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All information for this Padlet came from:

Friend, M., & Cook, L. (2014). Interactions: Collaboration skills for school professionals. New York: Longman, Chapter 5.

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Implementing The Solution & Evaluating the Outcome 

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Implementing The Solution & Evaluating the Outcome 

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Before implementing an intervention or strategy, implementation plans must be finalized by:
1. Detailing arrangements
2. Determining the criteria for success
3. Scheduling time to evaluate outcomes

When evaluating outcomes determine:
1. If the solution was implemented consistently
2. If another solution from those considered by the problem solving group should be implemented instead
3. Should new possible solutions be evaluated to be used as alternatives?
4. Has the problem been accurately identified?
5. Is this a problem that this group should be attempting to resolve?

(Friend, & Cook, 2014)

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This selection can be based on several factors:

1. Intrusiveness - Will the intervention or strategy disrupt classroom routines or require changes in staff assignments?
2. Feasibility - Does this solution require a separate budget, inordinate amounts of time, or coordinating multiple activities?
3. Individual Preferences - Are the parties involved more comfortable with one solution over the other?

The decision is one that should be made carefully, with balance between caution and reliance on the collective careful judgement of the group (Friend, & Cook, 2014)

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In order to make an informed decision, each of the potential solutions should be evaluated. This involves two problem-solving steps (Friend, & Cook, 2014):

1. Delineating the positives and negatives of each potential solution....this step of weighing advantages and disadvantages should be completed for all of the items on the list of potential solutions. One way to do this is by using the Plus/Minus/Implications (PMI) chart.  Plus: meaning positive results; Minus: meaning negative results; and Implications: meaning possible positive or negative outcomes of the action
2. Outlining the tasks that would be required to implement each of the potential solutions. After considering the tasks associated with each of the possible solutions, decide whether each option still seems feasible. If not, discard the idea. If so, retain the idea as a likely solution.

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This problem solving-solving step relies heavily on divergent thinking (Friend, & Cook, 2014).

Suggestions for Generating Potential Solutions:

1. Brainstorming-participants in the problem- solving process call out solutions as they think of them, facilitating their own thinking by listening to the ideas generated by other.
2. Brainwriting- participants individually write  3 or 4 potential solutions on a blank sheet of paper, place them in a pile, and then take another's list to be used a stimuli to generate additional solutions.
3. Nominal Group Technique- participants individually write down potential solutions, then share one at a time (alternating to a new individual each time), next the entire list is discussed as participants identify the most important potential solutions and then rates them by their priority.  Lists are compared to find a a clear pattern of preference for particular ideas. If none is found, further discussion ensues and a second vote is taken.

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Phrasing problems as questions is a successful means of encouraging constructive problem identification. Phrasing problems as questions conveys to participants that answers are possible and lends a constructive tone to collaborative problem solving.....using questions sets creates a climate that fosters interpersonal problem solving (Friend, & Cook, 2014).