General Problem-solving Process
Introduction
The following is a general problem-solving process that characterizes the steps that can be followed by any discipline when approaching and rationally solving a problem. When used in conjunction with reasoning and decision-making skills, the process works well for one or more participants. Its main purpose is to guide participants through a procedure for solving many types of problems that have a varying level of complexity.
More importantly, the process is both descriptive and prescriptive. This means it can be used to look at past, present, and potential future problems and their solutions in a clear systematic way that is consistent and able to be generalized. At each step along the way to a solution, various types of research must be conducted to successfully accomplish the steps of the process and thus arrive at an effective solution that is viable. A description of research follows the problem solving process. In both the problem solving and research processes, good decision-making, critical-thinking and self-assessment is vital to a high quality result. At each step in the process, the problem-solver may need to go back to earlier steps and reexamine decisions made. It is this revisiting of earlier choices that make the process iterative and allows for improvement of the final outcomes.
Figure 1
Steps in the General
Problem-solving Process
- Become aware of the problem
- Define the problem
- Choose the particular problem to be solved
- Identify potential solutions
- Evaluate the valid potential solutions to select the best one
- Develop an action plan to implement the best solution
Become Aware of the Problem
The first step of any problem-solving process is becoming aware. This awareness can be generated from inside or outside the individual. Many times the awareness is part of a stated task or assignment given to the individual by someone else. In other cases, a person can observe a specific problem or a clear gap in knowledge that they feel must be addressed. In the end, as long as a problem is perceived by oneself or others, awareness of this problem is achieved. However, the level of awareness and the research associated with this level is vital to the initiation of the problem solving process.
Define the Problem
After the problem is recognized, research is conducted. Initially, research must be done to help define the problem as well as identify the assumptions being made and determine the parameters of the situation.
In the end, the main purpose of this step is to evaluate the constraints on the problem and the problem solver to better understand the goals that are trying to be reached. Once these goals are identified, the objectives that must be attained in order to reach the goals can be specified and utilized to help narrow the scope of the problem. Once the goals and objectives are clearly understood, the problem to be solved can be selected. An easy way to think of goals and objectives is that goals are what you hope to achieve while objectives are how you will go about accomplishing the goal.
Just as research might have been the impetus for engaging in the problem solving process—it made the problem-solver aware—research is vital to the specification of parameters and assumptions. The heart of this step is the series of decisions made to narrow the scope of the problem made by the problem-solver. Parameters are those factual boundaries and constraints set by the problem statement or discovered through research. Assumptions by contrast are those constraints that the problem-solver sets without having incontrovertible factual backing for those decisions. A clear understanding of the assumptions being made when engaging in the process is important. If an unsatisfactory outcome is reached, it may be necessary to adjust these assumptions. Even if the final solution is arrived at, knowing one’s assumptions assists the problem-solver in explaining and defending their conclusions.
Choose Which Problem to Be Solved
Once a goal and set of objectives has been specified and the parameters and assumptions have been identified, it is necessary to choose a particular problem to solve. Any large problem can be broken into smaller problems that are in turn broken into even smaller problems to be addressed. Each problem is an achievable goal that consists of objectives. Each of these objectives is a sub-problem that must be solved first in order to solve the larger overarching problem.
There are many different reasons to choose a particular problem to solve. It is important to do risk assessment on the problems involved and examine why the problem is being solved. There are many reasons why a particular problem is chosen as the one to solve. For example, the problem might be the most important, most immediate, most far reaching, or most politically important at the moment. Whatever the choice, the individual or group must have clear reasons why they choose the problem to be solved.
Once the aspects of the problem are known, the problem must be phrased as a question that each solution can answer affirmatively. An example of a problem statement might be "How might I increase the use of problem solving techniques by college graduates of four year universities in America today?" This specific type of question has four separate parts: question statement, active verb, object, and parameters and assumptions.
The first part is the question statement which transforms the problem into a question to be answered. It takes the form "How might I" or "In what ways might I." If the process is being undertaken by a group, it should be phrased as we instead of I. At times, an individual or a group may examine an issue concerning a third party. For example, students may work on problems facing their institution or that must be handled by the government. In this case, the question might become, "how might our school," or "In what way might the United States government." In all of these cases, the object is to create a question that must be answered as well as specify the group who is designated to answer it. Each solution must then apply to that group and be able to be accomplished by them as well.
Next is the active verb or the action used to solve the problem. Some of the most useful of these active verbs are the ones that describe change without specifying an absolute end or any one action. For example: Accelerate, alleviate, broaden, increase, minimize, reduce, and stabilize. It is important to realize that the stronger the verb, the more difficult it might be to accomplish workable solutions. For example, it is easier to reduce crime than to eliminate it. Keep this in mind when choosing verbs because verb choice is vital to good solution finding. If necessary, two or more verbs can be used and should be separated by the following conjunctions: And, Or, or And/Or. To assist in the verb choice process, some active verbs are listed below:
Figure 2
Active Verbs
|
Accelerate |
Control |
Improve |
Process |
Stop |
|
Accomplish |
Coordinate |
Improvise |
Program |
Strengthen |
|
Accommodate |
Counsel |
Increase |
Promote |
Stretch |
|
Achieve |
Create |
Initiate |
Propose |
Structure |
|
Act |
Define |
Inspect |
Protect |
Study |
|
Add |
Demonstrate |
Institute |
Prove |
Summarize |
|
Administer |
Design |
Introduce |
Provide |
Supervise |
|
Advise |
Determine |
Invent |
Publish |
Support |
|
Alleviate |
Develop |
Launch |
Recruit |
Surpass |
|
Analyze |
Earn |
Lead |
Redesign |
Survey |
|
Arrange |
Eliminate |
Locate |
Reduce |
Synthesize |
|
Assemble |
Employ |
Maintain |
Reorganize |
Systematize |
|
Assess |
Ensure |
Manage |
Report |
Teach |
|
Audit |
Establish |
Market |
Represent |
Terminate |
|
Avert |
Evaluate |
Maximize |
Research |
Test |
|
Broaden |
Examine |
Minimize |
Resolve |
Tighten |
|
Build |
Execute |
Monitor |
Reverse |
Trace |
|
Centralize |
Expand |
Motivate |
Review |
Train |
|
Change |
Expedite |
Negotiate |
Revise |
Translate |
|
Clarify |
Fabricate |
Operate |
Schedule |
Trim |
|
Collaborate |
Follow |
Organize |
Select |
Uncover |
|
Compete |
Form |
Originate |
Serve |
Unify |
|
Compile |
Formulate |
Participate |
Settle |
Unravel |
|
Compose |
Find |
Perform |
Shape |
Utilize |
|
Conceive |
Generate |
Persuade |
Simplify |
Verbalize |
|
Conclude |
Guide |
Plan |
Slow |
Verify |
|
Conduct |
Head |
Predict |
Solve |
Visualize |
|
Conserve |
Hire |
Prepare |
Stabilize |
Widen |
|
Consolidate |
Identify |
Preserve |
Start |
Withdraw |
|
Construct |
Implement |
Prevent |
Stimulate |
Work |
Figure 2 is a
list action verbs that can be used when formulating a problem statement.
The third part of the problem statement is the object of the sentence that relates to the problem being solved. The object states what is being acted upon by the verb to help solve the problem. Each solution must directly or indirectly affect this object. In our earlier statement, "How might I increase the use of problem solving techniques by college graduates of four year universities in America today?" the object is "use of problem solving."
Finally, the parameters and assumptions that are bounding the solution are listed. These help to focus the solutions that are generated. Though parameters are not necessary, they are often useful to help limit and focus the scope of the process. Be careful not to leave too broad a problem. Broad problems lead to a wide number of solutions that can be difficult to choose between and implement with weak or ineffectual results. At the same time, an overly narrow problem statement can lead to a small number of solutions that provide little useable results. In our example, "college graduates of four year universities in America today?" are the parameters. This is identified with the conjunction ‘by’ and is used to mark who should have the use of problem solving increased.
Once the problem statement is phrased properly, solutions can be generated. However, it is important to note that this statement might have to be modified as more research becomes available or as the remainder of the process is worked through. As the process is iterated, small modifications to the problem statement can be made and refinements in the scope and specificity accomplished through changes in the verb, object and parameters.
Identify Potential Solutions
Once the problem statement has been chosen, it is necessary to generate potential solutions. This is the most creative portion of the process. Even so, conducting research into existing solutions to the problem or similar problems is helpful to generate workable solutions. The main criteria for judging solutions in this step is simply whether or not they answer the problem statement with a ‘yes.’ At this point, it may also be possible to eliminate some solutions because they do not agree with commonly held moral and ethical guidelines. Even though not stated specifically, these guidelines are understood and assumed to be upheld when reviewing solutions. For example, a solution to global pollution might be to kill every human. This is obviously not a good solution even though it would give a ‘yes’ answer to the question of "How might we minimize global air pollution caused by humans?"
When working in groups, it is important to work together to generate solutions. Also, it should be realized that the solution process takes time depending upon the problem complexity. At this point, do not judge solutions for more than their ability to answer the stated problem questions with a "yes" because they will be evaluated more closely in the next step. Many times it is possible to use discarded solutions to develop new ideas for solutions. However, it is important to be able to distinguish between similar solutions. Saying the same thing in ten different ways may not be ten different solutions. Try to group similar solutions together. If all the solutions fall into one group, then perhaps the best solution is to implement that group with different variations for different cases of the problems. Just as there are many unique problems, the solutions to these problems are all unique and need to be adapted to the particular situations being discussed. This will be addressed in the last section of the problem solving process.
Evaluate the Valid Potential Solutions to Select a Best Solution
Once a list of potential solutions has been generated, the evaluation process can begin. First, a list of criteria for judging all solutions equally must be chosen. It is vital to eliminate personal bias towards particular solutions as well as to utilize a consistent set of criteria to evaluate all solutions fairly. For example: most cost effective, most socially acceptable, most easily implemented, most directly solves the problem, most far reaching effects, most lasting effects, least government intervention required, least limiting to development, or quickest to implement. It is important to have research and logical reasons for the criteria chosen as well as factual support for the rankings given to a particular solution for each criteria.
Once the criteria are chosen, they should be given a weighting. In most cases, all the criteria have the same weight. However, it is possible to give other weightings to criteria so that a particular factor is seen as more important. Many times, the cost, time to complete, or political nature of a project is more important than other factors and so that criteria may have a higher ranking than others used to judge.
Once the criteria are chosen and weighted, all qualified solutions must then be ranked. Two types of procedures for ranking exist. If the number of solutions is large, usually greater than ten, an independent ranking must be conducted to narrow the number of choices. Each solution is listed along one side of a grid and then given a score for each criteria from 1-5 where 5 is the highest (other ranges can be used). The rankings for the various criteria are then totaled and a score for each solution is reported. These scores are compared to create a subset of solutions that have the highest score.
If the number of solutions is initially small or the independent ranking has been conducted, the remaining solutions are placed into a grid with the criteria for a comparative analysis. Though all the solutions may be seen as good, the comparative analysis gives the best solution. The total number of solutions listed gives the range of numbers for each criteria. For example, if there are six (6) solutions, then the rankings will go from 1-6 with 6 being the highest. Each solution is ranked for each criteria in comparison to the other solutions for that criteria. However, within a criteria no two solutions can have the same number. If two are equal, the adjacent numbers should be added and then divided by 2. The result is then placed in the space for each solution. See the charts below for an example. If the question being asked was "How might we control development in order to preserve the integrity and character of the town of Bedminster?"
Figure 3
Sample
Table of Potential Solutions
|
# |
Name |
Description |
|
1 |
Re-Zoning |
Re-zone to eliminate large high-density developments. |
|
2 |
Committee |
Form a committee to evaluate the impact of proposed development and present it in town meetings scheduled specifically for it to be voted on by town residents. |
|
3 |
Developer responsibility |
Make developers responsible for civil improvements made necessary by their development. |
|
4 |
Building rights Forfeited |
Allow forfeit of building rights to the township as a tax write-off so that upon eventual sale, the parcel will be sold whole and never developed. |
|
5 |
Purchase rights |
Purchase of building rights from private landowner by township. |
|
6 |
Donation as ‘Greenway’ |
Donation of a piece of land in a chain of parcels that provide a continuous stretch of land for wildlife to travel. |
Figure A3.3 is a list of the
potential solutions to be evaluated.
Figure 4
Sample
Table of Evaluation Criteria
|
|
Name |
Description |
Weight |
|
A |
Cost |
Amount of money town and taxpayer pay to implement the plan. |
1 |
|
B |
Implementation |
Amount of time to put plan into action. |
1 |
|
C |
Social acceptance |
How acceptable is the plan to the ones whom this policy will affect. |
1 |
|
D |
Environmental |
Most beneficial to the environment |
1 |
|
E |
Social impact |
Effects on the everyday workings of the town of Bedminster. |
1 |
Figure 4 is a list of the criteria
to be used to evaluate the potential solutions.
Figure 5
Sample
Table of a Comparative Analysis
|
|
Cost |
Time |
Acceptance |
Environment |
Impact |
TOTAL |
|
1 Re-Zone |
4 |
3 |
3 |
3 |
3 |
16 |
|
2 Committee |
3 |
1 |
4 |
2 |
4 |
14 |
|
3 Developer $ |
1 |
6 |
6 |
1 |
1 |
15 |
|
4 Forfeit rights |
6 |
4 |
5 |
5 |
5.5 |
25.5 |
|
5 Purchase rights |
2 |
2 |
2 |
5 |
2 |
13 |
|
6 Greenways |
5 |
5 |
1 |
5 |
5.5 |
21.5 |
Figure 5
is a comparative analysis of the solutions from the table in figure 6 based
upon the listed criteria shown in figure 7 for the problem stated earlier. The
values used for scoring range from 6 as most satisfies criteria to 1 that least
satisfies criteria.
Once all the solutions are ranked for all criteria and the weighting is applied appropriately, the scores for each solution are totaled. The highest score is then the best solution. If two solutions are close in score then there may be two solutions that are equally as good but differ in their strong points.
It is important to remember that the criteria that are used to judge the solutions are reflective of the choices being made. Each criteria is a ruler or a gauge by which to measure an outcome. Different rulers will yield different results so be sure to choose the proper rulers as well as use them properly. In order to choose the correct ruler and interpret it in the correct way, it is necessary to understand many different disciplines and the tools they use. In the end, however, each individual must have good decision-making skills to choose and use criteria.
Develop an Action Plan to Implement the Solution
After selecting the best solution, it is necessary to give some thought to the way in which it might be implemented. Giving insight into funding, potential problems with implementing the solution, and the time frame of the solution is necessary for any workable solution to a problem. Not all solutions can be implemented. Unforeseen problems may arise as solutions are tested and put to work. Many times, unexpected resistance to solutions can be encountered. Other times, unacceptable results can require that another solution be used.
In some circumstances the problem may have been originally selected incorrectly, have been misunderstood, or have changed as a result of research or altered circumstances. In the end, mistakes happen and the action plan helps the problem solver be prepared for such eventualities. In any event, the action plan can be used to make others aware of potential problems that might be faced while putting the selected solution into effect. Even when solving a current problem, this process will automatically assist the problem solver in thinking of potential problems and thus assist in avoiding unwanted outcomes. Whatever the outcome, it is vital to understand that the choices made during this entire process rely upon research.
