelling method for improving mathematics performance (Norwood, 2007). Additionally, researchers (Driver, Asoko, Leach, Mortimer, and Scott, 1994) show that connecting socially in a cooperative setting while at the same time tackling non-routine issues is an amazing methods for developing information and thus a more noteworthy commitment to mathematics performance.

Be that as it may, as indicated by Wismath and Doug (2015), optimal ‘cooperative learning’ on problem solving is profoundly depends on the relation among students, teachers, school administrators etc.

On the other hand, the conventional teaching method is a teacher focused, in this way, little freedom is given to students for conversation, critical thinking, making arrangements and working with peers.

At last, when students tackled a problem, they would regularly again deliver their peers to ‘question’ by contrasting answers and the manner in which that they did.

CONCLUSION

Cooperative problem-solving approach improves mathematics performance. In this way, instructors in schools, particularly educators who teach mathematics should know about the advantages and significance of cooperative problem solving and consequently changing the act of teacher focused instructing strategies to student focused instructing techniques.

Mathematics instructors should utilize Polya’s 4-step problem-solving strategy and cooperative learning elements. In this way, teachers are urged to rehearse these strategies normally and adequately. This study only lasted for five weeks. This means that students are exposed to learning in a very short period. Therefore, research should take a longer time span so that the results of this study can be more validated.

Introduction

The paper will examine the problem and evaluate the issue by using the six-step problem-solving approach. The assignment is asking what you are doing when you are faced with a question. When are you going to fix it and what steps have you taken to ensure that it is properly resolved? The six methods for problem-solving will be applied to scenario 1 in this task. Where a person has to make a difficult decision between changing his job to increase his finances immediately, or staying where he is currently working, which may allow him to continue his education along with financial support from the employer. This paper will present a synthesis of all relevant ideas on how to solve the problem in Scenario 1, using a six-step systematic approach. As Voltaire said, ‘No problem can withstand the assault of sustained thinking.’ [Week 9 Assignment 2: Problem Solving. Strayer University Blackboard 2020]

Scenario 1

The problem that was given, “You have worked at your company for eleven years. You have returned to college to earn a Bachelor’s degree to increase your chances for a promotion. You are nearly finished with your degree when a supervisor’s position in a competing company becomes available in another state. The start date is in two weeks, during your final exam period for your courses. The position offers $15,000 per year salary increase, a car allowance, and relocation expenses. Your former supervisor works for the company and is recommending you for the position based on your outstanding job performance; if you want the job, it is yours. All of the other supervisors at this level in the company have Master’s degrees, so you know that you would be expected to earn your Bachelor’s degree and continue to a Master’s degree. Your present company offers tuition reimbursement, but the new company does not.” [Week 9 Assignment 2: Problem Solving. Scenario 1. Strayer University Blackboard 2020]

Defining the problem/scenario

The problem in this scenario is that this person has worked for this organization for over 11 years. The current employer has funded this employee with regard to the repayment of school fees, giving this individual the ability to continue their education towards a bachelor’s degree. Just before completing this degree, the competitive company has shown an interest in recruiting this employee and has agreed to raise their current salary by $15,000, including car allowance and travel costs for the company, because the work is in another state. However, there is no educational assistance and recognition that they would need to pursue their studies in order to earn at least a master’s degree the new company. The person who offered this opportunity is a former supervisor and has told the individual that the position is theirs if they want it, but their start date is to complete their degree during the final exam. The ultimate issue is that this person must decide if he is loyal to his or her current business, or if he wants a financial boost in pay and a new supervisory role with a rival organization.

Analyze the problem/scenario

This person has been employed by their current employer for more than 11 years. This person has returned to school in order to further their education by taking use of the value of the refund of school fees provided in their current job. This person was recommended by the former supervisor for a supervisory position with a competing company located in another state. This new role will begin during the same time as the final exams for their bachelor’s degree. The new company will allow this person to continue their education at the level of at least a master’s degree. So, look at this problem / scenario. This person wants to know if a move to another state, working for a competitor of their current employer, is worth a financial boost of 15,000 per year’s salary to leave their existing company. Therefore, the burden of not completing the final test, of having to repay the current company for these last courses, is worth the risk of giving up on that company for 11 years. Leaving their current employer at this time may be unethical in terms of employment, but a chance for promotion in the same organization might not come back for a while. Financial stability and the cost of living are other important aspects of analysis and consideration.

Generate options for solving the problem in the scenario.

A few possibilities for this problem / scenario may be request a meeting with their current employer and remind them that it is time for them to complete their bachelor’s degree and to discuss potential developments within the company. Express the desire to transfer to a supervisory position and therefore receive a new pay raise for the new position. Let the current employer know how thankful you are for the benefits that have helped you to obtain a bachelor’s degree through the use of the scholarship assistance program. Another choice would be to schedule a meeting with the new company and explore the possibility of a new start date. This would have arisen after the finals of the last courses needed to complete a bachelor’s degree for which they had worked so hard to obtain. I would think that either choice would help to produce the response required to make a final decision on which where to work. If the new company fails to apply for a new start date, it may not be the enterprise that can operate in certain circumstances in the future. If the current organization values and supports your contribution to the future of your education, then with eleven years of tenure and seniority, this could be the best option.

Evaluate the options for solving the problem.

If the current employer acknowledges that the commitment and devotion this employee has shown by earning a bachelor’s degree; while still employed on a full-time job, it is worthy of advancement or at least an advancement. This problem could be overcome at this stage of problem-solving. If the person still wishes to have the opportunity to work for a rival who would have a great deal of interest in recruiting them, then the appraisal may appear as such. Starting with a new organization will generate the stress of learning new policies, needing to relocate to a new state, and maybe getting less vacation time to be able to invest a new pay rise. Going to a new organization realizing that you need to pursue your schooling in order to receive at least a master’s degree, and to pay for these new courses without any help, can be very difficult. Certain questions can remain as follows: does the current company have any sort of non-compete clause, meaning that you cannot go to work for a rival after you voluntarily quit the company? Is there a potential provision that you will work for a certain period of time after the company has paid for some kind of training or further education? Evaluating these choices will aid in your final decision whether to start a new career with a new company or continue with a business you have invested eleven years with.

Decide on the best option for solving the problem.

The best way to solve this problem will be to look at various variables of impact for each potential solution and determine which solutions to retain and which to neglect. Does the increase in pay, the new position and the added benefits outweigh the 11 years of leaving a company that you have worked for? (No) With an increase in pay, does the additional cost of continuing your education towards a master’s degree outweigh? (yes) Starting a new position with a company and being the newest, less-permanent employee, worth giving up 11 years with the current company? (No). Your current employer will also be paying for a Master’s degree to prepare for potential progression. Loyalty to a company that has spent money on you to educate you in the hope that the firm will benefit from the knowledge you’ve learned.

Explain how you will implement the decision made and reflect on whether this option was the most effective.

Implementing this decision would be easy, ethical and moral for me to remain with my current employer if, after meeting with them, they agreed that, since my Bachelor’s degree was completed, promotion and salary increased. The transfer and the potential cost of repaying the company for the last classes that would not have been completed due to the need to move and continue with the new company before the final exams would have been sufficient to affect the newer company. Starting with a new company, losing both rights and future free time will weigh my decision to continue with a organization that trusts enough in me to pay for my schooling. The overall decision is to remain with the existing company.

When faced with a problem, humans often use strategies in order to solve them. There are a number of strategies used but for the purpose of this essay, I will focus on the main ones. Each strategy is perfect to use for a specific problem but may not transfer to another in the same way it was used before, whether the strategies can be applied to the problem will depend on the problem structure, whether it is well defined or ill defined and if the solver has enough knowledge of the goal state. Outlined in my essay are algorithms, heuristics and a common technique to facilitate insight.

Algorithms are a popular strategy used when facing well defined problems as they guarantee a successful solution. The specific algorithm I am going to speak about is called a systematic search, the process is identifying all possible solutions and then sequentially testing them systematically. Glassman and Hadad (2013) gave an example of a lock with a combination dial using three numbers, each going up to 40. They posed a problem where the solver does not know the combination and is unable to open the lock. The solver then using the systematic search strategy would try to ascertain all possible combinations and then work through them in sequence until the lock opens. While this strategy guarantees success, it does have its limitations… Systematic search and other algorithms can take a long time depending on the amount of possibilities involved, in the Glassman and Hadad (2013) lock combination problem there were 64,000 possibilities! Had the dial gone up to 60 instead of 40, there would have been 216,000! In the cryptarithmetic problem, where solvers are expected to assign digits to letters in order to calculate a sum studied by Bartlett (1958) there were 362,880 possibilities, a serial processor able to make and test five assignments per minute would take a month to solve the problem; humans tend to do it less than 10 minutes. Problems with a high amount of possibilities makes the process lengthy, tedious and in some cases unmanageable according to Donnarumma, Maisto & Pezzulo (2016) “In problems like the ToH having moderately large state spaces, exploring all the possible paths is very demanding (in some cases, computationally intractable)” . This strategy is fail proof and most efficient when solving well defined problems with few to moderate possible solutions, an example of a better approach to problems with many possibilities is using a mental shortcut called heuristics. In the case of a lock combination or passcode problem, trying significant number combinations such as important dates could get you to the goal state quicker. It is also useful to note that algorithms work based on a sequence that is designed by knowing the problem structure, it is not randomly put in. Without the problem structure, people are unable to use algorithms to solve the problem. A Newell, JC Shaw, HA Simon (1958)

As seen above, heuristics are polar opposites to algorithms, this problem solving strategy focuses on finding an optimal solution in reasonable time as opposed to the correct solution, regardless of time. The means-end analysis method (which is a hybrid of two heuristics, hill climbing and moving backwards) has been heavily researched and discussed since Duncker (1945) and later, Newell and Simon (1972) would say that the most important heuristic method is means-end analysis, the strategy where you calculate the difference between the problem state and the goal state, form sub goals to decrease the difference and then select a mental operator that will maximally reduce the differences. A well-known problem best using means-end analysis is the Tower of Hanoi, after representing the problem, the solver sets sub goals (Free large disc, free third peg, move large disc to third peg) and completes sub goals, creating new ones if necessary until the problem is solved. In a study by Stock and Cervone (1990) on task persistence, they proved that the people who worked on the “missionaries and cannibals” problem with attainable sub goals in their controlled condition persisted significantly longer than their counterparts with unattainable sub goals or none at all. Another study by Latham and Seijits (1999) resulted in similar findings, participants in the sub goals condition had the highest performance. While means-end analysis is proven to help solve well defined problems quicker and at a higher performance Latham and Seijits (1999), it hinders ill defined ones such as mazes because it lacks information surrounding the goal state. Solvers cannot reduce the difference between the problem state and goal state because the goal state of a maze is unknown. Sweller and Levine (1982). Another limitation of this strategy is that it hinders insight and positive transfer due to the problem solver learning little about the structure of the problem Egan and Greeno (1974) Mawer and Sweller (1982).

Another heuristic that hinders solutions due to the solver lacking information about the problem’s structure is hill climbing, also identified by Newell and Simon (1972) the strategy involves changing the present state in to being closer to the goal state. Eysenk and Keane (2016) argue that the focus on short term goals often does not lead to problem solution and compare it to a climber who tries to climb to the top of the highest peak of a mountain by using “always move upwards” as a strategy, they note that while it might work, it is more likely that the climber will be trapped, surrounded by valleys. Hill climbing, like algorithms moves toward the goal without thought or careful consideration but unlike algorithms do not guarantee a solution and often doesn’t. Hill climbing and successfully reaching the goal requires another heuristic, moving backwards at times in order to get a different perspective of the problem or goal state, a dog trapped behind a fence separating him from a bone is unable to hill climb to the goal, he must step back in order to see the full picture and once he has done this, he will notice an open gate he can access the goal state from. In other scenarios however, both hill climbing and moving backwards can separate you further from the goal and therefore hinder your progress.

Moving backwards is commonly used when a planning problem arises, if someone needs to plan a journey, starting at the goal state and working backwards to plan your moves is sure to give you an easy step by step solution to your problem, this strategy may seem like the goal state knowledge is fully required in order to gain a solution but people often use this technique when they have lost something too. In this scenario, the goal state is unknown as the solver doesn’t know where the goal is but retracing their steps is a fairly methodical approach as even if the exact previous steps cannot be recalled, being in the same place can facilitate insight.

Other strategies used and often given out as advice are trial and error and incubation. Trial and error, similar to algorithms continuously make an effort towards the goal, eliminating unsuccessful solutions as the solver works through them. However, like algorithms, trial and error can be a lengthy and mentally exhausting strategy if using it to solve a complex problem or one with many possibilities. Contradictory to the trial and error strategy is incubation which works by taking time to step away from solving the problem, Wallas (1926) found it can facilitate insight. People often advise others to “sleep on it” this is helpful because as Wallas suggested, once putting the problem aside the subconscious is able to work on solving the problem in the background. Wagner et al. (2004) tested this theory with participants solving mathematical problems, some participants were able to sleep for a while and then they were all tested several hours later, of those who slept 59% were able to find the hidden shortcut but only 25% in the non sleeping condition managed to. However, unlike the other strategies outlined above, incubation was found to enhance solving in creative problems with more possibilities than simpler ones with less Sio et al. (2013)

In conclusion, each strategy used alone has limitations due to the structure knowledge of the problem, time constraints and mental effort. Problem solvers are better equipped at finding successful solutions when combining strategies such as the means-end analysis, using a combination of strategies prevents mental set – the tendency of solvers to repeat previous successful problem solving strategies even when inappropriate Luchins (1942)

In recent years, there has been an increased interest in using mindfulness in organizations to improve employee’s general health (Virgili, M., 2015). Many studies have carried out relatively short-term mindfulness-based stress reduction programs, lasting only a few weeks, however, few have investigated whether it could be a long-term solution for chronic stress triggered by the workplace. Shorter studies such as those by Jenson E. Reiser et al. (2016), Christopher Nyi Nyi Bu et al. (2019), and Maryanna D. Klatt et al. (2008) lasted six weeks before collecting results from their participants. Longer studies such as Sarah Sallon et al.’s (2017) lasted up to 8 months before the collection and comparison of results. Improperly managed stress could cause a variety of medical, psychological, and behavioral health issues (Quick, J.D., et al, 1987). Since mindfulness has been shown to reduce stress, it may be able to help employees manage their stress and subsequent health. Using mindfulness for a longer period of time appears more effective than short-term interventions with respect to workplace stress reduction.

Many short-term mindfulness-based stress reduction studies have been conducted, often exhibiting a self-reported decrease in stress symptoms, as is shown in the experiments conducted by Reiser et al. (2016) and Nyi Nyi Bu et al. (2019). The study by Nyi Nyi Bu et al. (2019) presented results that showed a decrease in self-reported stress levels at the end of the six-week program compared to the initial reports from participants. Similarly, the experiment by Reiser et al. (2016) evaluated stress and job satisfaction in teachers before and after the six-week program. The results from this study suggested that after six weeks of mindfulness, the mean value for job satisfaction increased for individuals who attended all sessions (Reiser, J.E., et al., 2016). However, Reiser et al. critique that aside from the job satisfaction results, the differences in stress levels between those who attended all sessions and those who didn’t were virtually negligible (Reiser, J.E., et al., 2016). So, although these studies recorded self-reported decreased stress levels and increased job satisfaction, there is no evidence to suggest that this helped the health of participants in any way.

In support of this statement, a different six-week study from Klatt, Buckworth & Malarkey (2008) measured the salivary cortisol levels, the body’s main stress hormone, and recorded no difference in levels before and after the intervention. This demonstrates that the improvements, if any, after six weeks were psychological, not physical. These six-week studies show a trend suggesting that observable health benefits from mindfulness-based stress reduction take longer than six weeks to present themselves.

In contrast to this, a longer program was studied by Sarah Sallon et al. (2017) on hospital staff, which looked at both psychological and physical benefits. The results from this study gave more precise improvements from the participants than the six-week counterpart studies, reporting that participants showed a decrease in headaches, insomnia, overeating, anxiety, muscle tension, tiredness, heartburn, lower back pain, stomach problems, depression and irritability (Sallon, S., et al., 2017). With these concise results, it is clear that the longer program had more effect in reducing stress when considering both psychological and physical health improvements.

Since Sallon et al.’s (2017) results show extensive physical and psychological benefits from reducing chronic stress, there may be positive knock-on effects for working environments, as well as healthcare systems. For example, decreased headaches, heartburn, lower back pain, and stomach problems may lead to reduced absences and interruptions while working. High stress levels among healthcare workers have also been linked with an increase in medical errors and absenteeism, along with decreased patient satisfaction (Regehr, C., et al., 2014), so stress reduction may help to prevent these issues, resulting in improved healthcare system for the general public.

From a comparison of these studies, the hypothesis that mindfulness-based stress reduction techniques require a longer time of practicing in order to relieve chronic stress can be supported, where mindfulness must be continued for more than six weeks. Since the studies from Reiser et al. (2016) and Klatt et al. (2008) showed minimal improvement in mental stress reduction and cortisol levels after a six-week program, it can be concluded that mindfulness takes longer than six weeks to have an effect. As the 8-month study from Sallon et al. (2017) shows, a longer program presents prominent improvements over a wide range of health aspects, both physical and mental.

References

1. Klatt, M. D., Buckworth, J., & Malarkey, W. B. 2008, Effects of Low-Dose Mindfulness-Based Stress Reduction (MBSR-ld) on Working Adults, Health Education & Behavior, 36(3), 601–614. Available from https://journals.sagepub.com/doi/10.1177/1090198108317627 (Accessed on November 12th 2019)
2. Nyi Nyi Bu, C., Cotzias, E., Panagioti, M., 2019, Mindfulness Intervention for Foundation Year Doctors: a Feasibility Study, Pilot and Feasibility Studies, 5(1), 1-8. Available from: https://doaj.org/article/b6a8f7d5dc1f47e9b52fbfc7f496e579 (Accessed on 31st October 2019)
3. Quick, J.D., Horn, R.S., Campbell Quick, J., 2008, Health Consequences of Stress, Journal of Organizational Behavioural Management, 8(2), p. 19-36. Available from: https://www.tandfonline.com/doi/abs/10.1300/J075v08n02_03 (Accessed on 13th November 2019)
4. Regehr, C., Glancy, D., Pitts, A., LeBlanc, V.R., 2014, Interventions to Reduce the Consequences of Stress in Physicians: A Review and Meta-Analysis, The Journal of Nervous and Mental Disease, 202(5), p.353-359. Available from: https://journals.lww.com/jonmd/Abstract/2014/05000/Interventions_to_Reduce_the_Consequences_of_Stress.1.aspx (Accessed on 13th November 2019)
5. Reiser, J.E., Murphy, S.L., McCarthy, C.J., 2016, Stress Prevention and Mindfulness: A Psychoeducational and Support Group for Teachers, The Journal for Specialists in Group Work, 41(2), 117-139. Available from: https://www-tandfonline-com.jproxy.nuim.ie/doi/full/10.1080/01933922.2016.1151470 (Accessed on: 27th October 2019)
6. Sallon, S., Katz-Eisner, D., Yaffe, H., Bdolah-Abram, T., 2017, Caring for the Caregivers: Results of an Extended, Five-component Stress-reduction Intervention for Hospital Staff, Behavioural Medicine (Washington DC), 43(1), 47-60. Available from: http://fh6xn3yd3x.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Caring+for+the+Caregivers%3A+Results+of+an+Extended%2C+Five-component+Stress-reduction+Intervention+for+Hospital+Staff.%28Report%29%28Author+abstract%29&rft.jtitle=Behavioral+Medicine&rft.au=Sallon%2C+Sarah&rft.au=Yaffe%2C+Hila&rft.au=Katz-Eisner%2C+Deborah&rft.au=Bdolah-Abram%2C+Tali&rft.date=2017-03-01&rft.pub=Taylor+%26+Francis+Group+LLC&rft.issn=0896-4289&rft.eissn=1940-4026&rft.volume=43&rft.issue=1&rft.spage=47&rft.externalDBID=n%2Fa&rft.externalDocID=A484552546¶mdict=en-US (Accessed on 31st October 2019)
7. Virgili, M., 2015, Mindfulness-Based Interventions Reduce Psychological Distress in Working Adults: a Meta-Analysis of Intervention Studies, Mindfulness, 6(2), p. 326-337. Available from: https://link.springer.com/article/10.1007/s12671-013-0264-0 (Accessed on 13th November 2019)

Introduction

Problem-solving is the thorough process of determining, defining the problem at hand, figuring out the cause of the problem, identifying, rectifying, prioritizing, and finding a solution and alternatives to work on the eliminate the problem at hand. Problem-solving is one of the basic skill set that we all have by default. It is only a matter of how good and proficient one is compared to others and what have you done to strengthen it. We are constantly working on solving problems from the time we rise to go back to bed. “You’ll likely make dozens of decisions each morning before you leave your house, from what time to get up to which color of socks to wear.” (Notes on Critical Thinking, 2017) Even then we are solving problems while in sleep, we find ourselves endlessly solving issues in a dream, be it rational or not.

Scenario 1

“You have worked at your company for eleven (11) years. You have returned to college to earn a Bachelor’s degree to increase your chances for a promotion. You are nearly finished with your degree when a supervisor’s position in a competing company becomes available in another state. The start date is in two (2) weeks, during your final exam period for your courses. The position offers $15,000 per year salary increase, a car allowance, and relocation expenses. Your former supervisor works for the company and is recommending you for the position based on your outstanding job performance; if you want the job, it’s yours. All of the other supervisors at this level in the company have Master’s degrees, so you know that you would be expected to earn your Bachelor’s degree and continue to a Master’s degree. Your present company offers tuition reimbursement, but the new company does not.” (Week 9 Assignment 2, 2019)

As mentioned in the book, Notes on critical thinking from Soomo Learning, the following basic steps are the standard approach to solving a problem.

• Define the Problem
• Analyze the Problem
• Generate Options
• Evaluate the Options
• Make Your Decision
• Implement and Reflect (Notes on Critical Thinking, 2017, p. 7.1 Define and Analyze the Problem)

Applying above mentioned steps on the scenario given.

Define the Problem

The first step to problem-solving is a basic instinct, i.e., understanding what the problem in hand is. Understanding the problem is the necessity. Without a good understanding of what the problem is one is simply like throwing a dart in the dark assuming the target will hit after a few darts thrown, this might get you a target, but the probability is slim.

In the context of the scenario given, the problem in hand is whether to leave the current job that provides a tuition reimbursement but with lower salary compared to the offer provided by the new company that is offering $15,000 more per annum with the higher title but no tuition reimbursement. After defining the dilemma and good understanding of the problem I can now start analyzing the problem.

Analyze the Problem

After successfully understanding and defining the problem or dilemma in hand, I am now trying to analyze the possibilities and hindrances of the decision. If I choose the new offer, I will incur tuition fee that isn’t reimbursed but that would only last for a year or two, and perhaps I could take fast-paced course to complete the masters’ fast and start paying off the loan quicker, this would allow me to pay up on the principal rather having to pay interest monthly. Maybe, I could ask my current employer for a promotion and a raise. Comparing with my current salary and the tuition reimbursement would eventually offset the salary provided by the new offer, deducting tuition expense. (Srinivas, Hari, 2015) Having not to move and tuition reimbursement are the major pros of staying with my current employer. The cons to this are the lower salary. “To remediate a problem, you must first figure out what caused it. This requires that you gather and evaluate data, isolate possible contributing circumstances, and pinpoint the chief causal factors that need to be addressed to resolve the problem.” (Doyle, 2019)

Generate Options

When a problem is defined and analyzed, this step focuses more on generating various option without evaluating the pros and cons. “At this stage, you should not pre-judge any potential solutions but should treat each idea as a new idea in its own right and worthy of consideration.” (Srinivas, Hari, 2015) Quickly brainstorming through possible options and listing the options that are available is the name of the step.

After careful analyzation, I have come up with options like below.

1. Take the offer, relocate and perhaps study as the increase in salary would offset the tuition.
2. Respectfully deny the offer and stick with current employer and utilize the tuition reimbursement benefit.
3. Again, deny the offer and respectfully and ask for a promotion to the supervisor with the validity of continuing Masters.
4. Once again, deny the offer and complete the masters’ degree and ask for a promotion to supervisors’ position.

These options and choices are raw and in no sense evaluated.

Evaluate the Options

Evaluating the options we listed on the prior step, generating options is done in this step. “This is the section where you look through the various influencing factors for each possible solution and decide which solutions to keep and which to disregard. You look at the solution as a whole and use your judgment as to whether to use the solution or not.” (Srinivas, Hari, 2015)

Going through my options and carefully evaluating each option, I realized only two options to be viable and beneficial.

1. Take the offer, relocate and perhaps study as the increase in salary would offset the tuition.

This option is more likely to happen. I will take the new offer and position and work on masters on the side. The tuition expense would automatically offset by the increase in salary offered by the new company.

PROS CONS

• Increase the salary
• Higher position • Relocate
• No tuition reimbursement

2. Again, deny the offer and respectfully and ask for a promotion to the supervisor with the validity of continuing Masters.

Above is a viable option but less likely to happen as this requires convincing my validation and asking for promotion as it does not belong in my action of control. But if stars align this would turn out to be the best option of all.

PROS CONS

• Increase the salary
• Higher position
• No relocation • No control of the outcome
• Stuck with same position and salary if the plan fails.

Make Your Decision

This step on problem-solving requires making a decision based on careful judgment and thorough process of eliminating the bad options. The decision made has slim chances of being a bad option for the long run as this is picked after highly sophisticated elimination of bad options from the good ones and beneficial ones.

With the current situation and considering the viable options pros and cons I can confidently select the option 1, taking the offer and completing the masters with the increased salary. I am confident about this option as I don’t have any control and cannot discard the option that is truly beneficial, maybe not now but in the long run. For one and half a year or two, the rise in salary will go for the tuition and act as an offset, but after this period the increase in salary would be very beneficial. Also, to mention by the end of my masters, I would have two years of experience as a supervisor which means if hypothetically I were to look for a new offer, I would be getting more salary. Thus, after careful consideration, I am moving on with option 1 and taking the offer.

Implement and Reflect

“Once a course of action has been decided upon, it must be implemented, along with benchmarks that can quickly and accurately determine whether it’s working to solve a problem.” (Doyle, 2019) I read the following in an ASQ Quality Press which is worth sharing, “Problem solving, and the techniques used to gain clarity, are most effective if the solution remains in place and is updated to respond to future changes.” (What is problem solving?, n.d.)

Now, that I have made my decision and measured out the pros and cons, I am going to reply to the new offer and if possible make a counter if they are open to renegotiate the salary and increase it by five thousand. I will write a letter of resignation to my current employer, meet with the supervisor and perhaps go for a team lunch. Reflecting to all my options, I highly consider this decision of mine to be very optimistic and beneficial.

References

1. Doyle, A. (2019, 02 05). Problem Solving Examples and Skills List. Retrieved from thebalancecareers: https://www.thebalancecareers.com/problem-solving-skills-with-examples-2063764
2. Notes on Critical Thinking. (2017). Notes on Critical Thinking (3rd edition ed.). (M. J. Lindrum, Ed.) Ashville, NC: David Lindrum. Retrieved from www.webtexts.com
3. Srinivas, Hari. (2015). The Problem Solving Process. Retrieved from GDRC: http://www.gdrc.org/decision/problem-solve.html
4. Week 9 Assignment 2. (2019). Problem Solving: Scenario 1.
5. What is problem solving? (n.d.). Retrieved from asq: https://asq.org/quality-resources/problem-solving

Introduction

Can we imagine a life without Electricity? Electricity is a very basic amenity in today’s world. Apart from the basic requirement of electricity, electricity is one of the basic pillars of the economic development of the country. The country cannot progress without electricity consumption in today’s world as every economic activity needs electricity, for example, all Industrial activities whether it is small scale or large industrial establishments require electricity.

The availability of electricity at an affordable cost and environment-friendly is important for the sustainability of all economic activities. That power is pivotal to the realization of the socio-economic goals — of individuals and nations. Access to electricity becomes equitable only when the reliability of the power supply is ensured

The environment-friendly renewable energy sources are competitive in price due to promotion under the Electricity Act, of 2003 and various promotion policies by Central & State Governments. Also, the Government of India has set an ambitious target of 175 GW of renewable power by 2022.

Today’s problem before us is the seamless integration of renewable energy resources (like, solar, wind, Small Hydel, Biomass & bagasse Cogeneration) into the grid to achieve the 175 GW RE target, the major contributors to renewable energy are solar & wind, which are variable natural .in turn has to ensure the effective utilization of renewable in order minimize the carbon footprint, ensuring the reliability of the grid and economical cost in supply and passing the benefits to society. The distributed generation helps the social benefits like rural income by the generation of solar energy or biogas energy.

To address this problem, we have to look for innovative solutions using emerging technologies i.e. Hyper automation in integrating various system components of the grid with the variable nature of renewable energy generators in the Smart Grid.

Problem Statement

The Indian government has set an ambitious target of 175 GW installed capacity Renewable energy by 2022, this includes 100 GW of solar and 60 GW of wind energy from current capacities of 9 GW and 29 GW. The variable nature of renewable energy from solar and wind going to see huge growth as per the target by the Government and in addition to the statutory provisions for the promotion of renewable energy as per the Electricity Act, 2003. The real challenge is, how to integrate the infirm nature of RE power into the grid, and how to balance the grid with this uncertain RE power in the grid as we are not sure when it comes in to or goes out of the grid within 15-minute operational time blocks.

In addition to technical challenges for grid operations in the integration of RE power, also it has various financial implications on the finances of Distribution companies, consumer tariffs, and incumbent power generating companies, especially coal-based thermal power plants. That variability can lead to increased cycling of dispatchable, fossil-fuel-fired generators, which burns more fuel and increases mechanical wear on those machines. Sometimes those cycling costs are significant enough that energy prices go negative when there is an excess of wind. This is because it’s more cost-effective to pay someone to take your surplus capacity than to shut down a generation source.

Despite the Must status for RE power, many states are resorting to curtailment as some state grid operators are unable to balance in real time due to a lack of information flow between the generators, Grid operators, and end users(Domestic and Industrial/Commercial users).

Analysis of existing solutions available:

There are a few existing solutions are there, which are below

• (a) Forecasting wind &Solar: The forecasting of solar and wind energy can help Grid the operators to enhance the utilization of RE power to the maximum. However, there can Forecast errors typically range from 3 to 6% of rated capacity one hour ahead and 6 to 8% a day ahead
• (b) Operational Practices: Fast Dispatch and Larger Balancing Authority Areas: Fast dispatch helps manage the variability of RE power as it reduces the need for regulating resources, improves efficiency, and provides access to a broader set of resources to balance the system. With faster dispatch, load and generation levels can be more closely matched, reducing the need for more expensive regulating reserves.
• (c) Reserves management: Modified reserve management practices can be used to help address the variability of wind and solar power. This includes a). putting limits on wind and PV power ramps to reduce the need for reserves and b). enabling variable renewables to provide reserves or other ancillary services such as regulation, inertia, etc
• (d) Interconnecting more distributed resources: The impacts of intermittence of RE power can be minimized by interconnecting a large number of small distributed resources spread over a larger geographical area instead of a large unit concentrating in one area. Fluctuations in the total output will be minimal as the local variations affect only small units, not the total output power
• (e) Energy Storage: with increased levels of renewable penetration, energy storage is a standard solution to minimize generation curtailment. An alternative to expensive storage systems is large “overbuilding” (200- 300%) and curtailment.
• (f) Wind-PV hybrid systems: Since wind and solar PV outputs are complementary types, the hybrid arrangement of these two resources will improve the overall power fluctuations to some extent.
• (g) Demand Response: Flexibility on the demand-side is a good option to reduce the impacts of fast ramps. Demand response can be used to supply reserves and ancillary services as well as peak reduction. The use of demand response to balance the system during infrequent events in which there is a substantial under- or oversupply of renewable generation can lead to cost savings compared to continually maintaining additional reserves.

Proposed innovative solution using hyper-automation

All the above existing solutions in isolation mode are not effective in the vast and complex grid in achieving the goal of seamless integration of REpower.

The real solution is to combine all the above solutions and Integrate the grid system components like Renewable Generators (RE), other generators (Coal Nuclear, hydro & Gas), Transmission networks, and End users (Industrial & Domestic consumers), with the installation of IOT equipment like smart meters, sensors and devices in the Grid to generate the data via Home area network (HAN) and Wide area network (WAN).

An integrated, cloud-based IoT platform with AI and machine learning technology gives us visibility, i.e foresight on how much & when RE power is available (forecasting tools for RE generation) and in which subnetwork of the grid, with which we can proactively take action to control other sources of generation or users demand to balance the grid without compromising the safety and security of the Grid.

Also with the usage of above said technology, the next effort is to optimize the cost with the integration of additional data on economics, the cost variable nature of renewable power, cost of curtailment /ramp-up cost of coal generating station, economics, and contractual issues in supply, cost of battery storage, storage pump hydro stations, payments or compensation mechanisms to states that bear a disproportional burden for RE, Time of Day pricing, consumers affordability, Regulatory implications like Must run for RE etc

Hyperautomation will successfully integrate tools to cover the spectrum of automation itself (discover, analyze, design, automate, measure, monitor, and reassess).

With combination of technical and economical data integration with IoT coupled AI and Machine learning technology helps us to achieve our aim of seamless integration of REpower in the Smart Grid

Road Map for Hyper automation- Integration of renewable energy in Smart grid

• Desired Business Outcome: Integration of infirm/variable nature of energy from renewable energy sources
• Increase in RE % : Increasing level of RE penetration from—- to —–
• Total Cost of power: Reduction in cost of power
• Costs: Cost of reserve and cost involved in integration
• Risks: No certainty on the availability of power throughout the day

Optimize the Process

Assess/Right Size: Analyse the availability of different sources of renewable energy, and the quantum of energy availability using the different forecasting tools that match with demand cycle of the grid. Encourage the demand for power shifting, when renewable power supply is available by giving incentives or saving energy produced through pump hydro power storage or battery storage etc.

Industrialise and Scale: limited impact on tariffs, minimized curtailment rates, and stable grid operations will require careful technical studies and discussion of tradeoffs, instruments, and risk allocation.

Enhance:

Assemble DigitalOps Tools with others

• DitigitalOps Toolbox
• iPaas
• AI

Novelty of the proposed innovative solution :

This is augmenting human beings through Artificial intelligence by connecting with all the system components effectively, which will help us to integrate RE economically and Safely in the vast grid system with advanced data collection, analysis, and control of the existing system without making any changes in physical infrastructure (like Transmission lines ) of the Grid.

Viability of implementing the proposed innovation

The proposed innovation is viable with the presently available system components and also technology-wise i.e. Hyper automation. The cost involved in the installation of data collection devices and their integration with the usage of technology i.e hardware, Software, Internet, and networks is very minimal compared to the savings on the integration of RE power in terms of its cost and benefits to the Environment and Social benefits due to RE power projects

Yes, 175 GW RE can be integrated at a national level without major storage needs, but even this will involve more transmission across longer distances. The real challenge comes after, when RE grows far higher. The 175 GW target is mostly one that relies on the low-hanging fruit of variable RE. Further scaling, towards deep decarbonizing of India’s electricity system, is a hard task, and one that will require a host of technical, policy, and regulatory improvements spanning storage, time of day pricing, and flexibility of both operations and power purchase agreements.

How Hyper automation technology helps in the seamless integration of renewable in Smart Grid

Hyperautomation will successfully integrate tools to cover the spectrum of automation itself (discover, analyze, design, automate, measure, monitor, and reassess).

To understand how the hyper-automation will help in integrating renewable energy sources, let us understand what a is grid and how it works

In the vast grid, for reliable grid operation, the response time for changes in demand or supply should be very quick. Whenever variable renewable energy comes into the grid, the other generating power like coal/Hydro/gas generation needs to be back down quickly to match Demand and supply for the security of the grid, and similarly, whenever, the supply reduces on renewable energy, the Load from other generation Coal/hydro/ gas need to pick demand or shed the load to match the supply and demand.

The simple automation can be programmed to match the supply & demand for conventional energy generations alone, integrating the variable nature of renewable energy in the grid requires Artificial Intelligence and machine learning tools for smooth integration of this renewable energy

Assessing the different renewable power generators connected and their power availability using the forecasting tools and at the same time the demand curves of the grid are mapped with the renewable energy generator, coal generators/Hydro /gas generators, any variation of renewable energy i.e whenever low renewable energy supply can be compensated with quick response hydro/gas generators and whenever excess energy, the surplus energy can be used in storage pump hydro power generators or the advanced battery storage systems.

Hyperscale automation and analytics will be required to also generate new revenue from the new energy-related business models that will emerge in the massive-scale distributed generation era. The energy networks of the future will increasingly rely on virtual power plants instead of traditional bulk generation. Virtual power plants carefully orchestrate distributed generation, storage, and consumption, turning renewable energy resources in homes and enterprises into a networked source of reliable power. New value will be created by those companies that figure out how to seamlessly and continually match electric supply and demand in this massively distributed system

Analysis of the proposed innovation from the perspective of three pillars of sustainability (Economic, Environmental, and Social)

The smart grid is a suite of information-based applications made possible by increased automation of the electricity grid, as well as the underlying automation itself; this suite of technologies integrates the behavior and actions of all connected supplies and loads through dispersed communication capabilities to deliver sustainable, economic and secure power supplies”

In the longer run, handling 175 GW of RE and subsequently, more RE requires a stronger grid with improved signaling. Solutions such as time-of-day pricing (starting at the wholesale procurement level, before retail consumer time of day) will help incentivize improved supply options, including speakers, storage technologies, and load shifting including through smart grids (demand response). Electric vehicles can also synergize with RE, especially if the pricing signals are right. Of course, India needs a stronger and smarter grid regardless of higher RE, and not all the burden of grid improvements should be placed on the shoulders of RE

One study shows that “Student loan borrowers are central to financing a college education, yet millions of borrowers are in default.” (Dynarski par. 1). (into) This quote states the default issue for student loan borrowers, however, we can solve this crisis. In addition, solutions to student loan debt include following a payment plan, being educated about loans, living on a budget, finding jobs that offer forgiveness, and lastly saving money. Consequently, failing to repay student loans can ruin future choices such as buying a car or house due to a bad credit report. Nevertheless, those kinds of situations can be preventable.

One solution, to avoid the student loan crisis is to follow a payment plan. (inter) According to the New York Times, “How To Clean Up The Student Loan Mess,” Susan Dynarski points out that we could make it easier for borrowers to manage the loan system. She explains, that when borrowers fall back on their payments, they should be automatically enrolled in an income-based program (par. 11). Furthermore, Dynaski reports, that enrolling in an income-based repayment program simply cuts down the loan default from 21 percentage points to considerably zero points (par. 7). Similarly, all income-based plans offer to reduce monthly payments due to low income. Alternatively, if the borrower happens to experience financial calamity or unemployment, the borrower can apply for deferment. As a result, this allows borrowers to postpone payments for up to three years. Also, the borrowers can explore cost-reduction alternatives by taking advanced classes in high school, and earning those advanced credits can reduce college expenses (Johnson et al 195). However, this allows the borrower to graduate sooner which saves the borrower money. In addition, another online resource that can be helpful to students may be the Federal Student Loan Estimator, which allows the student to calculate payments.

Another solution is to be educated about student loans. According to the article, “The Right Way To Borrow For College” Sandra Block suggests discovering loans with advantageous terms and reducing the act of borrowing money (par. 2). For instance, being educated about loans has many advantages. Such as being eligible for repayment plans and getting debt forgiven. In addition, choosing federal government loans first allows borrowers student loans to be discharged if the borrower passes on (Block par. 3). Alternatively, Perkins Loans allows undergraduates to receive up to $5,000 per year for a maximum of $27,000, also borrowers get a nine-month period to repay and have up to 10 years to pay them off after graduating or leaving school (Block par. 5). Similarly to Perkins Loans, Direct Subsidized Loans also includes borrower’s interest being paid for by the government while in school (Block par. 8). In contrast, Direct Unsubsidized Loans does not include government paying interest while in school (Block par. 9). Furthermore, A previous study (Andruska et al., 2014) states the lack of knowledge about different types of loans and options for college, many students stated they did not question what loans they were getting or even asked about other types of loans. Another student stated they knew nothing about student loans and would be graduating with a lot of debt. Also, the student knew of subsidized and unsubsidized, but could not be able to explain if the student was asked what it was. (Johnson et al. 191). Alternatively, students rely on their parents, and their decisions are influenced by them. Furthermore, one student stated that she just signed the loan contract because she trusted her parents and did not educate herself about loans. (Johnson et al. 191). Also, many students feel obligated to choose careers that are chosen by their parents. As a result, the student ends up switching careers and starting all over. Consequently, this can result in more debt and a waste of money (Johnson et al. 185). Furthermore, educators and financial aid advisors can be helpful to students by giving them alternatives and helping them choose what loan best suits the borrowers (Johnson et al. 194).

One of the best solutions is to live on a budget. For example, according to the article, “Navigating The Student Loan Mess” Anne Smith argues that millennials prefer to pay monthly bills for gym memberships or cable services but would not save up for college (par. 6). This attitude shows students need to live on a budget and prioritize college. Furthermore, living the “college lifestyle” benefits the borrower in a lot of ways, Such as borrowing as little as possible. As a result, this allows the borrower to repay on time due to money being affordable. One way to budget is to explain in the article, “Navigating The Student Loan Mess,” written by Anne Smith, who states keeping track of all finances on a dashboard, helps the borrower to track their progress (par. 4). Therefore, students knowing how much they owe can help them keep track of how their monthly payments.

In the meantime, students can find jobs that pay some percentage of debt or offer forgiveness. Besides, borrowers who worked 10 years for the government or a nonprofit may qualify for debt forgiveness (Block par. 17). More importantly, pay as you earn that way you qualify for debt forgiveness faster. Also under any circumstance, federal loans qualify for forgiveness. Similarly, working full-time public service with Perkins loans can get debt forgiven fully (Block par. 5). In addition, most forgiveness programs do not have the same requirements or conditions make sure to research the forgiveness program before pursuing. Furthermore, According to USA Today, full-time undergraduate employees can receive up to $3,000 each year and up to $5,250 for graduate courses. Also, workers who work at Walmart or Sam’s Club and who studied at American Public University may be eligible to receive a grant that covers 15% (Shawn par. 2) Similarly, Chipotle employees receive up to $5, 250 per year for educational expenses (Shawn par. 3) Also, the company offers programs and degrees from many universities in partnership with Guild education. However, in most cases, students need to be employed for a certain period with their company to receive tuition and must maintain average grade points (Shawn par. 3)

Lastly, students could put away money towards student loans. As soon as borrowers start saving from early adulthood, they can save up to six figures worth of wealth. (Johnson et al. 195). Alternatively, students can use money from savings if they do not qualify for loans. Also, students should avoid using student loan money for non-school-related expenses. While that might be the only option they have. As a result compound interest works against them when debt is overdue (Johnson et al. 195). In addition, several students mentioned until their student loans are repaid, they may be unable to save (Johnson et al. 195). However, educators should mention to students in high school that saving can be a lifesaver. Also, students can use online calculators that show their interest, this may be helpful to students visually.

In conclusion, even though student loan borrowers are in default it is preventable and can be solved. However, as I mentioned before following a payment plan, living on a budget, being educated about students, finding jobs that offer forgiveness or pay debt, and lastly saving money. Thus all I mentioned above regard student loan debt solutions.

Work cited page

1. Administrator, dallasnews. “Navigating the Student Loan Mess.” Dallas News, Dallas News, 27 Aug. 2019, www.dallasnews.com/business/personal-finance/2014/10/04/navigating-the-student-loan-mess/.
2. Block, Sandra. “The Right Way to Borrow for College.” Kiplinger’s Personal Finance, 10 Sept. 2014,www.kiplinger.com/article/college/T014-C000-S002-best-college-values-2019.html
3. Carter, Shawn. “These Companies Will Help You Pay to Go to College.” CMBC Make it, 23 Aug. 2017, www.cnbc.com/2017/08/23/these-companies-pay-for-college-tuition.html
4. Dynarski, Susan. “How to Clean Up the Student Loan Mess.” New York Times, 6 Apr. 2018,www.nytimes.com/2018/04/06/business/how-to-clean-up-the-student-loan-mess.html
5. Johnson, et al. “What are Student Loan Borrowers Thinking?” Journal of Financial Counseling and Planning, vol. 27, no. 2, 2016, pp. 184-198, doi: 10.1891/1052-3073.27.2.184