LSIP 211: Problem Solving, Self-Awareness, and Ice Breaker Analysis

This assignment, part of the LSIP 211 module, delves into problem-solving methodologies and self-awareness concepts within a leadership context. The student analyzes a case study, applying Dr. Shoji Shiba's 7-step problem-solving technique to address a scenario of a teacher crossing boundaries. The assignment requires defining the problem, collecting and analyzing data, planning and implementing solutions, evaluating effects, standardizing solutions, and evaluating the process. Additionally, the assignment explores self-awareness, including subjective and objective self-awareness, and examines the use of ice breakers in a classroom setting, specifically the "Two Sides of a Coin" exercise, to foster understanding and communication among students. The student provides detailed explanations, references, and demonstrates the application of theoretical concepts to practical situations, fulfilling the assignment's requirements for analysis, critical thinking, and application of management principles.

Running Head: MANAGEMENT
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Name of the Student
Name of the University
Author’s Note

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Table of Contents
Answer to question (1)..................................................................................................2
Problem solving:........................................................................................................2
7 Steps problem solving:...........................................................................................3
Answer to question (2)..................................................................................................7
Self-Awareness.........................................................................................................7
Ice breaker for classroom.........................................................................................8
Two sides of a coin...................................................................................................8
The purpose of the ice breaker.................................................................................8
Reference...................................................................................................................11

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Answer to question (1)
Problem solving:
A problem can be defined as an unwanted and unwelcomed issue that arise and
needs to be taken care of with proper steps and investigation. There are two types of
problems based on the degree of the complexity.
1. Simple or easy problems: Simple problem refers to those problems for which
the solution is defined or known. It is determined that a particular course of
action would definitely solve the problem. For example, Mr T’s shoes are
untied. It is a simple problem, which would require him to bend down and tie
his shoe lays.
2. Difficult or complex problems: On the other hand, complex or difficult
problems are those problems that do not occur on a regular basis and the
solution of the problem is not determined. In this case an individual needs to
first analyse the problem and then figure out the possible solutions that would
help him in solving the issue or the problem. For example, a customer service
call centre is facing an issue of outnumbering the maximum limit of calls
received. If the problem is approached as a simple problem, it would end up
having a simple solution, which would again have some problem and require
a solution this would create a loop of problems that cannot be eliminated
(Hao, von Davier and Kyllonen 2017). Hence, complex problem requires a
series of steps or process that needs to be followed in order to determine a
relevant solution to it.

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Image showing problem loop
7 Steps problem solving:
Dr. Shoji Shiba on of the finest economist provided a seven step problem
solving technique that can be used in order to tackle or control any complex or
difficult problem that arise in an organisation or workplace (Hao, von Davier and
Kyllonen 2017). These seven steps include a detailed analysis of the problem so that
a reliable solution can be determined and if followed properly would benefit the
whole organisation in solving the problem as thoroughly as possible.
Seven steps to solve a complex problem are as follows:
Step 1: Definition
This step requires an individual to define the problem that is to understand
and determine what the problem is and what is it demanding. It helps in analysing
the nature of the problem and understanding the issue in a better way.
Step 2: Data Collection
This step answers the question “what is going wrong?” Data collection
requires an individual to collect the past records and current data and find the
deviation from the expected one (Hao, von Davier and Kyllonen 2017). It actually
helps in quantifying the problem so that the degree of seriousness of the issue can
be determined and the problem solving process can be implemented accordingly.
Step 3: Case Analysis
In this step the case or the problem is analysed in detail and the answer to
why the problem is arising is determined. It is the most crucial step as this would
provide the basis on which the solution need to be drafted. There can be various
external or internal reasons that can lead to a problem, this step would help in
determining those reason(s). Various reasons why the problem has arisen or can
arise is analysed (Hao, von Davier and Kyllonen 2017). These can be internal
reasons of an organisation or some external conditions such as change in
governmental policies, entry of new firms, competition in the market, substitute
products etc.
Step 4: Solution planning and implementation

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Once the case is analysed and the data is collected, the next step is
determining a suitable or relevant solution and implementing the same for obtaining
the desirable result. It is the lengthiest step of the entire process and requires a lot of
efforts and hence, it cannot be risked with incorrect measures or solutions (Hao, von
Davier and Kyllonen 2017). It is the vital step of the process and should be dealt with
proper attention. Also, only determining the problem does not solve the problem the
management should make sure that the solution is implemented as well.
Step 5: Evaluation of effects
Once the solution is determined and implemented for a couple of months, its
effects on the problem is evaluated. If the problem is getting better or getting
resolved, the same solution is continued and we move on to the next step. However,
if it is noticed that the desired solution has no or diverse impacts on the problem, it is
considered that the solution is not a desired one and step 4 is repeated again.
Step 6: Standardization
Standardisation is the method or process of making something accepted as a
norm. The solution invented for a particular problem is standardised so that if a
similar problem occurs in future, time is not wasted on evaluating and one can go
directly to implement the desired solution (Hao, von Davier and Kyllonen 2017).
Step 7: Evaluation of the process
The entire process of this problem is evaluated and the positives and
negatives of the process is determined so that the next time a similar problem occurs
the productivity of the process is improved.
Identified steps Description Application
Step 1: Definition The problem needs to be
explained in detail and
need to be analysed
The case is about the
dilemma that was
developed when a school
teacher named Tom
distinguished between his
students from other

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students in the school and
gave them extra classes
at his home. He wanted
the students to be
benefited without realising
the boundary of the
school.
Step 2: Data analysis Extracting data to
understand the
seriousness of the issue.
A survey can be
conducted where all the
teachers and students of
the school can give their
views on this act and
accordingly it can be
concluded if the act of
Tom is justified or not.
Step 3: Case Analysis The reason why it is a
problem is analysed. In
this step various reasons
why the problem has
arisen or can arise is
analysed. These can be
internal reasons of an
organisation or some
external conditions
It is a problem because
Tom distinguished
between A Team students
and did not keep in mind
the boundaries of school.
Being a school teacher
his act cannot be justified
as violated the
boundaries of school.
Step 4: Solution planning
and implementation
A desired and effective
solution is to be
determined and
implemented
Nodding’s theory to care
describes the boundaries
and the limits that need to
be taken care of. Tom
should be asked to read
Nodding’s theory so that
he understands the point
of view of the school and
other teachers. Also,

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school can consider
implementing better
techniques of teaching in
order to take care of all
the students in the school.
Step 5: Evaluation of
effects
To evaluate the effects of
the determined solution
on the problem
Once the solution is
implemented, the school
authorities should keep a
check on if the same
action is not repeated by
Tom or any other teacher
of the school and it should
also make sure that Tom
has understood his
mistake and is ready to
take correct measures.
Step 6: Standardisation If the solution can be a
standard one and applied
to all the similar problems
The school can mention
the particular act as the
act of breach which
should not be followed by
any teacher in the school
and strict action should be
taken against any teacher
who violates this act so
that the same problem
doesn’t occur in the
future. The school should
also start extra class
facilities in the school
premises itself to benefit
the individuals that are
willing to put in extra
efforts.

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Step 7: Evaluation of
process
The entire process is to
be analysed and the pros
and cons of the process
need to be identified. The
negatives of the process
should be eliminated next
time.
The process was a short
one as it involved making
Tom understand about his
and school’s boundary.
The positive here was
that the school spotted
the right theory to make
him realise his mistake.
However, in the bigger
picture the act of Tom
was just to benefit the
students and hence, the
school authority should
not ignore this fact and
implement necessary
changes as soon as
possible.
Answer to question (2)
Self-Awareness
According to the American Psychological Association self-awareness is the
act of focusing attention on one’s self. It starts when an individual gets aware of his
own personality and behaviour (Depping etal. 2016). It must sound similar to
consciousness. However consciousness is the act of being aware of the one’s
surrounding and environment and self-awareness is being recognised of that
behaviour.
According to psychologists there are two types of self-awareness:
1. Subjective self-awareness: This means that all the action one takes, all his
perceptions and behaviours are based on his observations and experiences.
When an individual understands this, he or she is said to be subjectively self-
aware.

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2. Objective self-awareness: Here, an individual defines his or her act according
to the act of the others. An individual observes his surroundings and defines a
standard act and evaluates himself according to that standard. This is the idea
of comparing one’s self with other and defining the correct behaviour or
action.
Ice breaker for classroom
An ice breaker is the act of facilitating various exercises or acts in the
beginning of the formation of a group or a team in order to help the members of the
team to get know each other. It is mainly in terms of games or warm up that is done
so that the familiarity among the group members increase and tension among them
releases (Baker 2017). Ice breaker is used to create a positive atmosphere in the
group so that the social barriers are removed or decreased. It energizes people,
motivates them to think out of the box and helps them to know each other better. To
determine an ice breaker one needs to identify the ice first (Heaton 2018). In a
classroom the ice is the different social, cultural and economic status of each
student, also the lack of familiarity among the students.
Two sides of a coin
This ice breaker is a game named two sides of a coin. Two sides of a coin is
the idiom that stands for two perspective of a situation or an incident. In this game
two circles are formed. The inner circle facing outside and the outer circle facing
inside. Two groups of equal number of individuals are formed. One team sits in the
outside circle facing inside and the other team sits inside facing outside. Hence, a
pair of two students are formed that are facing each other. Now each student needs
to share one incident that has happened in the past and share the factors they think
were negative in that incident. Student on the other side will listen to him and silver
line one positive out of the negatives told by his partner. The same will be repeated
in round 2 and here the other person will be speaking about the negative incident
and his partner will be spotting the positives in it. Once round 2 is done, the inner
circle will move to their right and change their partner and repeat the same process.
If the other person fails to point out a positive in the incident his team loses a point
and vice versa. This way the two sides of an incident will be discussed. The process
will be repeated till each individual of a team interacts with all the members of the
other team.

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The purpose of the ice breaker
An ice breaker activity or game is the most efficient tool used by a team
leader or supervisor to break the awkwardness among the members of the group or
a team and make them think out of the box (Amrullah 2015). The main purpose of
any ice breaker is to create familiarity among the group members. The purpose of
the ice breaker used are as follows:
1. To break the awkwardness of the silence of the group:
To sit in a classroom where students are not ready to interact is never fun and
effective. In such situation both the students as well as the teachers fidget
uncomfortably and stare at each other faces until the presentation starts. This
ice breaker will ensure that every individual in a team is talking and interacting
with the members of the other team. The teams would also be interacting
among themselves so that they don’t lose and strategizing for how to find
positives in one’s situation and maximise their points.
2. Get people to know one another:
Every individual or student likes to make friends when they come to school.
This ice breaker will help them know their classmates better and comfort them
with each other. Describing a real life situation about their past will allow them
understand and connect with each other better. Also, it would help them know
something they would have never known about each other.
3. Allow people to interact with in the group:
Once the ice breaker round is completed, the students will get to know each
other better and the awkwardness among them will be removed. This would
create a sense of connection and comfort among them and allow them to put
in their point and views in the further proceedings of the class.
4. Make them think out of the box:
This group exercise or the ice breaker will ensure that every individual is
allowed or forced to think out of the box. To think about some positives in a
situation will force them to use their grey cells and change their perspective of
looking towards a situation. An ice breaker game is an effective tool to make
students think.
5. Will ensure good communication skill:

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Communication skill is not just about the ability to speak well but also the
capacity of listening to a situation or an individual and understanding them
well. Every student in this particular ice breaker task will be required to have a
good listening and analytical skills, which would ensure that they are listening
to the situation properly. If a student does not apply his or her analytical skills
well he will not be able to figure out the positive in his incident. This ice
breaker makes sure that there is ongoing attention of all the students towards
what is being addressed. It also ensures a better understanding among the
entire team.
6. To have fun
Ice breaker is the need and a must do thing to make some students talk.
Some students are introvert by nature and needs a pick me up game or event
to initiate a good conversation. The ice breaker will help these students come
out of their comfortable zones and allow them open up. Also, fun loving
person look for such ice breaker rounds in a classroom or group so that they
get to know others well.

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Reference
Amrullah, A.Z., 2015. Developing language games to teach speaking skill for
Indonesian senior high school learners. JEELS (Journal of English Education and
Linguistics Studies), 2(2).
Baker, R., 2017. Problem-solving. In Agile UX Storytelling (pp. 107-116). Apress,
Berkeley, CA.
Depping, A.E., Mandryk, R.L., Johanson, C., Bowey, J.T. and Thomson, S.C., 2016,
October. Trust me: social games are better than social icebreakers at building trust.
In Proceedings of the 2016 Annual Symposium on Computer-Human Interaction in
Play (pp. 116-129).
Gravett, Sarah, Josef de Beer, Rika Odendaal-Kroon, and Katherine K. Merseth.
"The affordances of case-based teaching for the professional learning of student-
teachers." Journal of curriculum studies 49, no. 3 (2017): 369-390.
Hao, J., Liu, L., von Davier, A.A. and Kyllonen, P.C., 2017. Initial steps towards a
standardized assessment for collaborative problem solving (CPS): practical
challenges and strategies. In Innovative assessment of collaboration (pp. 135-156).
Springer, Cham.
Heaton, M., 2018. Icebreaker.
Pinel, E.C. and Bosson, J.K., 2013. Turning our attention to stigma: An objective
self-awareness analysis of stigma and its consequences. Basic and Applied Social
Psychology, 35(1), pp.55-63.
Showry, M. and Manasa, K.V.L., 2014. Self-awareness-key to effective
leadership. IUP Journal of Soft Skills, 8(1), p.15.
Silvia, P.J. and Phillips, A.G., 2013. Self-awareness without awareness? Implicit self-
focused attention and behavioral self-regulation. Self and Identity, 12(2), pp.114-127.
Whimbey, A., Lochhead, J. and Narode, R., 2013. Problem solving &
comprehension. Routledge.

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YEGANEHPOUR, P. and TAKKAÇ, M., 2016. Using ice-breakers in improving every
factor which considered in testing learners speaking ability. International Journal on
New Trends in Education and Their Implications, 7(1), pp.58-68.
Yeganehpour, P., 2016. The Effect Of Using Different Kinds Of Ice-Breakers On
Upper-Intermediate Language Learners' Speaking Ability. Ines Journal, 3(6), pp.217-
238.