Solving Financial Problems & Money Affirmations

Loose the negative associations with Money allowing yourself to own money (see Money Affirmations below)

Practically there are basically only three ways to solve financial problems:

	increase income,
	decrease expenses, or
	adjust credit debt payments.

Several options exist for increasing income but all may not be alternatives for a particular situation. These possibilities include upgrading a present job to one that pays more; switching jobs to a better-paying one; working overtime; having someone additional in the household seek and find employment where more money is made than spent; qualifying for assistance, either public or private such as food stamps, child support, grants or subsidies; and renting or selling assets that are no longer needed and/or used.

Temporary adjustments in expenses may provide temporary income increases. Stop payroll deductions for retirement, savings, or education funds. Adjust tax withholding so that enough is being withheld but a large tax refund will not be coming next spring. Do more home production; garden or sew if you already have the skill and equipment needed. Use community resources for recreation. Pay insurance premiums monthly instead.

To decrease expenses either CUT DOWN or CUT OUT. For most people going "cold turkey" or cutting out entirely may not be possible. Above all, to cut expenses, go to a cash-only basis; put all credit cards out of reach.

Certain expenses cannot be cut out entirely because of health or safety concerns such as utilities, food, health, recreation, and insurance.

[Reference (renewed) source: Solve Financial Problems]

Recommended reading:

• Rich Dad, Poor Dad: What the Rich Teach Their Kids About Money-That the Poor and Middle Class Do Not! by Robert T. Kiyosaki, Sharon L. Lechter (Contributor)
• Why We Want You to be Rich: Two Men - One Message - Donald J. Trump, Robert T. Kiyosaki, Meredith McIver, Sharon Lechter

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Money Affirmations (spiritually oriented):

• I am now open to receive the abundant good that God has for me
• God is the source of all my good, I look only to him for my supply
• I vision only that which is for my highest good
• I speak only good, kind, loving and harmonious words
• I now release all fear, worry and doubt into the loving arms of God
• All that the father has is mine, I rejoice in it now
• I now let go and let God work in my financial affairs
• I think only loving positive and uplifting thoughts
• Money is positive, money is my friend
• I am now open to receive the abundant good that God has for me
• It is good to be wealthy
• God wants me to share in his good fortune
• I use my wealth wisely
• I now decree to God that I am ready to receive his abundance
• Financial success is mine, I accept it now
• I send out in thought only that which I desire to have returned
• The good I send out in thought, comes back to me multiplied
• I now have a clear and open connection with my higher self
• Money is coming to me easily and effortlessly
• I love the work I do, it is a part of God's divine plan
• I am now one with infinite intelligence
• I am an open channel expressing God's will
• God is guiding me in everything I do
• I deserve to be rich, I accept it now
• God goes before me making everything right
• I now live in a loving harmonious universe
• God is abundant, I am one with God
• As a loving father, God wants me to enjoy his good wealth
• Success is mine, I accept it now
• I now decree to God my intention to share his wealth
• I use my money wisely for the good of all
• Money is circulating freely in my life
• Money comes to me in many ways, through God
• I am divinely guided in all that I do
• The Lord wants me to be prosperous, I say YES!
• I now gives thanks to a loving, abundant God
  

Written by Jeff Staniforth - AffirmWare 7 Part Affirmation Course? Visit http://www.AffirmWare.com.au
Quoted at the forum of Positive-club.com.

Information problem-solving

Successful information problem-solving encompasses six stages with two sub-stages under each:

1. Task Definition
1.1 Define the information problem
1.2 Identify information needed in order to complete the task (to solve the information problem)

2. Information Seeking Strategies
2.1 Determine the range of possible sources (brainstorm)
2.2 Evaluate the different possible sources to determine priorities (select the best sources)

3. Location and Access
3.1 Locate sources (intellectually and physically)
3.2 Find information within sources

4. Use of Information
4.1 Engage (e.g., read, hear, view, touch) the information in a source
4.2 Extract relevant information from a source

5. Synthesis
5.1 Organize information from multiple sources
5.2 Present the information

6. Evaluation
6.1 Judge the product (effectiveness)
6.2 Judge the information problem-solving process (efficiency)

This method is used by Big6™ to teach information literacy in schools.

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Applied to Information Literacy: [Virtual Library Source]

	1. Defining your problem and asking the good questions What is my thesis or problem? What information do I need? What do I already know? What more do I need to find out? Remember: Try to make the most out of any research problem. The better your question, the more you will learn. For more information about defining a problem and asking good questions, read http://www.joycevalenza.com/questions.html and Dr. Jamie McKenzie's Questioning.org
	2. Information seeking strategies? Where can I find the information I need? Which are the best possible sources? Which databases are the best choices? Which types of sources will best help me solve my information problem? Which sources do I already have? Do I need help to find the resources or to make sure I haven't overlooked any critical sources? Follow these links more information on searching and appropriate internet search tools and our catalog and licensed databases.
	3. Selecting and evaluating your resources How can I search these sources effectively? After reading, can I identify better keywords or subject headings to refine my electronic search? Do the resources I found really answer my questions or offer evidence to support my thesis? Have I carefully examined my selected sources for significant details and concepts? Have I examined my sources for currency, relevance, accuracy, credibility, appropriateness and and bias? Can I defend all of the resources I am considering for inclusion in my works consulted page? Does the scope, depth and quality of my research meet my teacher's and my own expectations? How will I credit my sources? (For more information about citing sources check out our online MLA stylesheet. For more information on evaluating your sources, take a look at Evaluating Sources of Information and How to Critically Analyze Information Sources)
	4. Organizing and restructuring information How much of the information I collected is truly relevant? Do I see any patterns emerging in the information I collected? How can I organize this information so that it makes sense to myself and others? Do I have a strategy for notetaking? Can I construct a visual tool or written outline to help me structure my work? Have I solved my information problem and answered the related questions? Do I have enough information? (Check out the Graphic Organizer Index, NCREL's Graphic Organizers, and SCORE's Graphic Organizers for ideas on organizing the information you collect.)
	5. Communicating the results of your research Who is my audience? How can I most effectively share this information with this audience? Which would be the best format for communicating the results of my information? PowerPoint? video? essay? debate? speech? traditional paper? What do I need to do this presentation? Equipment? Software? Have I included everything I want to share? Have I proofread, edited and truly finished my project? (Purdue's Online Writing Lab has a variety of resources that will help you create a finished product. Here's a list of sites that will help improve your presentation skills.)
	6. Evaluating your work The product: Am I proud of the product? Was it effective? Did I meet the guidelines or follow the rubric for the project? Am I sure I did not plagiarize from any of my sources? Is the best work I could have done? The process: Did I explore the full scope of available resources and select the best? Did I approach the research process energetically? Did I search electronic resources (the Web and licensed databases) using effective, efficient, strategic search strategies? (Check the research rubric before submitting your final product.)

Appreciative Inquiry (AI)

Introduction
	Appreciative Inquiry (AI) was developed by Dr. David Cooperrider and his colleagues as a new paradigm with the potential to replace the conventional problem-solving methods of organization development. In everyday life, most people and organizations are constrained by the perception that their resources, and hence their horizons, are limited. This perception -- that we must "face realities" -- is without a doubt the greatest single constraint on human imagination, vision and enterprise. Appreciative inquiry begins with a different set of assumptions. We begin with the belief that we have a choice -- that we can consciously choose (in the Gestalt sense) what we "see" and act upon. In both the personal and social realms, we can choose to focus on problems, needs and deficits -- the traditional problem-solving approach. Or we can choose to see possibilities, capabilities and assets -- the basis of appreciative inquiry. By focusing on what's right, rather than what's wrong with an organization, an individual or even a society, AI gives us access to the kind of energy that can be transformative. Having that kind of energy to work with gives us the confidence to develop and pursue a new image of the future. A key question: If you want to inspire, mobilize and sustain human energy which is the most effective way -- by focusing on problems or pursuing possibilities? AI is a generative process that gives us a way to bring possibilities to life and develop our capacities. Through a carefully developed set of questions and a process of dialogue, we uncover stories of our "peak experiences" -- those moments in our lives when we felt most effective, most connected, most alive. These stories provide irrefutable proof of our actual capabilities. They give rise to new images of what the future could be. They raise our sights, energize us and give us the courage to dream and act boldly. Rather than "accepting reality," we see that what we call "reality" is defined by what we choose to see, what we choose to think and talk about, what we choose to act upon. It follows that we have the capacity to create the kind of future we desire. Description taken from: http://www.appreciative-inquiry.org/
Problem solving versus appreciative Inquiry
	Problem Solving What to fix Underlying grammar = problem, symptoms, causes, solutions, action plan, intervention Breaks things into pieces & specialties, guaranteeing fragmented responses Slow! Takes a lot of positive emotion to make real change. Assumes organizations are constellations of problems to be overcome	Appreciative Inquiry (AI) What to grow New grammar of the true, good, better, possible “Problem focus” implies that there is an ideal. AI breaks open the box of what the ideal is first. Expands vision of preferred future. Creates new energy fast. Assumes organizations are sources of infinite capacity and imagination
How does it work?
	First, understand the positive core of a living system. What makes it most effective and vital, in economic, ecological and human terms? - We move in the direction of our deepest and most frequently asked questions. - Positive guiding images of the future trigger action in the present. - Images are found in our dialogue with each other. - Ratio of positive to negative statements is a success factor for change. Individuals & groups can then weave the best of what is into formal and informal practices. This new approach to change, based on the power of the positive question, has emerged from revolutions in many fields. Organizations work best when they are vibrant, alive and fun. You know, when the "joint is jumping!" You can sense that the spirit of the organization is vital and healthy and that people feel pride in their work. Everyone builds on each other's successes, a positive can do attitude is infectious and the glow of success is shared. What's more, this positive energy is appreciated and celebrated so it deepens and lasts. Tell me about a time when you experienced positive energy that was infectious. What was the situation? What created the positive energy? How did it feel to be a part of it? What did you learn? If positive energy were the flame of the organization, how would you spark it? How would you fuel it to keep it burning bright? 4 Generic Questions to start the process: Best experience. A time when… What do you value about… yourself, work, organization. What do you think is the core life-giving factor or value of your organization –that which if it did not exist would make your organization totally different than it currently is? If you had three wishes for this organization, what would it be? Typical Project Start-up Choose the topic: combine themes from generic interviews with research questions. Agree on desired outcomes & CSF; Agree on how to get there Develop draft interview protocol Practice interviews; develop interview guidelines Plan for collecting & “analyzing” the data Plan for how the process will drive change. Why it works Doesn’t focus on changing people => Relief that the message isn’t about what they’ve done wrong or have to stop doing. Invites people to engage in building the kinds of organizations and communities that they want to live in. Helps everyone see the need for change, explore new possibilities, and contribute to solutions. Through alignment of formal and informal structures with purpose and principles, it translates shared vision into reality and belief into practice. Assumptions => conversation => dominant images => individual acts at both conscious and unconscious levels => organizational infrastructure. Organizations manifest human imagination. Learnings that surface through AI shift collective image. Process responds to three truths about human nature: * Exceptionality: We’re all exceptions. We respond best when this is noticed & conditions for exceptional performance are enhanced. * Essentiality: We each need to be seen as essential to the group. If we “lift up” meaningful contributions, it creates a compelling guiding image for others * Equality: Creates a way for the organization to be in “full voice” about the true, good, better, possible. Summary A high-participation, full-voice process targeted at organizational innovation A learning process to identify and disseminate best practices A way of managing and working that fosters positive communication and can result in the formation of deep and meaningful relationships Can be used to radically redesign the governance structures and processes of an organization. Mobilizes strategic change by focusing on the core strengths of an organization, then using those strengths to reshape the future. More tools and resources are found at: http://appreciativeinquiry.cwru.edu/ (Most information on this page is taken from sources available here)
Application Areas
	Leadership & Management Development Work Process Redesign Team Development Organization Culture Change Employee Development HR Practices: Staffing, Orientation, Performance Management Communications Collaborative alliances & joint ventures Community & customer relations Diversity initiatives Strategic Planning Focus Groups Benchmarking Surveys Evaluation to Valuation

Problem Solving & Brainstorming

Problem Analysis
No problem can be solved from the same level of consciousness that created it. (Albert Einstein)

The art of problem solving
Although problem solving is something people have a natural tendency to do, giving this process the status of an Art also suggests more complexity to this subject. Problem-solving goes beyond physical, cultural, science or language. Everybody can solve problems, in fact we practically do it all the time. Every thought and every decision is in a way solving part of a problem. At the same time one might suggest by those decisions and actions following this (personal) problem solving process, new problems of another kind arise. Most of our economy is based on solving and creating new problems in some form. Then why bother analyzing and describing this process you might ask. Because when you know the underlying principles, your processes of solving problems become easier, more fun, and it helps you grow as an individual giving your environment a positive influence. Most interesting about solving problems are the processes themselves, not primarily the result. I might reframe that to enjoying the process of getting what you want.

Like other Art-studies, problem solving has several components: history, practices, theories, models, concepts, references in other arts, sciences and spiritually. There can be no final consensus on a best way to present it because describing the Art of problem solving is in itself a problem solving process, which is never finished.

Problem Classification
To define your problem-solving strategy it is important to classify problems first into one of the three following categories.

Level 1: Urgent & Important - Highest Priority
Level 2: Important / not so urgent - Medium Priority
Level 3: Minor importance / no urgency - Low Priority

If you have more than one problem choose the one with the highest priority.

Essentially, there are two types of problems: analytic and divergent. An analytic problem is convergent in nature, that is, it has a single correct answer. Divergent problems allow for many possible solutions.

Phases in formulating a solution
Problem-development

1. formulating the problem (what and how did it get your attention, perceived facts)
2. acceptation (accept the problem as is)
3. reformulating (problem description, datasheet, examples, theories, references)

Idea-development
Questions which could be asked in this phase:
- what is good about this problem or situation?
- how can I use this problem or situation?
- what is not yet perfect?
- what am I willing to do to improve this situation?
- what will I stop doing to improve the situation?
- what is funny about it, that I didn't notice before?
- how will I enjoy when I reach my goal and this problem is solved?

4. analyze and purge (effort to find logical solutions)
5. exhaustion / frustration
6. relaxation / incubation
7. creative sidestep
8. Eureka!

Idea judgment

9. working out the plan (critical phase)
10. planning the approach

Who?
Who are the people involved in a problem-solution team?
- Problem-owner (Who's problem is it?)
- Fellow Problem owner or involved persons (participants in solving the problem)
- Generalists
- Specialists
- Outsiders
- Secretary (notes everything what is being said)
- Facilitator or coach (is not involved with the content, only the process)

Session rules:

1. postpone judgment
2. you are allowed to lie
3. privacy to the outside, openness to the inside
4. Extra attention to negative questions or remarks
5. No hierarchy, no arrogance
6. Critical phase afterwards

Brainstorming
Many people, when trying to solve a problem, develop a mental block. This may be a result of 'thinking too hard'. Then, later, without conscious effort, a solution comes to mind. One way to overcome a mental block in the problem-solving process is to hold a brainstorming session.

The purpose of brainstorming is to generate as many ideas as possible. The more ideas a team has to choose from, the greater the chances are of finding one that is successful. Ideas are generated rapidly, which prevents individuals from dwelling on why an idea might not work. Evaluation of the ideas comes at a later stage of solution development.

General guidelines for holding brainstorming sessions:
1. Allow no criticism. Some people become self-conscious when they feel they may be criticized, which inhibits them from offering ideas. For this reason, it is important that ideas are not judged at this time.
2. Encourage outrageous ideas. This often results in team members going beyond the normal thought process.
3. Encourage piggybacking of other ideas. One idea often stimulates a better one.
4. Evaluate the ideas at the end of the session or after a day or two. Eliminate those that are not feasible.

Any criticism of ideas must be constructive. The team should know that it is okay to laugh at and have fun discussing the ideas. Keep in mind that decisions made at this time are not always final; ideation is an ongoing process.

Besides the coach as moderator, each brainstorming group should select a leader to direct the discussion. If a leveling off of ideas occurs, the leader should encourage new ideas by asking questions such as:

"By altering the materials how could we . . . ?"
"What might happen if we changed its shape?"
"How could we adapt it to make it move faster?"
"How can we make it smaller, lighter, etc.?"

One team member (or the secretary) should record all ideas and useful comments.