EXERCISE 15.2
Optimism
Be Solution-Focused
Purpose
Individuals and teams will learn the benefits of being solution-focused and expressing positive messages rather than staying stuck in the problem.
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17 to 25 minutes
Participants working in pairs, or individuals working with a coach, will read the problem scenarios and seek to fully focus on the problem (not on the solution). Then they will shift to a solution-focused approach using positive statements to stimulate a hopeful, optimistic attitude. This helps the participants directly experience the difference between the two styles.
Outcome
To recognize the power of beginning the decision-making process with an upbeat, solution-focused approach, as it supports better decisions and generally leads to making them more quickly.
Audience
- Intact team
- Unaffiliated group
- Individual working with a coach
Facilitator Competencies 
Moderate
Materials
- Be Solution-Focused Handout or design scenarios to meet your specific situation
Time Matrix
| Activity | Estimated Time |
| Review the practice scenarios focusing on the problem | 3–4 minutes |
| Discuss how participants feel when their attention is fully on a problem | 3–4 minutes |
| Repeat both steps above and discuss, this time with a focus on the solution | 6–7 minutes |
| Facilitator presents a brief discussion on optimism, linking it to solution-focused thinking and behavior | 5–10 minutes |
| Total | 17 to 25 minutes |
Instructions
1. Distribute copies of the Be Solution-Focused Handout and ask the participants to form pairs. If appropriate, develop an alternative list of scenarios to the ones provided here that better match the circumstances facing your individual or group.
2. Tell participants to review the practice scenarios with a focus that emphasizes the problem. Participants are not to solve the problem, but rather to figure out all the issues and just how difficult they are.
3. Next ask participants to discuss how they are feeling when the focus is fully on the problem. This may be done in pairs or as a group.
4. Repeat Steps 2 and 3 with a focus on the solution and follow with group discussion. Encourage the group to notice any negative expectations and to set them aside in a willingness to generate more open, “can do” responses.
5. Present a brief discussion on optimism, linking it to solution-focused thinking and behavior. Take questions from the participants.
Sample Problem Scenarios
With your partner, discuss how to solve the following scenarios using a strategy that focuses intensely, if not exclusively, on the problem, making sure to notice all the issues and just how difficult they are.
1. You work in an organization where you provide assistance to several “bosses.” Boss A asks you to complete an assignment in two weeks, and you say, “No problem.” Then another assignment comes in from Boss B that is due in twelve days. It is much more interesting than the first assignment, and the deadline is much more solid; the first one could be extended. However, it is just about impossible to get them both done. Boss A is out of town until the day the assignment is due. What do you do?
2. Jamie needs a ride to soccer at the same time that Terry needs a ride to dance lessons. They cannot take a bus and there is no other family member to help out.
3. You’re really tired of working on the weekends and committed to balancing your life better, but you also have a creative project under way that you have wanted to do for many years. It’s finally started up. The best way to get time for the project—which is work, just more creative—is to get caught up on work so you can work on the project, but that requires working on the weekends. What do you do?
4. You will have a lot less stress in your life if you have your bills paid off, but you really want to help your son and daughter go to college. Paying for college will only increase your debt, but. . . .
5. You have four managers reporting to you. Only one is a woman and she is convinced that you put her down. The last survey from her staff is reflecting increasing disgruntlement with her, and her productivity is down. She reports that she’s doing more than ever and thinks her staff highly respects her. What do you do?
After some discussion, you will repeat this activity when the facilitator instructs you to do so. You will be given new directions.