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“opening doors to the future”, the future problem solving process, the future problem solving model serves as the foundation to dynamic, creative thinking process and includes the following six steps:, step 1: identify challenges, generate issues, concerns, and problems, applying background knowledge to the future scene, consider major issues and categories of problems in order to think of more challenges, select the sixteen best challenges, write the sixteen best challenges clearly and concisely, showing cause and effect and tying directly to the future scene, step 2: select an underlying problem, consider the major issues in the sixteen challenges, select the issues, one that will have a major impact on the future scene, for the focus of the underlying problem, be forward-looking and proactive, not regressive and reactive, in developing the underlying problem, write the underlying problem in correct format, beginning with the future scene conditions that are the basis for the idea, indicate a desired action to be taken, a purpose for the desired action, and parameters tying the problem to the future scene, step 3: produce solution ideas, generate multiple solutions to the underlying problem, think futuristically and consider the use of technological advantages, select the sixteen best solution ideas, check each solution for its relevance to the underlying problem, write the sixteen solutions clearly, elaborate by telling who will implement the solutions, what action will be taken, and how or why the action will be taken, step 4: generate and select criteria, generate possible criteria that could be used to evaluate the solutions, consider the underlying problem and the future scene in developing criteria, select five important criteria, write criteria in question format, with a superlative and in the desired direction, step 5: apply criteria, select the eight most promising solutions to include in the grind, rank the solutions based on each of the criteria separately, identify the best solution as the one with the highest number of total points, step 6: develop an action plan, plan how the best solution can be implemented, describe the actions and steps of the plan, make clear how the plan will address the underlying problem's key verb phrase and purpose..

Future Problem Solving teaches students how to think, not what to think.

future problem solving criteria

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The Palgrave Encyclopedia of the Possible pp 591–602 Cite as

Future Problem Solving

  • Connie Phelps 2  
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  • First Online: 01 January 2023

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Future Problem Solving (FPS) engages students in futuristic thinking through annual academic competitions at local, state, regional, and international levels. Hosted through Future Problem Solving Program International (FPSPI), its mission develops the ability of young people globally to design and achieve positive futures through problem solving using critical and creative thinking . Founded by E. Paul Torrance in 1974, the education program uses a six-step Problem Solving Model based on the Osborne-Parnes Creative Problem Solving Model. E. Paul Torrance promoted positive futures through the construct of creative problem solving. Organized geographically as local FPSPI affiliates, participants select one of four competition components that include Global Issues Problem Solving, Community Problem Solving, Scenario Writing, and Scenario Performance. Students prepare annual topics throughout the school year with qualifying competitions leading to the next level. At the end of the school year, a four-day International Conference (IC) hosts champions during a culminating competition organized as Junior (grades 4–6), Middle (grades 7–9), and Senior (grades 10–12) divisions. Participants address a Future Scene as a hypothetical situation set 20–30 years in the future such as Antibiotic Resistance (2022) and Neurotechnology (2021), and participants receive constructive feedback from trained evaluators. The Global Issues Problem Solving (GIPS) component challenges participants to design positive futures, apply the six-step Problem Solving Model, and create a detailed Action Plan. Possible futures emerge as participants (1) Identify Challenges, (2) Select an Underlying Problem, (3) Produce Solution Ideas, (4) Generate and Select Criteria, (5) Apply Criteria, and (6) Develop an Action Plan.

  • E. Paul Torrance
  • Creative problem solving
  • Futuristic thinking

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Center for Applied Imagination. (n.d.). History . https://bit.ly/3fZHcyw

Creative Education Foundation. (2014). Creative problem solving resource guide . https://bit.ly/3FXEW64

Firestien, R. (2017). CPS timeline . https://bit.ly/3K2zUqE

FPSPI. (n.d.). Future problem solving program international . https://www.fpspi.org/

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Phelps, C. (2022). Future Problem Solving. In: Glăveanu, V.P. (eds) The Palgrave Encyclopedia of the Possible. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-90913-0_262

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future problem solving criteria

Resources for Enrichment & Advancement in Chicopee

Future problem solving, addressing global issues using 6 problem solving steps.

A Future Scene  is a one page scenario based on your current research topic. It should be read carefully and be prepared to read sections over. You will refer to this "story" as you work on your FPS 6-Steps.

Some helpful tips when reading a Future Scene:  

Check your understanding of the scenario. Discuss the story with your teammates. Make sure you don't "make up" ideas that aren't actually included in the story.

Stay focused on your topic. Use a highlighter to find key ideas and challenges. Don't be afraid to circle, underline, or make notes on your future scene

Make sure you know where and when (year) your future scene takes place.

Consider the "Charge" - Discuss the charge with your team. What is the charge asking you to focus on? This is especially important in Step 2!

The Future Problem Solving program is a well-acclaimed program with over

250,000 students participating from around the world. Students work together in small teams investigating real world global issues with an emphasis on anticipating and solving problems that may occur. Teams will have the opportunity to demonstrate problem-solving skills by addressing each global issue they have researched using the 6-step process listed below. Click here for a printable PowerPoint of all 6 FPS Steps.

1. Challenges

The key objective in this step is to identify challenges (problems) based on the Future Scene . A challenge is an problem or concern in the future scene that needs attention or consideration. Use your knowledge of your current topic (such as ideas from the overview, articles, or other research) develop challenges related to the Future Scene. The goal is 16 well-written challenges.

Key points:

1. Each challenge MUST relate to the Future Scene and the charge. Extra readings and research are useful in developing more creative ideas but make sure you don't get off topic!

2. Always use words like "may" or "might" since the Future Scene issues are in the future. We don't know if

it will happen.

3. Write problems in statement form making sure to write the CAUSE (a fact from the future scene), EFFECT, and CONSEQUENCE .

4. Remember the more original you are in your ideas and the more categories you can use the better score you

are likely to get!

Sample Step 1:

Topic - Cultural Prejudice

(Cause) Some people may have little or no education about other cultures and their traditions. (Consequence) This may lead certain cultures to commit hate crimes against another (Effect) because they do not understand their traditions and feel threatened by that culture.

Topic - Fundraising and Charity Giving

(Cause) If the Rosen Foundation spends too much money on administrative costs instead of distributing their money among their qualified charities, (Effect) they may be portrayed negatively by the media. (Consequence ) This would cause communication problems among the foundation and donors, hurting their fundraising efforts.

*look back at "Process Pointers" if you need some direction of how to write a challenge

2. underlying problem

This step may be considered the most important of the 6 steps .  In this step you must choose a problem (underlying problem)  from the list you have generated in Step I that you think is very important and would like to solve.  Remember to choose a problem that will focus on one idea that you can find many good solutions for. Make sure you have chosen a problem that clearly relates to the CHARGE in the  future scene. Remember not to just restate the problem from the Future Scene...use your own words and ideas.

Make sure to use the five components when writing up at Step II statement:

1. Condition Phase - Describe the situation/problem that you have chosen. Make sure you are focusing on one idea...using "and" is probably not a good idea in this statement.

2. Stem - "How might we..." or "In what ways might we..."

3. KVP :  Key verb phrase - This is one strong action verb that describes your goal  (examples: increase, decrease, encourage,...) You DO NOT want to use definite terms such as: Stop or solve.

4. Purpose - This portion of the Step II statement tells why you want to solve the problem you have chosen...it often starts with the words "so that..."  ! (Parameters)

5. Parameters - Don't forget to add TIME, PLACE, and TOPIC!!

Sample Step II

The Rosen Foundation (who) may spend too much money on administrative costs and not enough on their fundraising efforts in New York (place), resulting in a negative portrayal of the foundation by the media. (condition phrase) How might we (stem) improve (KVP)the system that the foundation uses for distributing their money so that people will continue to donate to the qualified charities (purpose) in 2032 (time) and beyond?

3. SOLUTIONS

In this step you will be creating solution ideas that solve the UNDERLYING PROBLEM only . You are NOT

solving every problem from Step I.  Each solution must be relevant to both the KVP and the PURPOSE you have chosen in your Step II Underlying Problem.  Solutions must also relate to the Future Scene and relate to the Condition Phrase. 

Key Points: Is my Solution Relevant? Elaborated? Did I use a variety of categories? Is my idea original?

1.  WHO  will  develop/implement this solution?

2. WHAT is the solution? (Include a description/name)

3. HOW will the solution work? (How does this solution solve the chosen problem?)

4.  WHY is this solution is being done? How does it address the KVP? (make sure this relates to your Step II Problem)

5.  WHY does this solution support your PURPOSE from Step II? 

Sample Step III

(Who) The Rosen Foundation's owner (What)will appoint a treasurer to keep track of all the money the Rosen Foundation gains and where it is spent (How) by creating a log book of all money transactions that occur over every quarter of the year (time). (Why) This is done so that the foundation will be able to check the log books and (Why) make sure that the appropriate amount of money is being spent on costs and the rest will go to the necessary charities 

4. SELECT CRITERIA

Generating good criteria (or questions) will help in finding the best solution. Criteria are 5 questions that evaluate your solution ideas so that you may compare each idea later to see how relevant a solution is.

Key Points:

1. Address only ONE concern in each criteria (example: Do you want to measure the cost of something, how well it

will be accepted, etc.)

2.  Do NOT use the word "and"

3. Start each question with "Which solution will..."(WSW)

4. Phrase the second part of the question to address your area of concern in a positive way (example: "Which solution

will be the easiest to implement?" rather than "Which solution will be the hardest to implement?")

5.  Make sure your criteria are specific to your topic and Step II

6. Add the time, place, and topic to gain more points!

Sample Step IV

Can be used with any topic as long as it is appropriate (Check your 6-step booklets for more ideas!!)

1. Which solution will be the most cost effective? (good)

2. Which solution will be the easiest to implement? (good)

3. Which solution will be the quickest to implement? (good)

4. Which solution will be the most long-lasting for the Rosen Foundation? (better)

5. Which solution will use the most existing resources to help the Rosen Foundation while keeping costs to a minimum? (best)

5. APPLY CRITERIA

In this step you will apply each question to your Step III Solution ideas.

1. Choose your 8 most promising solution ideas. (If you have less than 8 list them all)

2. List the 8 ideas on your grid identifying them by theirnumber and a brief description of the solution (use only a few key words to help you remember each solution)

3.  Using your 5 questions from Step IV, rank your 8 solution ideas for each question 1-8. 8 is the best, 1 is the worst. (Example: a solution that is easiest to implement out of all 8 will get a score of 8, the solution idea which

is hardest to implement will get a score of 1)

4.  Add up all scores to find out which solution will be the best!

According to the totals #6 is the best solution idea.

Keep in mind this is only a sample and your grid may turn out different.

6. ACTION PLAN

In this step you will be writing about your highest ranking solution . You MUST use the solution that was ranked highest...you may not choose another solution just because you may like another one better. If you feel like the highest ranking solution is not a good one, you should go back and check your criteria and ranking.)

1.  Who will carry out this solution (be specific)?

2.  What will be done to solve the problem?

3.  Where will this solution be implemented?

4.  Why will this solution positively impact society?

5.  How will this plan be carried out?

6. How does the plan impact the Underlying Problem(Step II)?

7. How does the plan impact the Future Scene?

8. How does this plan impact the overall topic?

Be creative and add details. Make sure you are focused on the plan and elaborate your ideas!!

future problem solving criteria

Future Problem Solving Program

Ages: Elementary, Middle School, High School

Types: Submission, Tournament, Fair, Performance, Presentation

Scope: International

[email protected], [email protected]

Participate

Founded in 1974 by creativity pioneer, Dr. E. Paul Torrance, Future Problem Solving Program International (FPSPI) stimulates critical and creative thinking skills, encourages students to develop a vision for the future, and prepares students for leadership roles. FPSPI engages students in creative problem solving within the curriculum and provides competitive opportunities.  Future Problem Solving Program International involves thousands of students annually from Australia, China, Hong Kong, India, Japan, Korea, Malaysia, New Zealand, Portugal, Singapore, Turkey, United Kingdom, and the United States.

There are no news items for this competition at this time.

The Future Problem Solving Program involves four competitive challenges including: (1) Community Problem Solving, (2) Global Issues Problem Solving, (3) Scenario Writing, and (4) Scenario Performance.   Community Problem Solving challenges students to think systematically about problematic situations, to gather information to understand the situation, and to evaluate multiple solutions in order to best address the situation? Students involved in Community Problem Solving (CmPS) learn powerful lessons about creating change, about dealing with local authorities and organizations, and about making a positive impact. Community Problem Solving students create and submit a Project Report that is reviewed by expert problem solvers from FPSPI. The top Community Problem Solving projects are invited to the FPSP International Conference in June each year.   Global Issues Problem Solving (GIPS) is a competitive component of FPSPI which can be accomplished as a team (of 4) or individual activity in which participants research a series of global topics and learn a six-step creative problem solving process. Problem solvers apply their topic and creative problem solving knowledge to address a charge presented in an imagined situation, termed Future Scene. Trained evaluators score student work and return it with feedback including suggestions for improvement. The top scoring teams and individuals on the qualifying problem are invited to Affiliate FPS Competitions. The winners of each respective Affiliate FPS Competition advance to the FPSP International Conference in June. Four divisions are offered:Junior (grades 4-6), Middle (grades 7-9), Senior (grades 10-12), and Adult.   Scenario Writing  is a competition in which individuals (grades 4 – 12) develop short stories related to one of five FPS topics for the year. The story (1500 words or less) is set at least 20 years in the future and is an imagined, but logical, outcome of actions or events taking place in the world today. The first place winner in each Affiliate Program is invited to the FPSP International Conference. Each Affiliate Director may submit its top three scenarios to the International Scenario Writing Competition. The top 5 international winners in each division are invited to the International Conference in June. Three divisions are offered: Junior (grades 4-6), Middle (grades 7-9), and Senior (grades 10-12).   Scenario Performance (ScP) was designed by FPSP Australia to develop and sustain the oral tradition of storytelling. Essentially, ScP is for students who enjoy telling stories. This option is ideally suited to students who show thinking abilities in different ways - particularly for those whose cultural heritage and/or learning styles prefer oral communication. Scenario Performances are connected to the annual FPSPI Scenario Writing topics as participants develop futuristic stories to present in a creative and entertaining manner. The stories do not have to be written, rather they are performed! Students are challenged to create a story that is between 4-5 minute duration, set at least 20 years in the future, and arises from any one of the topics set for Scenario Writing in the FPS year. Submission will take the form of a video file of the student delivering an oral telling of their story, undertaken in one take without any edits. The use of any props or aids, beyond the use of their voice, is forbidden. The performer may reference 15 cue cards (4x6 inches).  

FPSPI - International 1st Place

Team Award. $1000.

This award counts toward these ICS Academic Badges. Click on a badge for further info.

future problem solving criteria

This badge demonstrates expertise in conducting a logical analysis of situations around us and creating innovative solutions to complex problems.

FPSPI - International 2nd Place

Fpspi - participation.

Team Award. $0.

Any student who completed participation in an FPSPI competition.

FPSPI - International 3rd Place

Team Award. $500.

Website: http://www.fpspi.org/

Managing Organization: Future Problem Solving Program International, Inc.

Contact: [email protected], [email protected]

Eligibility: Each FPSPI Affiliate Program determines its own processes, fees, and due dates for registration and entries. Your Affiliate Director can provide you with registration and submission materials and may be able to put you in touch with experienced FPSPI Coaches. See the competition website for more details.

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future problem solving criteria

Do Your Students Know How to Analyze a Case—Really?

Explore more.

  • Case Teaching
  • Student Engagement

J ust as actors, athletes, and musicians spend thousands of hours practicing their craft, business students benefit from practicing their critical-thinking and decision-making skills. Students, however, often have limited exposure to real-world problem-solving scenarios; they need more opportunities to practice tackling tough business problems and deciding on—and executing—the best solutions.

To ensure students have ample opportunity to develop these critical-thinking and decision-making skills, we believe business faculty should shift from teaching mostly principles and ideas to mostly applications and practices. And in doing so, they should emphasize the case method, which simulates real-world management challenges and opportunities for students.

To help educators facilitate this shift and help students get the most out of case-based learning, we have developed a framework for analyzing cases. We call it PACADI (Problem, Alternatives, Criteria, Analysis, Decision, Implementation); it can improve learning outcomes by helping students better solve and analyze business problems, make decisions, and develop and implement strategy. Here, we’ll explain why we developed this framework, how it works, and what makes it an effective learning tool.

The Case for Cases: Helping Students Think Critically

Business students must develop critical-thinking and analytical skills, which are essential to their ability to make good decisions in functional areas such as marketing, finance, operations, and information technology, as well as to understand the relationships among these functions. For example, the decisions a marketing manager must make include strategic planning (segments, products, and channels); execution (digital messaging, media, branding, budgets, and pricing); and operations (integrated communications and technologies), as well as how to implement decisions across functional areas.

Faculty can use many types of cases to help students develop these skills. These include the prototypical “paper cases”; live cases , which feature guest lecturers such as entrepreneurs or corporate leaders and on-site visits; and multimedia cases , which immerse students into real situations. Most cases feature an explicit or implicit decision that a protagonist—whether it is an individual, a group, or an organization—must make.

For students new to learning by the case method—and even for those with case experience—some common issues can emerge; these issues can sometimes be a barrier for educators looking to ensure the best possible outcomes in their case classrooms. Unsure of how to dig into case analysis on their own, students may turn to the internet or rely on former students for “answers” to assigned cases. Or, when assigned to provide answers to assignment questions in teams, students might take a divide-and-conquer approach but not take the time to regroup and provide answers that are consistent with one other.

To help address these issues, which we commonly experienced in our classes, we wanted to provide our students with a more structured approach for how they analyze cases—and to really think about making decisions from the protagonists’ point of view. We developed the PACADI framework to address this need.

PACADI: A Six-Step Decision-Making Approach

The PACADI framework is a six-step decision-making approach that can be used in lieu of traditional end-of-case questions. It offers a structured, integrated, and iterative process that requires students to analyze case information, apply business concepts to derive valuable insights, and develop recommendations based on these insights.

Prior to beginning a PACADI assessment, which we’ll outline here, students should first prepare a two-paragraph summary—a situation analysis—that highlights the key case facts. Then, we task students with providing a five-page PACADI case analysis (excluding appendices) based on the following six steps.

Step 1: Problem definition. What is the major challenge, problem, opportunity, or decision that has to be made? If there is more than one problem, choose the most important one. Often when solving the key problem, other issues will surface and be addressed. The problem statement may be framed as a question; for example, How can brand X improve market share among millennials in Canada? Usually the problem statement has to be re-written several times during the analysis of a case as students peel back the layers of symptoms or causation.

Step 2: Alternatives. Identify in detail the strategic alternatives to address the problem; three to five options generally work best. Alternatives should be mutually exclusive, realistic, creative, and feasible given the constraints of the situation. Doing nothing or delaying the decision to a later date are not considered acceptable alternatives.

Step 3: Criteria. What are the key decision criteria that will guide decision-making? In a marketing course, for example, these may include relevant marketing criteria such as segmentation, positioning, advertising and sales, distribution, and pricing. Financial criteria useful in evaluating the alternatives should be included—for example, income statement variables, customer lifetime value, payback, etc. Students must discuss their rationale for selecting the decision criteria and the weights and importance for each factor.

Step 4: Analysis. Provide an in-depth analysis of each alternative based on the criteria chosen in step three. Decision tables using criteria as columns and alternatives as rows can be helpful. The pros and cons of the various choices as well as the short- and long-term implications of each may be evaluated. Best, worst, and most likely scenarios can also be insightful.

Step 5: Decision. Students propose their solution to the problem. This decision is justified based on an in-depth analysis. Explain why the recommendation made is the best fit for the criteria.

Step 6: Implementation plan. Sound business decisions may fail due to poor execution. To enhance the likeliness of a successful project outcome, students describe the key steps (activities) to implement the recommendation, timetable, projected costs, expected competitive reaction, success metrics, and risks in the plan.

“Students note that using the PACADI framework yields ‘aha moments’—they learned something surprising in the case that led them to think differently about the problem and their proposed solution.”

PACADI’s Benefits: Meaningfully and Thoughtfully Applying Business Concepts

The PACADI framework covers all of the major elements of business decision-making, including implementation, which is often overlooked. By stepping through the whole framework, students apply relevant business concepts and solve management problems via a systematic, comprehensive approach; they’re far less likely to surface piecemeal responses.

As students explore each part of the framework, they may realize that they need to make changes to a previous step. For instance, when working on implementation, students may realize that the alternative they selected cannot be executed or will not be profitable, and thus need to rethink their decision. Or, they may discover that the criteria need to be revised since the list of decision factors they identified is incomplete (for example, the factors may explain key marketing concerns but fail to address relevant financial considerations) or is unrealistic (for example, they suggest a 25 percent increase in revenues without proposing an increased promotional budget).

In addition, the PACADI framework can be used alongside quantitative assignments, in-class exercises, and business and management simulations. The structured, multi-step decision framework encourages careful and sequential analysis to solve business problems. Incorporating PACADI as an overarching decision-making method across different projects will ultimately help students achieve desired learning outcomes. As a practical “beyond-the-classroom” tool, the PACADI framework is not a contrived course assignment; it reflects the decision-making approach that managers, executives, and entrepreneurs exercise daily. Case analysis introduces students to the real-world process of making business decisions quickly and correctly, often with limited information. This framework supplies an organized and disciplined process that students can readily defend in writing and in class discussions.

PACADI in Action: An Example

Here’s an example of how students used the PACADI framework for a recent case analysis on CVS, a large North American drugstore chain.

The CVS Prescription for Customer Value*

PACADI Stage

Summary Response

How should CVS Health evolve from the “drugstore of your neighborhood” to the “drugstore of your future”?

Alternatives

A1. Kaizen (continuous improvement)

A2. Product development

A3. Market development

A4. Personalization (micro-targeting)

Criteria (include weights)

C1. Customer value: service, quality, image, and price (40%)

C2. Customer obsession (20%)

C3. Growth through related businesses (20%)

C4. Customer retention and customer lifetime value (20%)

Each alternative was analyzed by each criterion using a Customer Value Assessment Tool

Alternative 4 (A4): Personalization was selected. This is operationalized via: segmentation—move toward segment-of-1 marketing; geodemographics and lifestyle emphasis; predictive data analysis; relationship marketing; people, principles, and supply chain management; and exceptional customer service.

Implementation

Partner with leading medical school

Curbside pick-up

Pet pharmacy

E-newsletter for customers and employees

Employee incentive program

CVS beauty days

Expand to Latin America and Caribbean

Healthier/happier corner

Holiday toy drives/community outreach

*Source: A. Weinstein, Y. Rodriguez, K. Sims, R. Vergara, “The CVS Prescription for Superior Customer Value—A Case Study,” Back to the Future: Revisiting the Foundations of Marketing from Society for Marketing Advances, West Palm Beach, FL (November 2, 2018).

Results of Using the PACADI Framework

When faculty members at our respective institutions at Nova Southeastern University (NSU) and the University of North Carolina Wilmington have used the PACADI framework, our classes have been more structured and engaging. Students vigorously debate each element of their decision and note that this framework yields an “aha moment”—they learned something surprising in the case that led them to think differently about the problem and their proposed solution.

These lively discussions enhance individual and collective learning. As one external metric of this improvement, we have observed a 2.5 percent increase in student case grade performance at NSU since this framework was introduced.

Tips to Get Started

The PACADI approach works well in in-person, online, and hybrid courses. This is particularly important as more universities have moved to remote learning options. Because students have varied educational and cultural backgrounds, work experience, and familiarity with case analysis, we recommend that faculty members have students work on their first case using this new framework in small teams (two or three students). Additional analyses should then be solo efforts.

To use PACADI effectively in your classroom, we suggest the following:

Advise your students that your course will stress critical thinking and decision-making skills, not just course concepts and theory.

Use a varied mix of case studies. As marketing professors, we often address consumer and business markets; goods, services, and digital commerce; domestic and global business; and small and large companies in a single MBA course.

As a starting point, provide a short explanation (about 20 to 30 minutes) of the PACADI framework with a focus on the conceptual elements. You can deliver this face to face or through videoconferencing.

Give students an opportunity to practice the case analysis methodology via an ungraded sample case study. Designate groups of five to seven students to discuss the case and the six steps in breakout sessions (in class or via Zoom).

Ensure case analyses are weighted heavily as a grading component. We suggest 30–50 percent of the overall course grade.

Once cases are graded, debrief with the class on what they did right and areas needing improvement (30- to 40-minute in-person or Zoom session).

Encourage faculty teams that teach common courses to build appropriate instructional materials, grading rubrics, videos, sample cases, and teaching notes.

When selecting case studies, we have found that the best ones for PACADI analyses are about 15 pages long and revolve around a focal management decision. This length provides adequate depth yet is not protracted. Some of our tested and favorite marketing cases include Brand W , Hubspot , Kraft Foods Canada , TRSB(A) , and Whiskey & Cheddar .

Art Weinstein

Art Weinstein , Ph.D., is a professor of marketing at Nova Southeastern University, Fort Lauderdale, Florida. He has published more than 80 scholarly articles and papers and eight books on customer-focused marketing strategy. His latest book is Superior Customer Value—Finding and Keeping Customers in the Now Economy . Dr. Weinstein has consulted for many leading technology and service companies.

Herbert V. Brotspies

Herbert V. Brotspies , D.B.A., is an adjunct professor of marketing at Nova Southeastern University. He has over 30 years’ experience as a vice president in marketing, strategic planning, and acquisitions for Fortune 50 consumer products companies working in the United States and internationally. His research interests include return on marketing investment, consumer behavior, business-to-business strategy, and strategic planning.

John T. Gironda

John T. Gironda , Ph.D., is an assistant professor of marketing at the University of North Carolina Wilmington. His research has been published in Industrial Marketing Management, Psychology & Marketing , and Journal of Marketing Management . He has also presented at major marketing conferences including the American Marketing Association, Academy of Marketing Science, and Society for Marketing Advances.

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future problem solving criteria

future problem solving criteria

Future Problem Solving Program of California

"The genius of the future will be the creative mind adapting itself to the shape of things to come."

— E. Paul Torrance, Creativity Pioneer and FPS Founder

Future Problem Solving of California is an Affiliate of Future Problem Solving Program International [ http://www.fpspi.org ], an educational nonprofit focusing on the development of critical, creative and futuristic thinking skills.

Although FPS enhances students’ awareness of current issues, the main goal is to develop higher order thinking skills. By challenging students to apply their minds to some of the most significant issues facing the world of today and in the future, we help equip them with the vision, skills and tools to design and promote positive outcomes for society at local, regional and global scales.

The History of FPS

In 1974, when Dr. E. Paul Torrance accepted an invitation to work with a group of gifted youngsters at Clarke High School in Athens, Georgia, he was unaware that the activities he had developed would grow into an international program reaching approximately 250,000 students globally each year.

The skills developed through participation in FPS will last a lifetime — not only academically but throughout students’ lives and careers.

Creativity.

Leadership.

Critical thinking.

Time management.

Social responsibility.

Friendly competition.

Research and analysis.

Academic achievement.

Effective Communication.

Competitive Divisions

Under the guidance of a teacher/coach, teams of four students use the FPS six-step process to explore challenges and propose action plans to solve complex societal problems.

There are three divisions for all components:

Junior - Grades 4 - 6

Middle - Grades 7 - 9

Senior - Grades 10 - 12

FPS Components

Global Issues Problem Solving (GIPS). Click here for more info. [link to GIPS description]

Community Problem Solving (CmPS). Click here for more info [link to CmPS description]

Scenario Writing. Click here for more info.  [link to Scenario Writing description]

Scenario Performance. Click here for more info. [link to Scenario Performance description]

Action Based Problem Solving (AbPS) - noncompetitive classroom-based component. Click here for more info  [link to description]

FPS Six-Step Problem-Solving Process

The FPS Process mirrors the linear approach of the scientific method, focused on; Understanding the Problem (via background research & asking multiple questions), Generating Ideas (hypothesis), and Planning for Action (developing conclusions/solutions & reporting results in writing).

Identify Challenges - Generate challenges or issues related to global research, Future Scenes, or a specific need area.

Select an Underlying Problem - Identify the key issue to be resolved.

Produce Solution Ideas - Brainstorm solutions to solve the underlying problem.

Generate & Select Criteria  - Develop criteria to evaluate the merit of the best solution ideas.

Apply Criteria - Evaluate each solution using your selected criteria and assign a ranking order.

Develop an Action Plan - based on the highest scoring idea, develop an Action Plan explaining how the solution will be deployed and how it solves the underlying  problem.

future problem solving criteria

What's up at VAFPs in the Month ahead?

Sunrise Logo.qxp 1.png

Future Problem Solving of Virginia

Required elements • Link to future scene (logical relationship) • The challenge itself • Why the challenge is a challenge Essentials Must come from information in future scene Either a cause or a consequence Stated as a possibility (may, might, could) Scoring • Fluency (the number of likely challenges) ••••••(Y) Yes (likely to exist or occur) ••••••(P) Perhaps (possible but not likely) ••••••(S) Solution (solution rather than challenge) ••••••(D) Duplicate (similar in context to another challenge) ••••••(W) Why (did not originate in future scene) • Flexibility (the number of identified categories) • Clarity (the quality of the written expression) • Originality Bonus (+3): rare and insightful

Underlying Problem

Required elements • Condition Phrase • Key Verb Phrase (begin with “How might we...”) • Purpose • Future Scene Parameters (place, time, topic)

Essentials One, and only one, key verb No absolute verbs (e.g., “stop,” “prevent”) Failure to include purpose a very serious error

Scoring • Structure (Are required element included?) • Focus (Is UP well defined and clearly written? Does it address the future scene’s charge? • Adequacy/Importance (Does the UP identifies an important issue from the future scene?)

LIST test ••••••L (loose) will produce many solution ideas ••••••I (impact) major effect on the future scene ••••••S (size) appropriate for a component of the charge ••••••T (topic driven) specific rather than generic (e.g., persuade, educate)

Solution Ideas

Required elements • Who will carry out the solution? • What is the solution idea? • Why is it a good idea and/or how will it work?

Essentials Begin with who will carry out the solution. Write in the form of proposals. Don’t repeat the future scene parameters. Make who an organization or categories of professions.

Scoring • Fluency - number of ideas that “solve” the UP • Flexibility - number of categories represented  • Elaboration - Any three of who? what? why? how? • Originality bonus (+3 points) - rare and creative

Required elements • Begins with “Which solution...” • Contains a superlative (e.g., least, most, greatest, etc.) Essentials Phrased to indicate a desired direction Concerns only one issue per criterion

Scoring • Relevance (appropriate for evaluating your UP’s solutions) ••••••Types of Criteria ••••••••••••UP-Based: based on the ideas in either KVP or purpose ••••••••••••Specific:core idea that can only be applied narrowly to this UP and/or for this topic  ••••••••••••Generic: core idea can be applied to any UPs or topic  ••••••“Flavors” for Generic and Specific Types ••••••••••••Plain: no details directly from the future scene ••••••••••••Modified: adequate details to place it firmly within UP and/or future scene. ••••••••••••Justified: condition from future scene as a rationale

Procedures for completing the grid • Select the eight most promising solution ideas.  • List them in eight solution idea blanks of the grid. • Only enter a few key words for each solution.  • Based on each criterion, rank order solution ideas from 8 (best) to 1 (least). • No two solution ideas can receive the same score.  • Add across the grid to total ranks given to solution ideas. • Double-check addition on the grid. • The solution idea with highest total rank must be used to develop your action plan. (The grid should not be manipulated.) • In case of total rank score ties, break the tie and write a note to the evaluator explaining how you did it.

Action Plan

Required elements • Based on the solution idea with highest total on grid • Relates back to the underlying problem and demonstrates how KVP and purpose will be achieved  • Represents the proposal for solving the problem identified in Underlying Problem • Explains who, what, how, why, where and when

Essentials  Follow instructions of what to do printed at the top of the Action Plan page. Be persuasive and try to sell your idea. Tie the Action Plan to the UP, future scene, and topic. Add details and new facets to the action plan as long as each addition builds on the essential idea of the solution rather than introducing different solutions.

Scoring • Relevance - plan’s relationship to the UP • Effectiveness - ability to successfully solve the UP • Impact - positive effect of the AP on the future scene • Humaneness - productive, positive potential • Development of AP - degree to which plan is explained

NOTES ON THE GUIDE                

Similar and more elaborated advice is available in the Key Tips document sent to all registered coaches.

Challenges can earn a Yes score with only the required element of the challenge itself. However, the other two elements help clarify the challenge for the evaluator and promote complete written thoughts and expression. Challenges with all three required elements are far more likely to earn a Yes than those without a link to the future scene and a description of why the challenge is a challenge.

The underlying problem stem can also be written as "In what ways might we..."

The LIST test for underlying problems is not an official tip from FPSPI, but rather a tip from an experienced Virginia coach.

The who, what, why, or how required elements for solutions are required for elaboration points but not for relevance. Any three of the four will count for elaboration credit.

Beginning the solution idea by identifying who will carry out the solution is a helpful suggestion rather than a requirement.

Notice how the criteria for earning an originality bonus differs for challenges and solutions. For challenges it is "rare and insightful." For solutions it is "rare and creative."

Grid numbers can use the scale of 1 being best and 8 being least as long as the method used is consistent throughout the process.

An easy and effective way to break a tie on the grid is to go back to the grid and double the scores for the criteria the team thinks is most important. The two (or three) tied solutions can be then be compared side by side.

Be aware of overall scales that evaluate the comprehensive quality of the booklet. The overall scales are research applied, creative strength, and futuristic thinking.

future problem solving criteria

Teaching students critical thinking, creativity and colloboration.

What is texas future problem solving.

The Texas Future Problem Solving Program Inc. (TXFPSP Inc.) is an affiliate member of the Future Problem Solving Program International (FPSPI), which was founded by creativity pioneer Dr. E. Paul Torrance to stimulate critical and creative thinking skills. The program challenges students to develop a vision for the future, and engage students in leadership roles. Both the Texas FPSP and the FPSPI engage students in creative problem solving within the curriculum and provide competitive opportunities.

This program utilizes Dr. Torrance’s six steps model of problem solving:

  • Brainstorming possible solutions.
  • Identifying an underlying problem.
  • Brainstorming alternative solutions.
  • Choosing criteria.
  • Evaluating solutions.
  • Develop an action plan.

future problem solving criteria

Texas Future Problem Solving Program’s mission is to prepare students 4-12th grade to be successful leaders through problem solving, critical thinking, creativity, and communication strategies

Established: 1980

Thousands of Texas Public, Private and Home school Students Participate Annually

Register Now

future problem solving criteria

GEORGIA FUTURE PROBLEM SOLVING PROGRAM, INC

  teaching students how to think, not what to think......

future problem solving criteria

WELCOME TO THE 50TH YEAR OF GEORGIA FUTURE PROBLEM SOLVING

AND FUTURE PROBLEM SOLVING PROGRAM INTERNATIONAL!!

This site was updated in mid-September 2023

Problem Solving

Creative Thinking

Critical Thinking

Decision Making

--through a challenging academic competition

FPS has highly-engaging competitions that can be independent activities or infused into the school curriculum.  A school affiliation is not necessary for FPS participation in Georgia.

GA FPSP materials for the 2023-24 school year are now available.

If you need more information, please contact GA FPSP Affiliate Director, Argen Hicks, at [email protected] .

S tudents can participate in FPS through schools (as a curricular or extracurricular activity) or independently.

All that is required is an adult sponsor (coach) and a spirit of adventure!

________ _ ____ _

WHAT IS FUTURE PROBLEM SOLVING (FPS)?

Future Problem Solving is primarily a thinking activity in which students use both oral and written communication.

FPS engages students in critical thinking and creative problem solving.

(FPS is not mathematical problem solving or hands-on physical creation of an object to solve a problem.)

Future Problem Solving Program International (FPSPI) was founded in 1974 by creativity pioneer, Dr. E. Paul Torrance, at the University of Georgia.  FPSPI promotes a six-step problem solving process and encourages students to develop a vision of the future.

GA FPSP sponsors three  different academic competitions for students in grades 4 through 12 during the school year.  In Global Issues Problem Solving (GIPS), students study a given topic such as Terraforming or Sleep Patterns and apply the six-step problem solving process to a future scenario about the topic.  In Scenario Writing, students develop their own future story about the topic.  In Community Problem Solving (CmPS), students apply the six-step process to a real problem in their own community.

(To find out about three other components -- Scenario Performance (competitive), and Novice and Action-based Problem Solving (non-competitive; similar to Global Issues Problem Solving) -- contact GA FPSP.)

Students demonstrate their critical and creative thinking skills through writing (Global Issues, Scenario Writing), and through writing and visual documentation (CmPS).

The FPS Six-Step Problem Solving Process:

1. Identify Challenges Related to the Area of Concern

2. Select an Underlying Problem

3. Produce Solution Ideas to the Underlying Problem

4. Generate and Select Criteria to Evaluate Solution Ideas

5. Evaluate Solution Ideas to Determine the Best Solution

6. Develop an Action Plan for Implementing the Best Solution

FPSPI is a nonprofit educational corporation administering creative problem solving activities for students in grades K-12.  GA FPSP is one of 30+ FPSPI Affiliate programs in the United States, Australia, Korea, Portugal, New Zealand, Singapore, and other countries around the world. Annually, over 250,000 students participate in FPS activities.

Who can participate in Georgia?

Georgia FPSP competitions  open to all students in grades 4-12 or equivalent school year levels.  Individuals or teams participate in one of three divisions:

Junior division – grades 4-6, Middle division – grades 7-9, Senior division – grades 10-12

Click below to read more about FPSPI and reasons to participate.

Our websites may use cookies to personalize and enhance your experience. By continuing without changing your cookie settings, you agree to this collection. For more information, please see our University Websites Privacy Notice .

Renzulli Center for Creativity, Gifted Education, and Talent Development

The National Research Center on the Gifted and Talented (1990-2013)

Future problem solving program.

Marion Rogalla University of Connecticut Storrs, CT

Imagine yourself observing an enrichment classroom. In the middle of the room, a team of four, 5th graders is arguing about the effects Virtua Tech, a virtual corporation in the year 2056, has on the mind and body of its employees. In the back corner of the room you notice a fourth grader in deep thought. It almost looks as if his head is steaming. As you get closer, he jumps up and says: “Yes! I’ll use the roaches as an endless energy supply.” While you are listening to his ideas six, 11th graders enter the classroom and present with pride business cards created for their cyberphobia group of adults. Amazed by the students’ creativity, problem solving skills, and excitement for learning, you decide to investigate the problem solving model they are using.

The Future Problem Solving Program (FPSP), started in 1974 by E. Paul Torrance, today reaches approximately 250,000 students in 43 Affiliate Programs (coordinated by the international office in Lexington, Kentucky) throughout the United States, Australia, New Zealand, Korea, and Canada. Full time staff members prepare all materials and topics: practice problems, qualifying problem, affiliate bowl, and International Conference. Teams and individuals successful in the qualifying problem advance to the affiliate bowl and bowl winners in each division (i.e., junior, grades 4 to 6; middle, grades 7 to 9; and senior, grades 10 to 12) are invited to participate at the International Conference. Trained evaluators review and compare student work of the same age division on all topics (Future Problem Solving Program Coach’s Handbook, 2001).

To best meet student interests, the selection of FPSP topics is guided by the results of a poll of the students participating in grades 4 to 12 (Torrance & Safter, 1999). Student votes overwhelmingly center around the newest cutting-edge frontiers of humankind. The topic areas of these frontiers seem to change with age. Younger students’ (grades 4 to 6, junior division) preferences center around innovative instrumentation and processes such as solar energy, computer education, pedestrian conveyor-belt travel, intelligent machines, and mass use of electric cars. These topics may be categorized as human control over the physical environment. Students in grades 10 to 12 (senior division) show more interest in psychological frontiers, such as genetics, human engineering, hypnosis, and mind-altering drugs, than younger students. Middle division students (grades 7 to 9) seem to be in transition between interests of junior and senior division students. Their interests are similar to the younger age group. They do not seem to share the introspection of the seniors (Torrance & Safter, 1999).

The wide variety of extra-curricular topics chosen every year provides students with opportunities to find their area of passion. Torrance (1981, as cited in Torrance & Sisk, 1999), found in his longitudinal studies of creative achievement, that adult creative achievement was influenced by students’ experiences of falling in love with something during their elementary school year. Most adults however, including teachers and parents, do not have much information about these frontier topics to teach the background knowledge necessary for solving problems related to these topics. The FPSP coach’s role includes facilitation of learning and the modeling of processes whereby new knowledge is acquired. Students have to be prepared for self-directed learning (Torrance & Safter, 1999). FPSP goals, therefore, center around the acquisition of problem solving skills.

Although the FPSP provides students with opportunities to enhance their awareness of everyday issues and increase their knowledge base, the main goal of the FPSP is to teach students how to think. The development of higher order thinking skills will help students use their knowledge to solve problems. The program focuses on the creative problem solving process and futuristic issues to develop the skills necessary to adapt to a changing world and shape the future (Future Problem Solving Program Coach’s Handbook, 2001). Specifically, the creative problem solving process:

  • helps students to improve their analytical thinking skills
  • aids students in increasing their creative thinking abilities
  • stimulates students’ knowledge and interest in the future
  • extends students’ written and verbal communication skills
  • encourages students to develop and improve research skills
  • provides students with a problem-solving model to integrate into their lives
  • guides students to become more self-directed and responsible
  • promotes responsible group membership (for team Future Problem Solving and Community Problem Solving)

The Future Problem Solving Program:

  • provides students with unique opportunities to enhance their awareness of everyday issues
  • models effective processes that can be used throughout their lives
  • incorporates the basic skills taught in the classroom by extending students’ perceptions of the real world
  • promotes responsible group membership
  • encourages real-life problem solving experiences
  • promotes continuous improvement through the evaluation process
  • offers authentic assessment in the product produced (p. 11)

The FPSP also extends students’ perceptions of the real world and helps them apply the skills learned to real life issues. The experience of implementing a proposed solution is provided through the Community Problem Solving (CmPS) component. Students learn to continuously improve their problem solving skills from the feedback provided in the evaluation process.

Students are expected to apply a 6-step creative problem solving model when solving a problem in each of the three FPSP components: Team Problem Solving, Scenario Writing, and Community Problem Solving. The mastery of these 6 steps is therefore at the heart of the FPSP.

Guided instruction of the 6 steps seems to be easiest within the team problem solving component. The international office of the FPSP releases the curricular topic for all problems before the related Future Scene is given to the participating students. This allows students to conduct in-depth research to acquire a strong knowledge base on the general topic related to the Future Scene. Once the future problem solvers receive the Future Scene, they work through it using a 6-step model, based on the Creative Problem Solving (CPS) process (see Figure 1). Students complete a booklet that guides them in a linear, sequential way through the creative problem solving process.

Understanding the Problem (1) Identify Challenges, (2) Select an Underlying Problem, Generating Ideas (3) Produce Solution Ideas, Planning for Action (4) Generate and Select Criteria, (5) Applying Criteria, and (6) Develop an Action Plan.

Source: Future Problem Solving Program. (2001). Future Problem Solving Program coach’s handbook. Lexington, KY: Author, p. 15.

Figure 1. The 6-step model.

During step 1, students are asked to carefully analyze a specific situation given—the Future Scene—related to the general topic. They learn how to use macro and micro analyses to gain a good understanding of the complex and ill-defined situation. Thereafter, they identify the 16 most promising challenges, issues, concerns, or problems imbedded in the situation that needs consideration. The Future Scene describes a fuzzy situation projected 20 to 30 years into the future, a time when the students might obtain leadership roles. Students are required to use the knowledge gained and project it far into the future. In step 2, the students go through the list of challenges, consider possible underlying problems, and formulate a key underlying problem that is neither too broad nor too narrow. Students are required to follow a standard format in formulating the underlying problem they intend to solve throughout the remaining steps. The standard format helps students to focus on one challenge only and proceed with further analysis of the problem as well as a uniform structure that helps evaluators make comparisons across student booklets. In step 3, students are asked to generate 16 varied and unusual solution ideas that have potential for solving the underlying problem. Students, in step 4, generate the five most appropriate criteria for judging the solutions, which they apply in a evaluation matrix to select the solution with the highest total rank (step 5). Finally, in step 6, students write an action plan based on their highest scoring solution idea. The students have to complete the whole booklet within 2 hours.

The Coach’s Handbook suggests and explains tools for generating options—using divergent thinking—such as Brainstorming, SCAMPER, and Morphological matrix. The acronym SCAMPER stands for: Substitute? Combine? Adapt/Add/Alter? Minify/Magnify/Modify? Put to Other Uses? Eliminate or Elaborate? Reverse/Rearrange/Reduce? The Morphological matrix consists of 4 columns and 10 rows. Team members identify four major aspects (people, place, obstacle, and goal) of the topic and/or future scene (one per column) and list (in the rows) 10 elements of each aspect. Then they explore random combinations and make new and interesting possibilities.

For convergent thinking, the handbook includes tools such as: Hot Spot and Paired Comparison Analysis. A Hot Spot is the common element that clusters of promising ideas share. Paired Comparison Analysis is used in comparing one possibility or idea against another idea, one pair at the time, until all possible pairs have been examined. A number is assigned to each pair as the option is chosen and rated for importance, 1, 2, or 3. The ratings for each possibility can be totaled to provide a rank ordering or prioritizing of the options.

The FPSP includes different components: Future Problem Solving (FPS), Community Problem Solving (CmPS), and Scenario Writing (SW). The primary emphasis of the academic year program (October to June) is on instruction with feedback offered to the teams. FPS asks students to solve complex scientific and social problems of the future.

An example of a future scene focusing on a virtual corporation, an approach to solving a local community problem related to the use of technology, and a response to a scenario involving the increasing need for energy are provided on the insets that follow.

One scene, for example, pertains to a virtual corporation Virtua Tech in the year 2056. The scene is based on facts and projections about virtual corporations and their organizational structure with a focus on the dynamics of a corporation existing in virtual space. The scene opens with Aluui, a programmer, who shares her excitement about her prospective work place with her mother via her Holographic Mailbox and explains that her work partners will be from all over the world. “Virtua Tech is run by an impressive executive team, a group of individuals from leading universities, governmental bodies and traditional corporations around the world,” Aluui explains. During this conversation with her mother, Aluui receives a message from Virtua Tech saying that her software program was accepted and 25,000 Digital Monetary Units have been deposited into her account. However, the scene goes on to raise concerns about the operation of this virtual corporation, including effects on the mind and body of employees that are not fully understood. Therefore, concerned nations, industry groups, and Virtua Tech representatives have created an advisory group. This group is asking the International FPS Alliance to direct its very best problem solving teams across the globe to help them examine important issues involved with the operation of this unique corporation. The FPS teams’ task is to identify possible challenges relating to Virtua Tech, formulate an underlying problem, generate solution ideas, and develop an appropriate action plan.

The goal of the project was to educate adults in the computer field and also to eliminate cyberphobia. The team did so by offering complimentary computer classes to the adults in their community because it felt that the amount of computer knowledge obtained by adults was not sufficient for the technological demands of today’s society. The team was very successful in their efforts and was asked to teach office computer skills to the clerks at the Hockley County Clerk’s office. The project brought multiple benefits to the small rural community of Whitharral, TX. Besides decreasing “cyberphobia” among the adult population, it helped to bridge the gap between generations. The CmPSers learned how to research, plan, and adjust a curriculum to fit the needs of their students—from farmers and secretaries to local business owners and senior citizens. The adults created business, cards, mailing labels, and greeting cards. They learned how to use various software applications, save hundreds of hours in documenting expenses, and safely navigate the Internet. With the aid of grant money awarded by Learn and Serve America, the CmPSers plan to expand the class offerings as well as recruit and train new teachers.

Josh sat at his desk thinking and pondering in the darkness. The only thing moving during the blackouts were the roaches. Josh knew he had to find an alternative energy fast. Why were humans so dependent on electricity? Almost everything ran on solar power or rechargeable batteries now (year 2051). Unfortunately, the ozone layer is being depleted more and more each year, which affects solar power. Rechargeable batteries became every hospital’s savior and every asthmatic person’s life improved.

Reaching for his keys, Josh went to the hovercraft. On the ride home, he swerved to miss the tow craft explosion right in front of him. Swooping to street level, he knew he had seen his share of crashes. There are no rules of the road in the air. He thought of how many times he had been here before. Falling fast and low, he wished his craft could run off the glides alone.

“Why not?” thought Josh. “Why can’t we somehow harness the power of movement? Kinetic watches have been around for over five decades. Surely there could be enough power in everyday movements to power a battery. Is it possible to reconfigure kinetic power into a battery as a source of energy? How about using a pendulum-like movement to harness the power into a battery? That way it will let us have less power plants.”

Josh went into the assembly room and found an old rechargeable unit. “I wonder if it will work?” he thought. For the next week, Josh continued to look at his belt attachment. At first, it was every few minutes, later every few hours. He was determined this would work. By the ninth day the rechargeable unit registered enough power. Over the course of the next few weeks, Josh recharged a dozen batteries. His ideas formulated like fireworks, thinking of what he could attach this device to, and how much more power he could generate.

Then the idea struck him like a rocket. YES! I’ll use the roaches. Josh constructed a large circular platform with a rotating basis. It was kind of like a hamster wheel turned on its side. Finding the roaches was not a problem. It was catching them that was difficult.

Josh placed the platform in a large, clear, round tube and added the roaches. Immediately, the roaches crawled and moved to the platform. This turned the platform, creating a way to transform movement, kinetic energy, into a stored source. The roaches ate little, and the old ones were eaten by the others. It took Josh a few more months to perfect his assignment. In the next few years, he was awarded a Nobel Prize for his efforts in creating a new and virtually endless energy supply that renews itself.

Training in problem solving skills facilitates situational creativity (i.e., students can be creative within prescribed activities related to a specific topic), whereas CmPS fosters real product creativity. Students in the CmPS identify a problem they would like to solve in their school, community, or state. Then, they use the 6-step Future Problem Solving process to solve the problem, (i.e., to develop an action plan and implement the plan).

The scenario writing component encourages students to use their imagination in creating a futuristic short story based on an FPSP topic. The scenarios must be placed at least 20 years into the future and are limited to a length of 1,500 words.

Selected teams and individuals participate at regional, state, and international competitions. During the 2-hour competition of the FPS component, teams of four students or individuals analyze a Future Scene and complete a problem booklet that guides the students through the 6 steps as described above. The Future Scene relates to the topic the students were encouraged to research prior to the competition. No research materials or notes may be used during the actual competition session. Students have to be very time conscious and pace themselves at each step to complete all steps within the very limited time frame. Following this session, students are asked to persuade others of the merit of their idea. Having a good idea is not enough, one must be able to “sell” it. During a 5-minute skit presentation, students can demonstrate their creative, persuasive, and oral communication skills (Steinbach, 1991).

Scenario writers may also compete against one another. They select a topic for their story from the pool of five FPS topics for the respective academic year, research the topic, and write a short story of a maximum of 1,500 words (Shewach, 1991). Students individually write drafts of a futuristic scenario. Editing and revising occurs under the guidance of a coach, who decides whether to submit the scenario to the contest or not. Winning scenarios are awarded at the FPSP competitions and published thereafter.

Any number of students from one to a whole classroom can become a team of community problem solvers. Students identify real problem situations in their school, neighborhood, or community and use the 6-step model to develop and implement the solution idea over an extended period of time (i.e., 6 months to 3 years). The students’ report describes the full process including the area of concern, action plan, the efforts to solve the problem, and reflections. The evaluators examine the report and display at the competition and interview the students to secure their ownership of the product.

The FPSP provides educators with enrichment activities that can take place in a pullout program, after school program, resource center, or with students in a regular classroom. The high level challenge of the activities is especially appropriate for intellectually and creatively gifted students. Future Problem Solving takes students into new worlds. They gain new knowledge about cutting-edge research and use it in combination with higher order thinking to create original solutions for futuristic problems. Most gifted students love this kind of intellectual challenge. Seeing Community Problem Solvers grapple with real life problems and grow in their awareness of their capability to have a positive impact on the world around them is also gratifying to educators. The most obvious effect of Scenario Writing is improved writing skills. However, all FPSP components help students develop their written and oral communication skills. Improved communication skills and a thorough understanding of the 6-step problem solving model can greatly benefit the students far beyond the program (e.g., in other curricular activities and in their future careers).

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Future Problem Solving

Creating the Future Scholarship Application

Honoring dr. e. paul torrance, presented by future problem solving program international.

Scholarship Purpose: To honor a current FPS student in the final year of high school from any FPS Affiliate Program who has exhibited exceptional dedication and participation in Future Problem Solving.

Scholarship applications are accepted until January 25, 2024.

Scholarship Information

Scholarship recipient(s) will be announced on or before April 15, 2024 and presented at the International Conference Opening Ceremony in June 2024. Recipient(s) may be asked to speak. If the recipient will not be present to accept the award, either the Affiliate Director or coach will accept the award in his/her place.

Criteria for Selection

FPS Program Participation: 20% Service to FPS: 20% FPS Impact Essay: 40% Letters of Recommendation (2): 20% (10% each)

Your Name *

Personal Email (Not school) *

Affiliate *

School Name *

Coach Name *

Coach Email *

Publication Release: By signing this form, I hereby grant Future Problem Solving Program International, Inc. (FPSPI) permission to reproduce and distribute the whole or any part of my work for educational or promotional purposes, and allow FPSPI to license or sell such excerpts, in any form or medium, without any further permission and without any financial obligation to me. I also grant permission to allow any photographs or video presentations taken or made during my attendance at FPSPI-related events, including FPSPI’s International Conference, and in which I appear, to be used for educational or promotional purposes under the terms outlined above.

Statement of Authenticity: In addition, by signing this form, I certify that my writing is original work and the sole creation of my own efforts and ideas. Plagiarism is an offense defined as the use of another’s words, ideas, or expressions without acknowledging their source. I further understand that plagiarism would be grounds for immediate disqualification from competition for a Scholarship Award.

Please Sign *

How many years have you participated in Future Problem Solving at the Affiliate level? * One year Two years Three years or more

List years of involvement and awards earned at the Affiliate level. *

How many years have you participated in Future Problem Solving at the International level? * One year Two year Three years or more

List years of involvement and awards earned at the International level. *

Select the components in which you have participated. * Team GIPS Individual GIPS Scenario Writing Team CmPS Individual CmPS MAGIC Scenario Performance

Select the roles you have had through your involvement in Future Problem Solving. * Competitor Coach Evaluator Other

Service to/through Future Problem Solving

Service to/through Future Problem Solving – Please describe your involvement and service to Future Problem Solving and/or application of problem solving in other areas that extends above and beyond participation in the competitive components. (500 word limit.)

Service to/through Future Problem Solving *

FPS Impact Essay

What advantage or unique opportunity does FPS provide you? How do you expect FPS to influence you in the future? Describe the impact FPS has had in your life. Be as creative as you choose in the format which presents your answer.

Advantages found/gained through your FPS participation

Unique opportunities, possibilities, or life experiences that were made possible through FPS or that will contribute to your future development and/or goals

Impact FPS has made on your life and future (500 word limit.)

FPS Impact *

SUBMISSION REQUIREMENTS – LETTER OF RECOMMENDATION:

* Contact information for the person writing the recommendation * Letters should be from people who are familiar with your involvement in Future Problem Solving and any resulting actions. * The letters of recommendation should note your involvement, including participation BEYOND the formal FPS competitions. * Each letter of recommendation may be 1-2 pages in length. * One letter should be from a Future Problem Solving coach. * The second letter from an FPS Affiliate Director, a teammate, a teacher, or someone else who can attest to your real-life application of the skills of Future Problem Solving.

UPLOAD 2 LETTERS OF RECOMMENDATION (doc and pdf files only)

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  • Governor’s Cup
  • JV Challenge
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Future Problem Solving

  • Composition
  • General Knowledge
  • Individual Quick Recall
  • Pre-Season Testing
  • Outreach Grants
  • Certification Information
  • QR Online Quiz
  • Search QR Numbers
  • FPS Clinics
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  • Board of Directors
  • Board of Directors Information
  • KAAC Hall of Fame
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  • Writer/Editor Pay Request
  • State Finals
  • Tournaments
  • Confirm Contact Info
  • Competition Results
  • Governor’s Cup FPS
  • Start a Team
  • Community Problem Solving
  • Scenario Writing
  • Scenario Performance
  • Junior Division FPS
  • Individual FPS
  • Alternate FPS
  • Glossary of Terms

Rules & Requirements

All events for Future Problem Solving (FPS) must have a coach to enter students.  Coaches must have permission from the school principal before completing the entry form with student names.  Event Dates are included on the homepage for FPS Governor's Cup and each of the FPS Component Events.  Some events permit the coaches to evaluate while some events have restrictions.

Coaches and Evaluators for FPS Events

At no time may an coach serve as an evaluator and score the work produced by students from the school the coach represent.  A person who is not the required coach nor a parent/legal guardian of a member on the FPS team may serve as the required FPS Evaluator.   See the list below to help identify when a certified FPS coach and evaluator are required.

  • Governor's Cup FPS Team --must have 1 certified coach and 1 certified evaluator trained by one of the FPS Trainers.  These 2 positions may not be filled by the same person for District Governor's Cup.  If a Governor's Cup Region is comprised of only 3 Governor's Cup Districts, the coach or parent/legal guardian of a team member may not evaluate at Region.  In all other cases, the certified FPS coach may evaluate for Governor's Cup Region and State Finals for the school the FPS coach or parent/legal guardian represents.    At Governor's Cup State Finals, an FPS coach that works exclusively with FPS Elementary teams is prohibited from being the FPS State Evaluator for Middle Grades or High School Divisions without the permission of the Program Director of KAAC.
  • CmPS--A certification is not required to register participants in the CmPS Team or CmPS Individual competition.  The CmPS coach should be knowledgeable the the 6-Step creative process of FPS.
  • FPS JR Division--A certified FPS coach will be required because all teams entered in this event must provide an evaluator for each team.  If a coach enters more than one team from the same school, the coach will be assigned a packet to score from each school.  At State Finals, JR Division coaches or FPS evaluators, FPS trainers, and FPS Master Evaluators are eligible to score.
  • FPS Individual--A certified FPS coach will be required because all teams entered in this event must provide an evaluator for for every three (3) participants registered from the same school om a division If a coach enters participants in multiple divisions, the coach will be assigned booklets in all divisions.
  • Scenario Writing--Each coach entering participants in this event will be asked to nominate a Scenario Writing Reader.  Based on the number of entries, the nominated reader may not be required.  A reader should be versed in scoring pieces submitted by the students on one of this years' topics.
  • Scenario Performance--At this time a Scenario Performance Evaluator is not required.  Performances are scored by FPS Trainers and/or Performance experts within the state.  Nominations or a judge for this competition are appreciated, but may not be used.
  • FPS Alternates (for FPS teams advancing to State Finals not in the Team Events)--Coaches with teams participating in Governor's Cup Team FPS are asked to help score this event after the First Round of Governor's Cup Scoring has been completed.

For additional information, see the manuals for the events of FPS

See Component Events for Key Dates

IMAGES

  1. PPT

    future problem solving criteria

  2. PPT

    future problem solving criteria

  3. 2 The Future Problem Solving Thinking Process (adapted from FPSP

    future problem solving criteria

  4. Problem Solving Matrix

    future problem solving criteria

  5. PPT

    future problem solving criteria

  6. How to improve your problem solving skills and strategies

    future problem solving criteria

VIDEO

  1. Ancient Future

  2. The problem observed by Stanford lecturer

  3. World Solution Challenge Future Problem Solving Program

  4. Example& Problem Solving #04

  5. Future Problem Solving 2019 Spirit Video

COMMENTS

  1. Future Problem Solving

    FPS Academy Future Problem Solving has developed Virtual Lessons for the annual topics. What better way to learn about the topics and problem solving process than through asynchronous online lessons. Learn More → The Impact of Future Problem Solving is Global and Lifelong 250k + Students Have Participated 37 + United States 14 + Countries 100 %

  2. Students

    The basis of Future Problem Solving (FPS) is the six-step problem solving process: Identify Challenges - Generate challenges or issues related to global research, Future Scenes, or a specific need area. Select an Underlying Problem - Identify the key issue to be resolved.

  3. What is FPS and What Can You Learn?

    Commitment to Diversity, Equity, Inclusivity, and Belonging (DEIB): Since its founding in 1974, Future Problem Solving Program International (FPSPI) has sought to empower students through critical thinking and creative problem-solving to effect positive change.

  4. Six Step Process

    A series of videos created by FPSPI to explain each of the steps in the Future Problem Solving six step process. 03 9886 4646. COACHES LOGIN. 0. View Cart. FUTURE PROBLEM SOLVING PROGRAM AUSTRALIA. Programs. Educator's Guide. Key Dates ... Criteria & Grid. Action Plan. WHO WE ARE. Our Story. Our People. Hall of Fame. News. Contact. FPSP ...

  5. THE PROCESS

    The Future Problem Solving model serves as the foundation to dynamic, creative thinking process and includes the following six steps: Step 1: Identify Challenges Generate issues, concerns, and problems, applying background knowledge to the Future Scene Consider major issues and categories of problems in order to think of more challenges

  6. Future Problem Solving

    Future Problem Solving Connie Phelps Reference work entry First Online: 01 January 2023 19 Accesses Abstract Future Problem Solving (FPS) engages students in futuristic thinking through annual academic competitions at local, state, regional, and international levels.

  7. PDF For Coach and Evaluator Certification

    Future Problem Solving Evaluation Manual - The Kentucky Association for Academic Competition. This pdf document provides the guidelines and criteria for evaluating the Future Problem Solving (FPS) booklets submitted by teams or individuals in grades 4-12. FPS is a creative problem solving program that challenges students to analyze complex scenarios and propose solutions. Learn how to score ...

  8. FPS STEPS

    The Future Problem Solving program is a well-acclaimed program with over. 250,000 students participating from around the world. Students work together in small teams investigating real world global issues with an emphasis on anticipating and solving problems that may occur. ... Criteria are 5 questions that evaluate your solution ideas so that ...

  9. Future Problem Solving Program

    Contact. Founded in 1974 by creativity pioneer, Dr. E. Paul Torrance, Future Problem Solving Program International (FPSPI) stimulates critical and creative thinking skills, encourages students to develop a vision for the future, and prepares students for leadership roles. FPSPI engages students in creative problem solving within the curriculum ...

  10. Future Problem Solving Program International

    Future Problem Solving Program International ( FPSPI ), originally known as Future Problem Solving Program ( FPSP ), and often abbreviated to FPS, is a non-profit educational program that organizes academic competitions in which students apply critical thinking and problem-solving skills to hypothetical future situations.

  11. What is Problem Solving? Steps, Process & Techniques

    Finding a suitable solution for issues can be accomplished by following the basic four-step problem-solving process and methodology outlined below. Step. Characteristics. 1. Define the problem. Differentiate fact from opinion. Specify underlying causes. Consult each faction involved for information. State the problem specifically.

  12. Do Your Students Know How to Analyze a Case—Really?

    Step 1: Problem definition. What is the major challenge, problem, opportunity, or decision that has to be made? If there is more than one problem, choose the most important one. Often when solving the key problem, other issues will surface and be addressed.

  13. About FPS

    Junior - Grades 4 - 6 Middle - Grades 7 - 9 Senior - Grades 10 - 12 FPS Components Global Issues Problem Solving (GIPS). Click here for more info. [link to GIPS description] Community Problem Solving (CmPS). Click here for more info [link to CmPS description] Scenario Writing. Click here for more info. [link to Scenario Writing description]

  14. FPS Steps

    Required elements • Link to future scene (logical relationship) • The challenge itself • Why the challenge is a challenge Essentials Must come from information in future scene Either a cause or a consequence Stated as a possibility (may, might, could) Scoring • Fluency (the number of likely challenges) •••••• (Y) Yes (likely to exist or occur)

  15. What is Texas Future Problem Solving academic competition

    Choosing criteria. Evaluating solutions. Develop an action plan. Mission. Texas Future Problem Solving Program's mission is to prepare students 4-12th grade to be successful leaders through problem solving, critical thinking, creativity, and communication strategies. facts.

  16. HOME

    Future Problem Solving Program International (FPSPI) was founded in 1974 by creativity pioneer, Dr. E. Paul Torrance, at the University of Georgia. FPSPI promotes a six-step problem solving process and encourages students to develop a vision of the future. GA FPSP sponsors three different academic competitions for students in grades 4 through ...

  17. Future Problem Solving Program

    Teams and individuals successful in the qualifying problem advance to the affiliate bowl and bowl winners in each division (i.e., junior, grades 4 to 6; middle, grades 7 to 9; and senior, grades 10 to 12) are invited to participate at the International Conference.

  18. FUTURE PROBLEM SOLVING

    Step 1: Identify potential challenges or concerns from the Future Scene. Step 2: Identify a singular underlying problem. Step 3: Identify potential solutions to the underlying problem. Step 4: Develop criteria to judge potential solutions and their positive impact.

  19. Why Compete in Future Problem Solving (FPS)

    The Future Problem Solving program is a renowned program that allows students from all around the globe to come together, solve critical problems, and develop meaningful solutions in preparation for scenarios that they may face as adults. Also known as "FPS" for short, the Future Problem Solving Program has become a widely known competition ...

  20. PDF Future Problem Solving Glossary

    Performance, and Community Problem Solving-Team or Community Problem Solving-Individual. Condition Phrase (CP): (Step 2) A lead-in phrase that describes the situation in the Future Scene that is the basis for the challenge chosen in the Underlying Problem (UP). Correctly Written: (Step 4) Structural elements of criteria in Step 4.

  21. PDF The Creative Problem Solving Process

    Step 1. Identify Challenges (16/team; 8/individual) Generate issues, concerns, and problems, applying background knowledge to the Future Scene. Consider major issues and categories of problems in order to flexibly identify Challenges (see: FPS Category List). Select the best Challenges.

  22. Creating the Future Scholarship Application

    Criteria for Selection. FPS Program Participation: 20% Service to FPS: 20% FPS Impact Essay: 40% Letters of Recommendation (2): 20% (10% each) ... Please describe your involvement and service to Future Problem Solving and/or application of problem solving in other areas that extends above and beyond participation in the competitive components ...

  23. Rules & Requirements

    Rules & Requirements All events for Future Problem Solving (FPS) must have a coach to enter students. Coaches must have permission from the school principal before completing the entry form with student names. Event Dates are included on the homepage for FPS Governor's Cup and each of the FPS Component Events.