In this handbook we have presented a design-focused and theory-based methodology for business problem-solving (BPS). Design-focused means that the primary aim of a BPS project is not generating knowledge and writing a smart report, but designing solutions to business problems (plus the accompanying change plans) to eventually improve performance of a certain business system. Even if the student is only involved in the design phase of a BPS project, the eventual performance improvement is the focus of the project. Theory-based means that in problem-solving the student does not rely solely on experience and informed common sense, but also state-of-the-art object and process knowledge.

The methodology presented in this handbook belongs to the family of rational problem-solving approaches; it is content-focused as opposed to process-focused. The student plays an expert role, rather than a coaching one. (One of the reasons for the choice of an expert role is that the BPS project is a learning experience in applying management theory in practice). At the same time the methodology takes into account that performance improvement involves organizational change and that organizational change does not only need technical interventions like a good report or presentation, but political and cultural interventions as well [Tichy 1983]. Therefore we pay attention to problem analysis, problem diagnosis and solution design as well as to change planning and developing support in the client organization for the solution and change plan. Students should not play pure expert roles, making analyses and designs independently.

In this part we discuss various methods to be used in business problem-solving (BPS) projects and the quality criteria with respect to the knowledge obtained though the application of these methods.

Introduction

In the regulative cycle, the ‘analysis and diagnosis’ step is followed by the ‘plan of action’ step, which involves solution design (discussed in this chapter) and change plan design (addressed in the next chapter). For the student, solution design is often the most difficult part, even if the problem statement and the diagnosis step give a firm starting point. For various reasons there are far fewer systematic approaches available in the literature for design than for analysis. Nevertheless the present chapter will give some ideas for solution design, and the next one will give some ideas for the design of the change process, to be used for the realization of the solution.

The deliverables of the business problem-solving project

A business problem-solving (BPS) project is only complete when the designed solution has been realized and the intended performance improvement has been achieved (at least to a satisfactory degree). The ultimate deliverable of the project is the intended performance improvement of the business system in question.

If problem-solvers are part of the business system to be changed (in a managerial or professional role), they will usually participate in the change process and support the quest for performance improvement. However, if the project is a consultancy project for a student, it is usually agreed that the student will not participate in the change and realization phase. In that case the deliverables of the project are (as stated in chapter 2.1) the following:

1. – a problem definition;

2. – a problem analysis and a diagnosis of the major causes and consequences of the problem;

3. […]