Writing the Problem Statement

In this assignment, you will explain your problem choice and formulate a problem statement. Prior to beginning this assignment, Review Chapter 1: Identifying and Defining Problems of the coursebook One Step at a Time: A Roadmap for Problem Solving & Making a Difference. Review Week 1 Identifying a Potential Problem discussion forum posts. Review A Closer Look: Week 1: Stating the Problem. Review Technical Requirements for page length and source requirements. In your paper, Describe the problem you selected based on your responses to the 5W1H method in the Week 1 Identifying a Potential Problem discussion forum. Be sure to clearly identify each component of the 5W1H method in this section. Write the problem statement. Explain why you selected this problem. Discuss the degree of urgency to solve this problem, if any. Select the arrow to review the formatting guidelines for the Writing the Problem Statement paper. A Closer Look Article: What is Action-Driven Learning? How is it different from action research, participatory action research, and case studies? Throughout the weekly article readings, you will see discussions about various research methods used in individual studies. While some researchers move beyond the traditional definitions of certain methods, it is helpful to understand the common interpretation of the methods used in the research. The sources included in this course often refer to 3 types of studies: Participatory/Action Research, Action-Driven Research, and Case Study. Select the arrows to read more about the types of studies. Participatory/Action Research Traditionally, Participatory Action Research referred to broad, sweeping societal changes driven by community members working together to implement change. In Action Research, the researcher serves as an agent of change working to implement interventions that will hopefully improve performance, production, etc. Action Research often follows a cyclical model that includes identifying a problem, crafting an intervention, collecting pre and post-intervention data, and reflection where the researcher introduces an intervention to promote positive change, often in one institution. Social Competence Social competence is knowing how the digital content you use, create, and/or share impacts others and how to be an ethical citizen in the digital world. This includes diversity, equity, and inclusion. It is critical to be respectful, sensitive, and aware, and maintain an ethical responsibility to diversity, equity, and inclusion when engaging in the online environment and/or creating your own digital content. Action-Driven Research With all of this said, action-driven research is what you will be using in this course. Action-driven or action-oriented research focuses on collaborating with community partners who have expertise related to a problem under study. Collectively, this pooled expertise results in informed decisions that consider all stakeholders’ needs and perspectives. This collaborative approach has two great benefits. It ensures on-target planning that is positioned for success because all stakeholders were considered in the development. It also fosters buy-in from the larger group when those who are affected by a change had a voice in the design of that change. Case Study In a traditional case study, the researcher's role is very different. The researcher does not introduce change. In fact, the researchers in these studies try diligently to avoid disturbing the situation under study. Their goal is to deeply describe exactly what is happening without introducing outside influences. While these definitions can appear to be more fluid in some of the studies you will be reading, it is important to be familiar with these typical definitions of these important research methods. Why Look for Problems? Without change and invention, we stagnate. If we embrace a growth mindset, we embrace change and problem solving as well. Certainly, employers seek employees who can help them grow their business by solving problems and streamlining operations, which reduces risk to employees while increasing profits for the business. While some may be oblivious to problems, others may be change agents who exercise active citizenship by seeing problems as opportunities to find solutions that make a positive difference. Sometimes our solutions are discovered serendipitously where we search for one solution but end up discovering something different that can be even more impactful. For example, as one of the few women chemists at DuPont in the 1960s, Stephanie Kwolek’s work led to the development of Kevlar, a fiber best known for its use in bullet-resistant vests. Select the arrow to read more. Stephanie Kwolek And sometimes, we witness a problem that creates a dangerous or uncomfortable situation for people that inspires a positive change. Select the arrow to read more. Garrett Morgan You may be asking yourself, “I am not a chemist or an inventor, so what could I do to create positive change?” As our text reminds us, change agents do not need to hold positions of power, but they do hold a clear vision and purpose and a determination to make a difference. They educate themselves about the problem and build relationships with those who can help facilitate a change. They know the importance of starting small and scaling a solution to fit available skillsets and resources. You can make a positive difference in your own community or workplace! Creating the Problem Statement: Using 5W1H Once a problem is identified, the first step is to create a workable problem statement that will provide a vision for resolution, serve as a communication tool, encourage accountability, provide clarity of the problem, and establish goals for the problem-solving efforts to follow. The 5W1H method will help with this. Identifying and defining problems is a process based on asking good questions such as what, who, when, where, why, and how: 5W1H. A flowchart illustrates the use of 5W1H to create a problem statement with the long description provided next. Long description The 5W1H method helps to structure your thoughts as you draft a problem statement. It aids in putting observations into words, describing the context and impact of the problem, and clarifying the next steps. Select the arrows to read more. WHAT When answering what, you’re describing the situation. What questions may ask: What is the problem? What are its effects or what symptoms of the problem have been seen? What has been done? What should be done? What is my sphere of influence on the problem? WHO When describing who, you’re identifying those individuals or groups who are impacted by the issue. Who questions may also consider who is involved in causing the problem (if a cause has been identified) and who might be involved in resolving it. WHEN If known, it’s important to identify the timeframe both for when the problem existed and for when it might be ideally resolved. WHERE The question of where might address the aspect of a business or community that triggers the problem, or is most impacted by the problem, or both. Depending on the situation, it may also refer to the physical setting or geographic location where the problem occurs. WHY When asking why, you may revisit the “5 Why’s.” However, the question of why is not limited to the cause of a problem. Rather, it may also address the importance of investigating the problem in the first place. Why is there a need for action? Why should others – whose help you may be seeking – care? Why is this problem important to you? To others? HOW The final question of how identifies the action plan for further investigation of complicated or complex problems. This action plan may also include any initial resources, tools, or methods that you predict you’ll need in order to effectively investigate the problem. What amount of difference can I reasonably expect to make when approaching this problem? Who could help me address the problem?