Difference between revisions of "Problem Tree Analysis"

Difference between revisions of "Problem Tree Analysis"

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(New page: {{Term|Problem Tree Analysis|Problem Tree Analysis is a tool that helps to identify the negative aspects of an existing situation and establish the “cause and effect” relationships bet...)
 
 
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{{Term|Problem Tree Analysis|Problem Tree Analysis is a tool that helps to identify the negative aspects of an existing situation and establish the “cause and effect” relationships between the identified problems.<ref> European Commission, « Aid Delivery Methods : Volume 1 Project Cycle Management Guidelines », March 2004.</ref>}}
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{{Term|PROBLEM TREE ANALYSIS|A tool that helps to identify the negative aspects of an existing situation and establish the “cause and effect” relationships between the identified problems.<ref> European Commission, « Aid Delivery Methods : Volume 1 Project Cycle Management Guidelines », March 2004.</ref>
  
  
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'''Why to use it?'''<ref> [http://www.odi.org.uk/RAPID/Tools/Toolkits/Communication/Problem_tree.html](22 October, 2009).</ref>
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'''Why to use it?'''<ref> Overseas Development Institute (ODI), [http://www.odi.org.uk/RAPID/Tools/Toolkits/Communication/Problem_tree.html www.odi.org.uk] (22 October, 2009).</ref>
 
* The problem can be broken down into manageable and definable chunks. This enables a clearer prioritization of factors and helps focus objectives;
 
* The problem can be broken down into manageable and definable chunks. This enables a clearer prioritization of factors and helps focus objectives;
 
* There is more understanding of the problem and its often interconnected and even contradictory causes. This is often the first step in finding win-win solutions;
 
* There is more understanding of the problem and its often interconnected and even contradictory causes. This is often the first step in finding win-win solutions;
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* Present issues – rather than apparent, future or past issues – are dealt with and identified;
 
* Present issues – rather than apparent, future or past issues – are dealt with and identified;
 
* The process of analysis often helps build a shared sense of understanding, purpose and action.
 
* The process of analysis often helps build a shared sense of understanding, purpose and action.
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See also: [[Needs Assessment]]; [[Audience Analysis]]; [[Stakeholder Analysis]]; [[Focus Groups]]}}
  
  
 
{{Tool|Developing a Problem Tree Analysis|
 
{{Tool|Developing a Problem Tree Analysis|
 
__NOTOC__
 
__NOTOC__
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=='''Step By Step<ref>European Commission, « Aid Delivery Methods : Volume 1 Project Cycle Management Guidelines », March 2004, and NZAID Tools, “Logical Framework Approach”, http://nzaidtools.nzaid.govt.nz/logical-framework-approach/annex-2-problem-tree-analysis (22 October, 2009)</ref>'''==
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=='''Step By Step<ref>European Commission, « Aid Delivery Methods : Volume 1 Project Cycle Management Guidelines », March 2004, NZAID Tools, “Logical Framework Approach”, [http://nzaidtools.nzaid.govt.nz/logical-framework-approach/annex-2-problem-tree-analysis nzaidtools.nzaid.govt.nz] (22 October, 2009), and Overseas Development Institute (ODI), [http://www.odi.org.uk/RAPID/Tools/Toolkits/Communication/Problem_tree.html  www.odi.org.uk] (22 October, 2009)</ref>'''==
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The problem tree should be developed as a participatory group activity. 6 to 8 people is often a good group size. It is important to ensure that groups are structured in ways that enable particular viewpoints, especially those of the less powerful, to be expressed.<ref>NZAID Tools, “Logical Framework Approach”, http://nzaidtools.nzaid.govt.nz/logical-framework-approach/annex-2-problem-tree-analysis (22 October, 2009)</ref>
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# Brainstorm problems and identify the focal problem as an individual starter problem. Write it on a card or “Post-it”.
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The problem tree should be developed as a participatory group activity. 6 to 8 people is often a good group size. It is important to ensure that groups are structured in ways that enable particular viewpoints, especially those of the less powerful, to be expressed.
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This first step can either be completely open (no pre-conceived notions as to what stakeholder’s priority concerns/ problems might be), or more directed, through specifying a “known” high order problem or objective based on preliminary analysis of existing information and initial stakeholder consultations.
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#Brainstorm problems and identify the focal problem as an individual starter problem. Write it on a card or “Post-it”. This first step can either be completely open (no pre-conceived notions as to what stakeholder’s priority concerns/ problems might be), or more directed, through specifying a “known” high order problem or objective based on preliminary analysis of existing information and initial stakeholder consultations.
 
# Brainstorm all of the other problems associated with the focal problem and write each problem on a separate card or “Post-it”.
 
# Brainstorm all of the other problems associated with the focal problem and write each problem on a separate card or “Post-it”.
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# Establish a hierarchy of causes and effects.
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# Establish a hierarchy of causes and effects. Problems which are directly causing the focal problem are put below, and problems which are direct effects of the focal problem are put above.
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Problems which are directly causing the focal problem are put below, and problems which are direct effects of the focal problem are put above.
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# For each problem, ask the question “What causes this problem?” Write the causes on separate cards and place them below the problem they cause. If there are two or more causes of a problem, and one is not the cause of the other, then place them on the same level.
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# For each problem, ask the question “What causes this problem?” Write the causes on separate cards and place them below the problem they cause.
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If there are two or more causes of a problem, and one is not the cause of the other, then place them on the same level.
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# Connect the problems with case-effect arrows – clearly showing key links.
 
# Connect the problems with case-effect arrows – clearly showing key links.
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# Review the problem tree and verify its validity and completeness.
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# Review the problem tree and verify its validity and completeness. Ask yourself/ the group – “Are there important problems that have not been mentioned yet?” If so, specify the problems and include them at an appropriate place in the tree.
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Ask yourself/ the group – “Are there important problems that have not been mentioned yet?” If so, specify the problems and include them at an appropriate place in the tree.
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# Copy the problem tree onto a sheet of paper to keep as a record, and distribute (as appropriate) for further comment/ information.
 
# Copy the problem tree onto a sheet of paper to keep as a record, and distribute (as appropriate) for further comment/ information.
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The heart of the exercise is the discussion, debate and dialogue that is generated as factors are arranged and re-arranged, often forming sub-dividing roots and branches.<ref>Overseas Development Institute (ODI), http://www.odi.org.uk/RAPID/Tools/Toolkits/Communication/Problem_tree.html  (22 October, 2009)</ref>
 
  
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[[Image:tabella.png|center]]
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The heart of the exercise is the discussion, debate and dialogue that is generated as factors are arranged and re-arranged, often forming sub-dividing roots and branches.
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Identify the kind of knowledge learners will acquire: [[Image:tabella2.png|center]]
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# Determine what knowledge, skills and attitudes trainees will develop by asking the following questions:
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#* To determine what the trainees will learn: What learning outcomes participants of this training course need to demonstrate? What should learners know or be able to do by the end of this training event?
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'''Discussion questions might include'''
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#* To determine how one will be able to verify it: With what performance criteria?
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* Does this represent the reality? Are the economic, political and socio-cultural dimensions to the problem considered?
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#:The answer will determine the type of objectives that must be developed, indicating the modalities of assessments that need to be designed. If the training course is an awareness raising, knowledge based and skills-based one it needs objectives stating each one of these components and assessments must be designed accordingly.  
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* Which causes and consequences are getting better, which are getting worse and which are staying the same?
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# Start the statement with “At the end of the training the trainee will be able to” so as to make sure the objective makes sense from the trainee’s point of view.
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* What are the most serious consequences? Which are of most concern? What criteria are important to us in thinking about a way forward?
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# Decide on the correct behaviors. What you choose in the form of behaviors is what the trainee must exhibit to master the objectives, which represent the performance to be achieved.
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* Which causes are easiest/ most difficult to address? What possible solutions or options might there be? Where could a policy change help address a cause of consequence, or create a solution?
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# Include the behavioral part of the objective. Use action verbs with observable behavioral meaning.  The action of each objective is what determines whether it is verifiable.
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* What decisions have we made, and what actions have we agreed?
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# Use the list of behaviors categorized according to Bloom’s taxonomy. The Bloom’s taxonomy presents a system of classifying intellectual behavior that is important to learning as it provides a framework to be used when deciding which training component will add value. There are three categories: cognitive, affective, and psychomotor. Cognitive learning, which has to do with factual knowledge, is the category within which most training courses are developed. The Bloom’s taxonomy categorizes knowledge in six progressively complex levels (from simple to more complex) which facilitate the construction of learning objectives: [[Image:tabella3.png|center]]
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# Avoid using unverifiable verbs. Know and understand are wrongly used quite frequently. Whenever the action is inside the trainee’s head the performance component of the objective is not verifiable. Learning can only be tested if it can be verified by the senses<ref>Hassel-Corbiell, Ribes, Developing Training Courses: a technical writer’s guide to instructional design and development, Learning Edge Publishing, 2006. </ref>.  Some verbs that are not observable and which should not be used to develop objectives are: appreciate; be aware of; comprehend; enjoy; know; know how to; learn; like; think about; understand.
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# Match the identified behaviors with adequate assessment activities. The type of assessment activity varies according to the behaviors expressed in each objective as they must match each one of them to allow proper evaluation. (See also: [[Criterion-Referenced Tests (CRTs)]]
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# Analyze if you have constructed a SMART objective:
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#* Specific
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#* Measurable
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#* Action Oriented
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#* Reasonable
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#* Timely
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=='''Quick Check'''==
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The problem tree can be converted into an objectives tree by rephrasing each of the problems into positive desirable outcomes – as if the problem had already been treated. In this way, root causes and consequences are turned into root solutions, and key project or influencing entry points are quickly established.
  
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When writing learning objective statements, ask yourself the following questions:
 
  
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* Does the objective focus on learner performance, explicitly stating what the learner will be able to do as a result of instruction?
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'''Key points to remember'''
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* Does the objective describe the intended outcome of the instruction, not the instructional process or procedure?
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* The quality of output will be determined by who is involved in the analysis and the skills of the [[facilitator]]. Involving [[stakeholder]] representatives with appropriate knowledge and skills is critical.
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* Does the objective describe explicit behavior that is observable and measurable?
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* It may be best to run separate problem analysis workshops with different stakeholder groups.
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* Is there a clear link between the learning objectives and the activities and assignments on which the learner’s assessment is based?
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* The process is as important as the product and should be seen as a learning experience and an opportunity for different views and interests to be expressed.
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* Do objectives go beyond recall of information to integrating and applying concepts to solve realistic problems?
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* The problem tree should be a valid but simple representation of the current negative situation. It cannot (and should not) contain or explain the complexities of every identifiable cause-effect relationship.}}
  
  
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=='''Job Aids'''==
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=='''Job Aid'''==
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[[Image: pdf.png]] [[Media:Toolkit_Template_Problem_Tree.pdf‎|Problem Tree Analysis]]
  
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[[Image:pdf.png]] [[Media:Learning_Objectives_Guidelines.pdf‎ |Developing Learning Objectives]]
 
  
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[[Image:word.png]] [[Media:Learning_Objectives_Template_w.doc‎|Learning Objectives Workshops' Template]]
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{{Example|Example of Problem Tree Analysis
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|[[image:pdf.png]]
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[[Media:ProblemTreeAnalysisExample.pdf|Example of Problem Tree Analysis]] developed by Overseas Development Institute (ODI), analyzing the outbreak of cholera in Kingstown.}}
  
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[[Image:word.png]] [[Media:Learning_Objectives_Template_Course.doc‎ |Learning Obectives Courses' Template]]
 
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}}
 
  
  
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{{Example|Examples of Goals and Objectives|The following documents contain examples of learning goals and objectives developed according to the instructions:
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{{Addlink|Below you have a list of selected web-sites where you can find additional information about Problem Tree Analysis.}}
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}}
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{|border=1; width= 100%
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{|border=1
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!Link
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|[[Image:pdf.png]] [[Media:Sample_Goals_and_Objectives.pdf‎| General Examples of Goals and Objectives]]
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!Content
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|General learning goals and objectives developed for different courses outside UNITAR.
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|-
 
|-
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|[[Image:pdf.png]] [[Media:Learning_objectives_sanitation.pdf‎|Learning Goal and Objectives: Urban Sanitation Course]]
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|[http://assets.sportanddev.org/downloads/problem_tree_analysis.pdf MDF Tool: Problem Tree Analysis]
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|Learning objectives developed for UNITAR course on Urban Sanitation.
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|Problem Tree Analysis explaned by MDF with a demonstration case
 
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|[[Image:pdf.png]] [[Media:Learning_Objectives_Democratic_Governance.pdf‎|Learning Goal and Objectives: Democratic Governance Course]]
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|[http://www.idrc.ca/en/ev-132998-201-1-DO_TOPIC.html IDRC/Problem Tree]  
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|Learning objectives developed for UNITAR / UNDP course on Democratic Governance.
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|A chapter of the book ''SAS2: A Guide to Collaborative Inquiry and Social Engagement'', available on the website of International Development Research Center, presenting the Problem Tree Process with an example of a demonstration case in India
 
|}
 
|}
  

Latest revision as of 10:09, 3 October 2013

Term2.png PROBLEM TREE ANALYSIS
A tool that helps to identify the negative aspects of an existing situation and establish the “cause and effect” relationships between the identified problems.[1]


Why to use it?[2]

  • The problem can be broken down into manageable and definable chunks. This enables a clearer prioritization of factors and helps focus objectives;
  • There is more understanding of the problem and its often interconnected and even contradictory causes. This is often the first step in finding win-win solutions;
  • It identifies the constituent issues and arguments, and can help establish who and what the political actors and processes are at each stage;
  • It can help establish whether further information, evidence or resources are needed to make a strong case, or build a convincing solution;
  • Present issues – rather than apparent, future or past issues – are dealt with and identified;
  • The process of analysis often helps build a shared sense of understanding, purpose and action.


See also: Needs Assessment; Audience Analysis; Stakeholder Analysis; Focus Groups


Toolkit.png Developing a Problem Tree Analysis

Step By Step[3]

The problem tree should be developed as a participatory group activity. 6 to 8 people is often a good group size. It is important to ensure that groups are structured in ways that enable particular viewpoints, especially those of the less powerful, to be expressed.

  1. Brainstorm problems and identify the focal problem as an individual starter problem. Write it on a card or “Post-it”. This first step can either be completely open (no pre-conceived notions as to what stakeholder’s priority concerns/ problems might be), or more directed, through specifying a “known” high order problem or objective based on preliminary analysis of existing information and initial stakeholder consultations.
  2. Brainstorm all of the other problems associated with the focal problem and write each problem on a separate card or “Post-it”.
  3. Establish a hierarchy of causes and effects. Problems which are directly causing the focal problem are put below, and problems which are direct effects of the focal problem are put above.
  4. For each problem, ask the question “What causes this problem?” Write the causes on separate cards and place them below the problem they cause. If there are two or more causes of a problem, and one is not the cause of the other, then place them on the same level.
  5. Connect the problems with case-effect arrows – clearly showing key links.
  6. Review the problem tree and verify its validity and completeness. Ask yourself/ the group – “Are there important problems that have not been mentioned yet?” If so, specify the problems and include them at an appropriate place in the tree.
  7. Copy the problem tree onto a sheet of paper to keep as a record, and distribute (as appropriate) for further comment/ information.

The heart of the exercise is the discussion, debate and dialogue that is generated as factors are arranged and re-arranged, often forming sub-dividing roots and branches.


Discussion questions might include

  • Does this represent the reality? Are the economic, political and socio-cultural dimensions to the problem considered?
  • Which causes and consequences are getting better, which are getting worse and which are staying the same?
  • What are the most serious consequences? Which are of most concern? What criteria are important to us in thinking about a way forward?
  • Which causes are easiest/ most difficult to address? What possible solutions or options might there be? Where could a policy change help address a cause of consequence, or create a solution?
  • What decisions have we made, and what actions have we agreed?


The problem tree can be converted into an objectives tree by rephrasing each of the problems into positive desirable outcomes – as if the problem had already been treated. In this way, root causes and consequences are turned into root solutions, and key project or influencing entry points are quickly established.


Key points to remember

  • The quality of output will be determined by who is involved in the analysis and the skills of the facilitator. Involving stakeholder representatives with appropriate knowledge and skills is critical.
  • It may be best to run separate problem analysis workshops with different stakeholder groups.
  • The process is as important as the product and should be seen as a learning experience and an opportunity for different views and interests to be expressed.
  • The problem tree should be a valid but simple representation of the current negative situation. It cannot (and should not) contain or explain the complexities of every identifiable cause-effect relationship.


Job Aid

Pdf.png Problem Tree Analysis


Folder2.png Example of Problem Tree Analysis
Pdf.png Example of Problem Tree Analysis developed by Overseas Development Institute (ODI), analyzing the outbreak of cholera in Kingstown.


Link icon.png Web Resources
Below you have a list of selected web-sites where you can find additional information about Problem Tree Analysis.
Link Content
MDF Tool: Problem Tree Analysis Problem Tree Analysis explaned by MDF with a demonstration case
IDRC/Problem Tree A chapter of the book SAS2: A Guide to Collaborative Inquiry and Social Engagement, available on the website of International Development Research Center, presenting the Problem Tree Process with an example of a demonstration case in India


References

  1. ↑ European Commission, « Aid Delivery Methods : Volume 1 Project Cycle Management Guidelines », March 2004.
  2. ↑ Overseas Development Institute (ODI), www.odi.org.uk (22 October, 2009).
  3. ↑ European Commission, « Aid Delivery Methods : Volume 1 Project Cycle Management Guidelines », March 2004, NZAID Tools, “Logical Framework Approach”, nzaidtools.nzaid.govt.nz (22 October, 2009), and Overseas Development Institute (ODI), www.odi.org.uk (22 October, 2009)
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