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Session 4

Problem Analysis and Solution Analysis

Project for Capacity Development to Implementing Organic Law at the Capital

and Provincial Level (PILAC 2)

Objectives and Content

Objective of Session 4:

Training participants understand how to conduct the Problem Analysis and Solution Analysis

Content: 1. Presentation: Problem Analysis and Solution Analysis

2. Exercise: Problem Analysis and Solution Analysis

3. Sharing and Q&A

2

3

Cause

Effect

Core Problem

Problem Tree

4

How do you Formulatethe Problem Tree?

5

Main Steps to Formulate the Problem Tree (1)

1. Identify existing problems considering actual situations and write down one problem per card.

2. Arrange identified problem cards based on the cause-effect relationship and try making a tentative Problem Tree.

3. Determine the Core Problem that might be the result (effect) of wide-range problems. If it is difficult to fix the Core Problem, you can start with the uppermost problem card in the tentative Problem Tree.

6

Main Steps to Formulate the Problem Tree (2)

4. Extend the Problem Tree downward by adding problem cards that are the direct causes of upper problems.

– If Problem A is the cause of Problem B,

Problem A shall put under Problem B.

– If Problem C is the effect of Problem B,

Problem C shall put above Problem B.

A

B

C

B

7

Main Steps to Formulate the Problem Tree (3)

5. Draw lines to connect all problem cards and complete the Problem Tree. (Reconsider the cause-effect relationship, if necessary)

A

C

BCore Problem

Effect

Direct Cause

Sub-Cause

8

Main Steps to Formulate the Problem Tree (4)

6. Identify Hidden Gender Issues from the Core Problem and Direct Causes.

If a problem brings about a negative impact upon only one gender, then the negative impact is the Hidden Gender Issue.

Hidden Gender IssuesExample: Problem--Potable water supply is not stable.- Women are forced to carry water from distant water

sources.- Married women tend to use unsafe water.- Many married women have a back problem.

9

How do you Formulatethe Solution Tree?

10

Main Steps to Formulate the Solution Tree

1. Revise the Core Problem into the Goal by changing a negative sentence into a positive sentence that describes a situation after solving the Core Problem.

2. Revise the Direct Causes into the Objectives in the same procedure as above.

3. Revise the Sub-Causes into the Solutions in the same procedure as above.

Solution Tree

11

Goal

Objective

Solution

12

Remarks

• Be careful of the following points: The Core Problem, Direct Cause, and Sub-Cause must be

described in a single negative sentence. A single negative sentence shall not include both the cause and

the effect.e.g., Girls find it difficult to attend school (Effect) because of too

many domestic chores (Cause). The Goal, Objective, and Solution must be described in a single

positive sentence. The Goal, Objective, and Solution must be changed in a realistic

way.e.g.. It rains in the dry season. (This sentence is unrealistic and not

achievable because we cannot change the climate..)

13

Remarks (continued)

• Avoid writing just “No this or that.”• Try identifying the result (effect) caused by the lack of a

relevant material or situation.

e.g.,

No hospital People find it difficult to reach health service

facilities.

Not appropriate Good

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Villagers saw that their animals had been affected by a strange chickenpox since the previous month and their animals died within several days after the infection despite the best possible treatment.

They reported the incident to the village chief, but it made no difference because support from a veterinarian office was slow and irregular. The villagers did not ask veterinarians to treat their animals because they had no money to pay for treatment. Instead, they were forced to sell their ill animals to a meat seller.

Case Study

15

Case Study (continued)

One of the villagers said that they would have no livestock for the next harvesting.

The village chief stated that he had reported this situation to the district office and burned some ill animals. Meanwhile, the Director of the Provincial Department of Agriculture stressed that his office had appointed veterinary officers to handle this situation. For more details, he suggested that the villagers ask those veterinary officers.

16

Analysis on Case Study: 1. Identify Existing Problems

Villagers cannot stop

losing their livestock

by the epidemic.

Villagers lack

relevant knowledge

on the epidemic.

Villagers do not have

enough money for the

treatment.

Support from a

veterinary office is

slow and irregular.

Villagers are forced

to sell their livestock

before losing them.

Villagers lack livestock for the next

harvesting.

The Department of Agriculture does not take responsibility.

Villagers do not ask veterinarians to treat

their animals.

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Analysis on Case Study: 2/3. Tentative Problem Tree and Core Problem

Villagers cannot stop losing their livestock

by the epidemic.

Villagers lack relevant knowledge

on the epidemic.

Villager do not have enough money for the

treatment.

Support from a veterinary office is slow and irregular.

Villagers are forced to sell their livestock before losing them.

Villagers lack livestock for the next

harvesting.

Villagers do not ask veterinarians to treat

their animals.

The Department of Agriculture does not take responsibility.

Core Problem

18

Analysis on Case Study: 4/5. Extension of Problem Tree Downward and Connecting

Villagers cannot stop losing their livestock

by the epidemic.

Villagers lack relevant knowledge

on the epidemic.

Villager do not have enough money for the

treatment.

Support from a veterinary office is slow and irregular.

Villagers are forced to sell their livestock before losing them.

Villagers lack livestock for the next

harvesting.

The

Dep

artm

ent o

f

Agr

icul

ture

doe

s not

take

resp

onsib

ility

.

Villagers do not ask veterinarians to treat

their animals.

Info

rmat

ion

on th

e

epid

emic

doe

s not

reac

h th

e vi

llage

rs.

A vet

erin

ary

offic

e

finds

it d

iffic

ult t

o

visit

vill

ages

regu

larly

.

Villag

ers d

o no

t

know

how

to o

btai

n

info

rmat

ion

on th

e

epid

emic

.

19

Analysis on Case Study: 6. Hidden Gender Issue

Villagers cannot stop losing their livestock

by epidemics.

Villagers lack relevant knowledge

on the epidemic.

Villager do not have enough money for the

treatment.

Support from a veterinary office is slow and irregular.

Villagers are forced to sell their livestock before losing them.

Villagers lack livestock for the next

harvesting.

The

Dep

artm

ent o

f

Agr

icul

ture

doe

s not

take

resp

onsib

ility

.

Villagers do not ask veterinarians to treat

their animals.

Info

rmat

ion

on

epid

emic

doe

s not

reac

h th

e vi

llage

rs.

A vet

erin

ary

offic

e

finds

it d

iffic

ult t

o

visit

vill

ages

regu

larly

.

Villag

ers d

o no

t

know

how

to o

btai

n

info

rmat

ion

on th

e

epid

emic

.

Women should work harder than before.

Women’s knowledge is far less than that of men.

Most women do not know how to call for veterinarians.

20

Analysis on Case Study: Conversion to Solution Tress

Villagers can manage the epidemic

of their livestock.

Villagers have knowledge related to the epidemic.

Villager have money for the treatment.

Support from a veterinary office becomes reliable.

Villagers can sell the livestock at their

discretion.

Villagers have livestock for the next

harvesting.

The

Dep

artm

ent o

f

Agr

icul

ture

impr

oves

its s

ense

of

resp

onsib

ility

.

Villagers call for vets to treat their animals.

Info

rmat

ion

on

epid

emic

reac

hes

villa

gers

.

A vet

erin

ary

offic

e

can

visit

vill

ages

regu

larly

.

Villag

ers k

now

whe

re th

ey c

an

obta

in in

form

atio

n

on th

e ep

idem

ic.

Women should work harder than before.

Women’s knowledge is far less than that of men.

Most women do not know how to call for veterinarians.

Exercise

1. Participants are divided into four (4) groups.

2. Case 1 is assigned to two groups and Case 2 is to the other two.

3. After reading the case, each group member identifies

two problems and writes down one problem per card.

4. The tentative Problem Tree is made by using collected

problem cards.

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Exercise (continued)

5. Each group determines the Core Problem through discussion.

Note. If it is difficult to determine the Core Problem, the uppermost problem card in the tentative Problem Tree can be selected.

6. After completing the Problem Tree including Hidden Gender Issues, the Problem Tree is converted into the Solution Tree.

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Thank you!