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Overview of the Problem-Solving Mental Process

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Rachel Goldman, PhD FTOS, is a licensed psychologist, clinical assistant professor, speaker, wellness expert specializing in eating behaviors, stress management, and health behavior change.

• Identify the Problem
• Define the Problem
• Form a Strategy
• Organize Information
• Allocate Resources
• Monitor Progress
• Evaluate the Results

Frequently Asked Questions

Problem-solving is a mental process that involves discovering, analyzing, and solving problems. The ultimate goal of problem-solving is to overcome obstacles and find a solution that best resolves the issue.

The best strategy for solving a problem depends largely on the unique situation. In some cases, people are better off learning everything they can about the issue and then using factual knowledge to come up with a solution. In other instances, creativity and insight are the best options.

It is not necessary to follow problem-solving steps sequentially, It is common to skip steps or even go back through steps multiple times until the desired solution is reached.

In order to correctly solve a problem, it is often important to follow a series of steps. Researchers sometimes refer to this as the problem-solving cycle. While this cycle is portrayed sequentially, people rarely follow a rigid series of steps to find a solution.

The following steps include developing strategies and organizing knowledge.

1. Identifying the Problem

While it may seem like an obvious step, identifying the problem is not always as simple as it sounds. In some cases, people might mistakenly identify the wrong source of a problem, which will make attempts to solve it inefficient or even useless.

Some strategies that you might use to figure out the source of a problem include :

• Asking questions about the problem
• Breaking the problem down into smaller pieces
• Looking at the problem from different perspectives
• Conducting research to figure out what relationships exist between different variables

2. Defining the Problem

After the problem has been identified, it is important to fully define the problem so that it can be solved. You can define a problem by operationally defining each aspect of the problem and setting goals for what aspects of the problem you will address

At this point, you should focus on figuring out which aspects of the problems are facts and which are opinions. State the problem clearly and identify the scope of the solution.

3. Forming a Strategy

After the problem has been identified, it is time to start brainstorming potential solutions. This step usually involves generating as many ideas as possible without judging their quality. Once several possibilities have been generated, they can be evaluated and narrowed down.

The next step is to develop a strategy to solve the problem. The approach used will vary depending upon the situation and the individual's unique preferences. Common problem-solving strategies include heuristics and algorithms.

• Heuristics are mental shortcuts that are often based on solutions that have worked in the past. They can work well if the problem is similar to something you have encountered before and are often the best choice if you need a fast solution.
• Algorithms are step-by-step strategies that are guaranteed to produce a correct result. While this approach is great for accuracy, it can also consume time and resources.

Heuristics are often best used when time is of the essence, while algorithms are a better choice when a decision needs to be as accurate as possible.

4. Organizing Information

Before coming up with a solution, you need to first organize the available information. What do you know about the problem? What do you not know? The more information that is available the better prepared you will be to come up with an accurate solution.

When approaching a problem, it is important to make sure that you have all the data you need. Making a decision without adequate information can lead to biased or inaccurate results.

5. Allocating Resources

Of course, we don't always have unlimited money, time, and other resources to solve a problem. Before you begin to solve a problem, you need to determine how high priority it is.

If it is an important problem, it is probably worth allocating more resources to solving it. If, however, it is a fairly unimportant problem, then you do not want to spend too much of your available resources on coming up with a solution.

At this stage, it is important to consider all of the factors that might affect the problem at hand. This includes looking at the available resources, deadlines that need to be met, and any possible risks involved in each solution. After careful evaluation, a decision can be made about which solution to pursue.

6. Monitoring Progress

After selecting a problem-solving strategy, it is time to put the plan into action and see if it works. This step might involve trying out different solutions to see which one is the most effective.

It is also important to monitor the situation after implementing a solution to ensure that the problem has been solved and that no new problems have arisen as a result of the proposed solution.

Effective problem-solvers tend to monitor their progress as they work towards a solution. If they are not making good progress toward reaching their goal, they will reevaluate their approach or look for new strategies .

7. Evaluating the Results

After a solution has been reached, it is important to evaluate the results to determine if it is the best possible solution to the problem. This evaluation might be immediate, such as checking the results of a math problem to ensure the answer is correct, or it can be delayed, such as evaluating the success of a therapy program after several months of treatment.

Once a problem has been solved, it is important to take some time to reflect on the process that was used and evaluate the results. This will help you to improve your problem-solving skills and become more efficient at solving future problems.

A Word From Verywell​

It is important to remember that there are many different problem-solving processes with different steps, and this is just one example. Problem-solving in real-world situations requires a great deal of resourcefulness, flexibility, resilience, and continuous interaction with the environment.

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You can become a better problem solving by:

• Practicing brainstorming and coming up with multiple potential solutions to problems
• Being open-minded and considering all possible options before making a decision
• Breaking down problems into smaller, more manageable pieces
• Asking for help when needed
• Researching different problem-solving techniques and trying out new ones
• Learning from mistakes and using them as opportunities to grow

It's important to communicate openly and honestly with your partner about what's going on. Try to see things from their perspective as well as your own. Work together to find a resolution that works for both of you. Be willing to compromise and accept that there may not be a perfect solution.

Take breaks if things are getting too heated, and come back to the problem when you feel calm and collected. Don't try to fix every problem on your own—consider asking a therapist or counselor for help and insight.

If you've tried everything and there doesn't seem to be a way to fix the problem, you may have to learn to accept it. This can be difficult, but try to focus on the positive aspects of your life and remember that every situation is temporary. Don't dwell on what's going wrong—instead, think about what's going right. Find support by talking to friends or family. Seek professional help if you're having trouble coping.

Davidson JE, Sternberg RJ, editors.  The Psychology of Problem Solving .  Cambridge University Press; 2003. doi:10.1017/CBO9780511615771

Sarathy V. Real world problem-solving .  Front Hum Neurosci . 2018;12:261. Published 2018 Jun 26. doi:10.3389/fnhum.2018.00261

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

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This page continues from Problem Solving an Introduction that introduces problem solving as a concept and outlines the stages used to successfully solve problems.

This page covers the first two stages in the problem solving process: Identifying the Problem and Structuring the Problem .

Stage One: Identifying the Problem

Before being able to confront a problem its existence needs to be identified. This might seem an obvious statement but, quite often, problems will have an impact for some time before they are recognised or brought to the attention of someone who can do anything about them.

In many organisations it is possible to set up formal systems of communication so that problems are reported early on, but inevitably these systems do not always work. Once a problem has been identified, its exact nature needs to be determined: what are the goal and barrier components of the problem?  Some of the main elements of the problem can be outlined, and a first attempt at defining the problem should be made.  This definition should be clear enough for you to be able to easily explain the nature of the problem to others.

Looking at the problem in terms of goals and barriers can offer an effective way of defining many problems and splitting bigger problems into more manageable sub-problems.

Sometimes it will become apparent that what seems to be a single problem, is more accurately a series of sub-problems.  For example, in the problem:

“I have been offered a job that I want, but I don't have the transport to get there and I don't have enough money to buy a car.”

“ I want to take a job ” (main problem)

“ But I don't have transport to get there ” (sub-problem 1)

“ And I don't have enough money to buy a car ” (sub-problem 2)

Useful ways of describing more complex problems are shown in the section, ' Structuring the Problem' , below.

During this first stage of problem solving, it is important to get an initial working definition of the problem.  Although it may need to be adapted at a later stage, a good working definition makes it possible to describe the problem to others who may become involved in the problem solving process.  For example:

Stage Two: Structuring the Problem

The second stage of the problem solving process involves gaining a deeper understanding of the problem. Firstly, facts need to be checked.

The questions have to be asked, is the stated goal the real goal?  Are the barriers actual barriers and what other barriers are there?  In this example, the problem at first seems to be:

This is also a good opportunity to look at the relationships between the key elements of the problem .  For example, in the 'Job-Transport-Money' problem, there are strong connections between all the elements.

By looking at all the relationships between the key elements, it appears that the problem is more about how to achieve any one of three things, i.e. job, transport or money, because solving one of these sub-problems will, in turn, solve the others.

This example shows how useful it is to have a representation of a problem.

Problems can be represented in the following ways:

• Visually: using pictures, models or diagrams.
• Verbally: describing the problem in words.

Visual and verbal representations include:

• Chain diagrams
• Flow charts
• Tree diagrams

Chain Diagrams

Chain diagrams are powerful and simple ways of representing problems using a combination of diagrams and words.   The elements of the problem are set out in words, usually placed in boxes, and positioned in different places on a sheet of paper, using lines to represent the relationship between them.

Chain Diagrams are the simplest type, where all the elements are presented in an ordered list, each element being connected only with the elements immediately before and after it.  Chain diagrams usually represent a sequence of events needed for a solution.  A simple example of a chain diagram illustrates the job-transport-money example as as follows:

Flow Charts

Flow charts allow for inclusion of branches, folds, loops, decision points and many other relationships between the elements.  In practice, flow charts can be quite complicated and there are many conventions as to how they are drawn but, generally, simple diagrams are easier to understand and aid in 'seeing' the problem more readily.

Tree Diagrams

Tree diagrams and their close relative, the Decision Tree , are ways of representing situations where there are a number of choices or different possible events to be considered.  These types of diagram are particularly useful for considering all the possible consequences of solutions.

Remember that the aim of a visualisation is to make the problem clearer.  Over-complicated diagrams will just confuse and make the problem harder to understand.

Listing the elements of a problem can also help to represent priorities, order and sequences in the problem.  Goals can be listed in order of importance and barriers in order of difficulty.  Separate lists could be made of related goals or barriers.  The barriers could be listed in the order in which they need to be solved, or elements of the problem classified in a number of different ways.  There are many possibilities, but the aim is to provide a clearer picture of the problem.

A visual representation and a working definition together makes it far easier to describe a problem to others. Many problems will be far more complex than the example used here.

Continue to: Investigating Ideas and Possible Solutions

See also: Social Problem Solving Project Management Risk Management

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What is problem-solving and how to do it right steps, processes, exercises.

The better your problem-solving skills are, the better (and easier!) your life will be. Organized problem-solving is a killer career skill - learn all about it here.

Whether we’re trying to solve a technical problem at work, or trying to navigate around a roadblock that Google Maps doesn’t see – most people are problem-solving every single day . 

But how effective are you at tackling the challenges in your life? Do you have a bullet-proof process you follow that ensures solid outcomes, or... Do you act on a whim of inspiration (or lack thereof) to resolve your pressing problems?

Here’s the thing: the better your problem-solving skills are - the better (and easier!) your life will be (both professionally and personally). Organized problem-solving is a killer career (and life!) skill, so if you want to learn how to do it in the most efficient way possible, you’ve come to the right place.  

Read along to learn more about the steps, techniques and exercises of the problem-solving process.

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What is Problem-Solving?

We’re faced with the reality of having to solve problems every day, both in our private and professional lives. So why do we even need to learn about problem-solving? Aren’t we versed in it well enough already?

Well, what separates problem-solving from dealing with the usual day-to-day issues is that it’s a distinct process that allows you to go beyond the standard approaches to solving a problem and allows you to come up with more effective and efficient solutions. Or in other words, problem-solving allows you to knock out those problems with less effort. 

Just like with any other skill, there’s an efficient way to solve problems, and a non-efficient one. While it might be tempting to go for the quickest fix for your challenge without giving it much thought, it will only end up costing you more time down the road. Quick fixes are rarely (if ever!) effective and end up being massive time wasters. 

What separates problem-solving from dealing with the usual day-to-day issues is that it’s a distinct process that allows you to go beyond the standard approaches to solving a problem and allows you to come up with more effective and efficient solutions.

On the other hand, following a systemized clear process for problem-solving allows you to shortcut inefficiencies and time-wasters, turn your challenges into opportunities, and tackle problems of any scope without the usual stress and hassle. 

What is the process that you need to follow, then? We’re glad you asked...

The Five Stages of Problem-Solving

So what’s the best way to move through the problem-solving process? There’s a 5-step process that you can follow that will allow you to solve your challenges more efficiently and effectively. In short, you need to move through these 5 steps: 

• Defining a problem
• Ideating on a solution
• Committing to a course of action
• Implementing your solution
• And finally – analyzing the results. 

Let’s look at each of those stages in detail.

Step 1: Defining The Problem

The first step might sound obvious, but trust us, you don’t want to skip it! Clearly defining and framing your challenge will help you guide your efforts and make sure you’re focussing on the things that matter, instead of being distracted by a myriad of other options, problems and issues that come up. 

For once, you have to make sure you’re trying to solve the root cause, and not trying to mend the symptoms of it. For instance, if you keep losing users during your app onboarding process, you might jump to the conclusion that you need to tweak the process itself: change the copy, the screens, or the sequence of steps.

But unless you have clear evidence that confirms your hypothesis, your challenge might have an entirely different root cause, e.g. in confusing marketing communication prior to the app download. 

Clearly defining and framing your challenge will help you guide your efforts and make sure you’re focussing on the things that matter, all the while ensuring that you’re trying to solve the root cause, and not trying to mend the symptoms of it

That’s why it’s essential you take a close look at the entire problem, not just at a fraction of it.

There are several exercises that can help you get a broader, more holistic view of the problem, some of our all-time favorites include Expert Interviews, How Might We, or The Map. Check out the step-by-step instructions on how to run them (along with 5 more exercises for framing your challenge!) here. 

When in doubt, map out your challenge, and always try to tackle the bottlenecks that are more upstream - it’s likely that solving them will solve a couple of other challenges down the flow.

You also have to be mindful of how you frame the challenge: resist the urge to include a pre-defined solution into your problem statement. Priming your solutions to a predestined outcome destroys the purpose of following a step-by-step process in the first place!  

Steer clear of formulations like:

We need to change the onboarding process... or We need to improve ad copy to increase conversions. 

Instead, opt for more neutral, problem-oriented statements that don’t include a solution suggestion in them:

The drop off rate during the onboarding process is too high or Our ad conversion rates are below the norm.

Pro tip: Reframing your challenge as a ‘How Might We’ statement is a great way to spark up new ideas, opening your problem to a broader set of solutions, and is just a great way to reframe your problem into a more positive statement (without implying the possible solution!)

For example, following the onboarding drop-off rate problem we mentioned earlier, instead of framing it as a problem, you could opt for:

How Might We decrease the drop-off rate during the onboarding process? 

Find out more about the best exercises for problem framing here!

Now that you have a clear idea of what you’re trying to solve, it’s move on to the next phase of the problem-solving process.

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Step 2: ideating a solution.

Get ready to roll up your sleeves and challenge the status quo! This step of the problem-solving process is all about thinking outside of the box, challenging old assumptions, and thinking laterally. 

This stage is the one that tends to cause the most overwhelm in teams because it requires just the right balance of creativity and critical thinking, which tends to cause a lot of friction.

Our best advice?

Let go of the pressure to produce a polished, thought-through solution at this stage. You can hash out the details at a later point. Our goal right now is to come up with a direction, a prototype if you may, of where we want to move towards. 

Embrace the “quantity over quality” motto, and let your creative juices flow! Now, we’re not saying you should roll with sub-par ideas. But you shouldn’t get too fixated on feasibility and viability just yet . 

Your main goal during this step is to spark ideas, kick off your thinking process in the right direction, venture out of the familiar territories and think outside the box. 

For the ideation to be the most effective your team will have to feel safe to challenge the norm and wide-spread assumptions. So lay judgment by side, there is no space for “that’s the way it’s always been done” in this step.

For your ideation sessions to be as efficient as possible, we highly recommend to run them in a workshop setting: this helps reduce the usual drawbacks of open discussions in teams (i.e. groupthink & team politics!)

Our favorite exercises to run during this phase include Lightning Demos, Sketching, and variations of Brainstorming.  We crafted an entire article on how to run and facilitate these exercises in a separate article, so check it out of you’re going to be running an ideation session anytime soon!

Step 3: Choosing the Best Strategy & Committing

It’s time to decide which of the ideas that you generated in the last step will be the one you’ll implement. 

This step is arguably the hardest one to complete smoothly: groupthink, team politics, differences in opinions and communication styles all make it very hard to align a team on a common course of action. 

If you want to avoid the usual pitfalls of team decision-making, we recommend you steer clear of open unstructured discussion. While it’s useful in some scenarios, it’s a poor choice for when you need to make a decision, because it tends to reward the loudest people in the room, rather than give way to the best ideas. 

It’s crucial you not only commit to a course of action but get full buy-in from the team. If your team members don’t understand the reasons for a decision, or are not fully onboard, the implementation of your decision will be half-hearted, and that’s definitely not what you want! 

To achieve that, opt for anonymized, multi-layered voting, and include guided exercises like Storyboarding to prioritize your ideas. 

We’ve gathered the list of our top-rated decision-making exercises, along with step-by-step instructions on how to run them in this article!

As a bonus tip, we recommend you involve a facilitator throughout the entire process. They will help align the team, and guide them through prioritizing and de-prioritizing solutions, as well as defining the next steps. 

Pro tip : If you’re not the ultimate decision maker on the issue you’re trying to solve, make sure they’re in the room when the call is being made! Having a Decider in the room ensures that the decisions you come to will actually get executed on after, instead of getting shut down by your superiors after. 

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Step 4: implementing your solution.

Here’s a truth that might be hard to swallow: it doesn’t matter how innovative, creative, or original your idea is, if your execution is weak. 

One of our favourite illustrations of how this works in practice comes from the book “ Anything you want ” by Derek Sivers. He reveals that ideas should be treated as multipliers of execution. What this means is that a mediocre, “so-so” idea could be worth millions if executed well, while a “brilliant” idea can completely flop with bad execution. 

That’s why this step is crucial if you want to really master the problem-solving process. 

What do we mean by execution? Everything that happens after the whiteboards are wiped clean and your team starts to action the outcomes of your sessions, be it prototyping, development, or promotion. 

But don’t just take our word for it, look at the example of how execution affected Nintendo’s sales:

In the past few years, Nintendo has come up with 3 products: the Wii, the Wii U and the Switch. Check out their sales figures on the graph below - Wii is the clear-cut leader, followed by Switch, and finally Wii U lagging behind.

The Wii was unbelievably successful - it was a genuinely unique, “brilliant”-level idea and it had a “brilliant” execution (20x $10 million = $200 million). It is  one of the fastest selling game consoles of all time and it completely took over the market.

The next product was called Wii U and it was a “great” concept but the execution was absolutely terrible. So even though this product was very interesting and innovative, the end result was 15x $1,000 = $15,000. 

Finally, Nintendo took the Wii U concept and tried it again with the Switch. The idea was “so so” as it was already done before, but the execution was “brilliant”. So, 5x $10 million = $50 million! Much better.

Bottom line?  

The same idea can either make no dent in the market and damage your share price OR become a market hit and increase your share price dramatically. The only difference between the two scenarios – execution.

So shift your focus from coming up with crazy, innovative, outlandish ideas that will disrupt the market, and concentrate on really nailing down your execution instead. 

This is likely the least “workshoppy” step out of the entire problem-solving process because it requires less alignment and decision-making and more..well.. Execution!

But hey, we wouldn’t be called “Workshopper” if we didn't offer you at least one way to optimize and workshopify (yup, we’re making it a thing) your execution process. 

Cue in….prototyping. 

We’re huge fans of prototyping all big solutions (and testing them!) The main reason?

This saves us time AND money! Prototyping and testing your solutions (especially if they’re time and investment-demanding) is a great way to make sure you’re creating something that is actually needed. 

The key with prototyping the right way is to keep it simple. Don’t invest too much time, or resources into it. The goal is to gather data for your future decisions, not to create a near-to-perfect mockup of your solution.  

There are LOADS of prototyping forms and techniques, and if you’d like to learn more on the subject you should definitely check out our extensive prototyping guide.  

Step 5: Analyzing the Results

You’re nearly done, woo! Now that you have defined the right problem to tackle, brainstormed the solutions, aligned your team on the course of action, and put your plan into action it’s time to take stock of your efforts. 

Seek feedback from all involved parties, analyze the data you’ve gathered, look at the bottom line of your efforts, and  take a hard look at your problem: did it get solved? And even more than that, did the process feel smoother, easier, and more efficient than it normally is?

Running a retrospective is a great way to highlight things that went well and that you should keep for your next round of problem.solving, as well as pinpoint inefficiencies that you can eliminate.

‍ But which kind of retrospective should you run? There are loads of options, and it’s easy to feel overwhelmed by them all, so we gathered our favorite retrospective variations in this article.

And there you have it, you just completed the cycle of  problem-solving. We highly recommend you follow through with all the steps, without leaving any out. They all complement and build on each other, and it’s the combination of all 5 of them that makes the process effective. 

Now that you have the problem solving process down, you might be wondering…

Do I need any special skills in order to be able to move through that process?

And the answer is… sort of! More in this in the next section.

Problem-Solving Skills 

While your skill set will need to adapt and change based on the challenges you’ll be working on, most efficient problem-solvers have a solid foundation of these key skills:   

• Active listening. While you might be the expert in the area of your challenge, there’s not a single person on Earth that knows it all! Being open to others’ perspectives and practicing active listening will come in very handy during step 1 of the process, as you’re trying to define the scope and the exact angle of the problem you’re working on.
• Analytical approach. Your analytical skills will help you understand problems and effectively develop solutions. You will also need analytical skills during research to help distinguish between effective and ineffective solutions.
• Communication. Is there a single area of expertise that DOESN’T require strong communication skills? We honestly don’t think so! Just like with any other life area, clear communication can make or break your problem-solving process. Being able to clearly communicate why you need to solve this challenge to your team, as well as align your team on the course of action are crucial for the success of the process. 
• Decision-making. Ultimately, you will need to make a decision about how to solve problems that arise. A process without outcomes–regardless of how well thought-out and elaborate–is useless! If you want your problem-solving huddles to be effective, you have to come to grips with prioritization techniques and decision-making frameworks. 
• Facilitation. Problem-solving revolves around being able to guide a group or a team to a common decision, and facilitation skills are essential in making that happen. Knowing how to facilitate will make it easy to keep the group focussed on the challenge, shortcut circular discussions, and make sure you’re moving along to solving the problem instead of just treading waters with fruitless discussions. 

Not checking every single skill of your list just yet? Not to worry, the next section will give you practical tools on how to level up and improve your problem-solving skills.

How to Improve Your Problem-Solving Skills

Just like with any other skill, problem-solving is not an innate talent that you either have or you don’t.  There are concrete steps you can take to improve your skills. 

Here are some things that will get you closer to mastering the problem-solving process:

• Practice, Practice, Practice

Practice makes perfect, and problem-solving skills are no exception! Seek opportunities to utilize and develop these skills any time you can. 

If you don’t know where or how to start just yet, here’s a suggestion that will get you up and running in no time: run a quick problem-solving session on a challenge that has been bothering your team for a while now. 

It doesn’t need to be the big strategic decision or the issue defining the future of the company. Something easy and manageable (like optimizing office space or improving team communication) will do. 

As you start feeling more comfortable with the problem-solving techniques, you can start tackling bigger challenges. Before you know it, you’ll master the art of creative problem-solving!

• Use a tried and tested problem-solving workshop

Facilitation is one of the essential skills for problem-solving. But here’s the thing… Facilitation skills on their own won’t lead you to a solved challenge.

While being able to shortcut aimless discussions is a great skill, you have to make sure your problem-solving session has tangible outcomes. Using a tried and tested method, a workshop, is one of the easiest ways to do that. 

Our best advice is to get started with a tried and tested problem-solving workshop like the Lightning Decision Jam . The LDJ has all the right ingredients for quick, effective problem solving that leads to tangible outcomes. Give it a go!

• Learn from your peers

You may have colleagues who are skilled problem solvers. Observing how those colleagues solve problems can help you improve your own skills. 

If possible, ask one of your more experienced colleagues if you can observe their techniques. Ask them relevant questions and try to apply as many of the new found skills i your career as possible. 

• Learn & Practice the best problem-solving exercises

Having a toolbox of problem-solving exercises to pull from that can fit any type of challenge will make you a more versatile problem-solver and will make solving challenges that much easier for you! 

Once you get used to the groove of learning how to combine them into effective sessions or workshops, there’ll be no stopping you. What are some of the most effective problem-solving exercises? Glad you asked! We’ve gathered our favorite ones here, check it out! 

And there you have it, you’re now fully equipped for running creative problem-sessions with confidence and ease! Whichever method or exercise you choose, remember to keep track of your wins, and learn as much as you can from your losses! 

Anastasia Ushakova

Brand Strategist, Digital Marketer, and a Workshopper.

When Do You Need a Facilitator?

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The 5 steps of the solving problem process

August 17, 2023 by MindManager Blog

Whether you run a business, manage a team, or work in an industry where change is the norm, it may feel like something is always going wrong. Thankfully, becoming proficient in the problem solving process can alleviate a great deal of the stress that business issues can create.

Understanding the right way to solve problems not only takes the guesswork out of how to deal with difficult, unexpected, or complex situations, it can lead to more effective long-term solutions.

In this article, we’ll walk you through the 5 steps of problem solving, and help you explore a few examples of problem solving scenarios where you can see the problem solving process in action before putting it to work.

Understanding the problem solving process

When something isn’t working, it’s important to understand what’s at the root of the problem so you can fix it and prevent it from happening again. That’s why resolving difficult or complex issues works best when you apply proven business problem solving tools and techniques – from soft skills, to software.

The problem solving process typically includes:

• Pinpointing what’s broken by gathering data and consulting with team members.
• Figuring out why it’s not working by mapping out and troubleshooting the problem.
• Deciding on the most effective way to fix it by brainstorming and then implementing a solution.

While skills like active listening, collaboration, and leadership play an important role in problem solving, tools like visual mapping software make it easier to define and share problem solving objectives, play out various solutions, and even put the best fit to work.

Before you can take your first step toward solving a problem, you need to have a clear idea of what the issue is and the outcome you want to achieve by resolving it.

For example, if your company currently manufactures 50 widgets a day, but you’ve started processing orders for 75 widgets a day, you could simply say you have a production deficit.

However, the problem solving process will prove far more valuable if you define the start and end point by clarifying that production is running short by 25 widgets a day, and you need to increase daily production by 50%.

Once you know where you’re at and where you need to end up, these five steps will take you from Point A to Point B:

• Figure out what’s causing the problem . You may need to gather knowledge and evaluate input from different documents, departments, and personnel to isolate the factors that are contributing to your problem. Knowledge visualization software like MindManager can help.
• Come up with a few viable solutions . Since hitting on exactly the right solution – right away – can be tough, brainstorming with your team and mapping out various scenarios is the best way to move forward. If your first strategy doesn’t pan out, you’ll have others on tap you can turn to.
• Choose the best option . Decision-making skills, and software that lets you lay out process relationships, priorities, and criteria, are invaluable for selecting the most promising solution. Whether it’s you or someone higher up making that choice, it should include weighing costs, time commitments, and any implementation hurdles.
• Put your chosen solution to work . Before implementing your fix of choice, you should make key personnel aware of changes that might affect their daily workflow, and set up benchmarks that will make it easy to see if your solution is working.
• Evaluate your outcome . Now comes the moment of truth: did the solution you implemented solve your problem? Do your benchmarks show you achieved the outcome you wanted? If so, congratulations! If not, you’ll need to tweak your solution to meet your problem solving goal.

In practice, you might not hit a home-run with every solution you execute. But the beauty of a repeatable process like problem solving is that you can carry out steps 4 and 5 again by drawing from the brainstorm options you documented during step 2.

Examples of problem solving scenarios

The best way to get a sense of how the problem solving process works before you try it for yourself is to work through some simple scenarios.

Here are three examples of how you can apply business problem solving techniques to common workplace challenges.

Scenario #1: Manufacturing

Building on our original manufacturing example, you determine that your company is consistently short producing 25 widgets a day and needs to increase daily production by 50%.

Since you’d like to gather data and input from both your manufacturing and sales order departments, you schedule a brainstorming session to discover the root cause of the shortage.

After examining four key production areas – machines, materials, methods, and management – you determine the cause of the problem: the material used to manufacture your widgets can only be fed into your equipment once the machinery warms up to a specific temperature for the day.

Your team comes up with three possible solutions.

• Leave your machinery running 24 hours so it’s always at temperature.
• Invest in equipment that heats up faster.
• Find an alternate material for your widgets.

After weighing the expense of the first two solutions, and conducting some online research, you decide that switching to a comparable but less expensive material that can be worked at a lower temperature is your best option.

You implement your plan, monitor your widget quality and output over the following week, and declare your solution a success when daily production increases by 100%.

Scenario #2: Service Delivery

Business training is booming and you’ve had to onboard new staff over the past month. Now you learn that several clients have expressed concern about the quality of your recent training sessions.

After speaking with both clients and staff, you discover there are actually two distinct factors contributing to your quality problem:

• The additional conference room you’ve leased to accommodate your expanding training sessions has terrible acoustics
• The AV equipment you’ve purchased to accommodate your expanding workforce is on back-order – and your new hires have been making do without

You could look for a new conference room or re-schedule upcoming training sessions until after your new equipment arrives. But your team collaboratively determines that the best way to mitigate both issues at once is by temporarily renting the high-quality sound and visual system they need.

Using benchmarks that include several weeks of feedback from session attendees, and random session spot-checks you conduct personally, you conclude the solution has worked.

Scenario #3: Marketing

You’ve invested heavily in product marketing, but still can’t meet your sales goals. Specifically, you missed your revenue target by 30% last year and would like to meet that same target this year.

After collecting and examining reams of information from your sales and accounting departments, you sit down with your marketing team to figure out what’s hindering your success in the marketplace.

Determining that your product isn’t competitively priced, you map out two viable solutions.

• Hire a third-party specialist to conduct a detailed market analysis.
• Drop the price of your product to undercut competitors.

Since you’re in a hurry for results, you decide to immediately reduce the price of your product and market it accordingly.

When revenue figures for the following quarter show sales have declined even further – and marketing surveys show potential customers are doubting the quality of your product – you revert back to your original pricing, revisit your problem solving process, and implement the market analysis solution instead.

With the valuable information you gain, you finally arrive at just the right product price for your target market and sales begin to pick up. Although you miss your revenue target again this year, you meet it by the second quarter of the following year.

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How to master the seven-step problem-solving process

In this episode of the McKinsey Podcast , Simon London speaks with Charles Conn, CEO of venture-capital firm Oxford Sciences Innovation, and McKinsey senior partner Hugo Sarrazin about the complexities of different problem-solving strategies.

Podcast transcript

Simon London: Hello, and welcome to this episode of the McKinsey Podcast , with me, Simon London. What’s the number-one skill you need to succeed professionally? Salesmanship, perhaps? Or a facility with statistics? Or maybe the ability to communicate crisply and clearly? Many would argue that at the very top of the list comes problem solving: that is, the ability to think through and come up with an optimal course of action to address any complex challenge—in business, in public policy, or indeed in life.

Looked at this way, it’s no surprise that McKinsey takes problem solving very seriously, testing for it during the recruiting process and then honing it, in McKinsey consultants, through immersion in a structured seven-step method. To discuss the art of problem solving, I sat down in California with McKinsey senior partner Hugo Sarrazin and also with Charles Conn. Charles is a former McKinsey partner, entrepreneur, executive, and coauthor of the book Bulletproof Problem Solving: The One Skill That Changes Everything [John Wiley & Sons, 2018].

Charles and Hugo, welcome to the podcast. Thank you for being here.

Hugo Sarrazin: Our pleasure.

Charles Conn: It’s terrific to be here.

Simon London: Problem solving is a really interesting piece of terminology. It could mean so many different things. I have a son who’s a teenage climber. They talk about solving problems. Climbing is problem solving. Charles, when you talk about problem solving, what are you talking about?

Charles Conn: For me, problem solving is the answer to the question “What should I do?” It’s interesting when there’s uncertainty and complexity, and when it’s meaningful because there are consequences. Your son’s climbing is a perfect example. There are consequences, and it’s complicated, and there’s uncertainty—can he make that grab? I think we can apply that same frame almost at any level. You can think about questions like “What town would I like to live in?” or “Should I put solar panels on my roof?”

You might think that’s a funny thing to apply problem solving to, but in my mind it’s not fundamentally different from business problem solving, which answers the question “What should my strategy be?” Or problem solving at the policy level: “How do we combat climate change?” “Should I support the local school bond?” I think these are all part and parcel of the same type of question, “What should I do?”

I’m a big fan of structured problem solving. By following steps, we can more clearly understand what problem it is we’re solving, what are the components of the problem that we’re solving, which components are the most important ones for us to pay attention to, which analytic techniques we should apply to those, and how we can synthesize what we’ve learned back into a compelling story. That’s all it is, at its heart.

I think sometimes when people think about seven steps, they assume that there’s a rigidity to this. That’s not it at all. It’s actually to give you the scope for creativity, which often doesn’t exist when your problem solving is muddled.

Simon London: You were just talking about the seven-step process. That’s what’s written down in the book, but it’s a very McKinsey process as well. Without getting too deep into the weeds, let’s go through the steps, one by one. You were just talking about problem definition as being a particularly important thing to get right first. That’s the first step. Hugo, tell us about that.

Hugo Sarrazin: It is surprising how often people jump past this step and make a bunch of assumptions. The most powerful thing is to step back and ask the basic questions—“What are we trying to solve? What are the constraints that exist? What are the dependencies?” Let’s make those explicit and really push the thinking and defining. At McKinsey, we spend an enormous amount of time in writing that little statement, and the statement, if you’re a logic purist, is great. You debate. “Is it an ‘or’? Is it an ‘and’? What’s the action verb?” Because all these specific words help you get to the heart of what matters.

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Simon London: So this is a concise problem statement.

Hugo Sarrazin: Yeah. It’s not like “Can we grow in Japan?” That’s interesting, but it is “What, specifically, are we trying to uncover in the growth of a product in Japan? Or a segment in Japan? Or a channel in Japan?” When you spend an enormous amount of time, in the first meeting of the different stakeholders, debating this and having different people put forward what they think the problem definition is, you realize that people have completely different views of why they’re here. That, to me, is the most important step.

Charles Conn: I would agree with that. For me, the problem context is critical. When we understand “What are the forces acting upon your decision maker? How quickly is the answer needed? With what precision is the answer needed? Are there areas that are off limits or areas where we would particularly like to find our solution? Is the decision maker open to exploring other areas?” then you not only become more efficient, and move toward what we call the critical path in problem solving, but you also make it so much more likely that you’re not going to waste your time or your decision maker’s time.

How often do especially bright young people run off with half of the idea about what the problem is and start collecting data and start building models—only to discover that they’ve really gone off half-cocked.

Hugo Sarrazin: Yeah.

Charles Conn: And in the wrong direction.

Simon London: OK. So step one—and there is a real art and a structure to it—is define the problem. Step two, Charles?

Charles Conn: My favorite step is step two, which is to use logic trees to disaggregate the problem. Every problem we’re solving has some complexity and some uncertainty in it. The only way that we can really get our team working on the problem is to take the problem apart into logical pieces.

What we find, of course, is that the way to disaggregate the problem often gives you an insight into the answer to the problem quite quickly. I love to do two or three different cuts at it, each one giving a bit of a different insight into what might be going wrong. By doing sensible disaggregations, using logic trees, we can figure out which parts of the problem we should be looking at, and we can assign those different parts to team members.

Simon London: What’s a good example of a logic tree on a sort of ratable problem?

Charles Conn: Maybe the easiest one is the classic profit tree. Almost in every business that I would take a look at, I would start with a profit or return-on-assets tree. In its simplest form, you have the components of revenue, which are price and quantity, and the components of cost, which are cost and quantity. Each of those can be broken out. Cost can be broken into variable cost and fixed cost. The components of price can be broken into what your pricing scheme is. That simple tree often provides insight into what’s going on in a business or what the difference is between that business and the competitors.

If we add the leg, which is “What’s the asset base or investment element?”—so profit divided by assets—then we can ask the question “Is the business using its investments sensibly?” whether that’s in stores or in manufacturing or in transportation assets. I hope we can see just how simple this is, even though we’re describing it in words.

When I went to work with Gordon Moore at the Moore Foundation, the problem that he asked us to look at was “How can we save Pacific salmon?” Now, that sounds like an impossible question, but it was amenable to precisely the same type of disaggregation and allowed us to organize what became a 15-year effort to improve the likelihood of good outcomes for Pacific salmon.

Simon London: Now, is there a danger that your logic tree can be impossibly large? This, I think, brings us onto the third step in the process, which is that you have to prioritize.

Charles Conn: Absolutely. The third step, which we also emphasize, along with good problem definition, is rigorous prioritization—we ask the questions “How important is this lever or this branch of the tree in the overall outcome that we seek to achieve? How much can I move that lever?” Obviously, we try and focus our efforts on ones that have a big impact on the problem and the ones that we have the ability to change. With salmon, ocean conditions turned out to be a big lever, but not one that we could adjust. We focused our attention on fish habitats and fish-harvesting practices, which were big levers that we could affect.

People spend a lot of time arguing about branches that are either not important or that none of us can change. We see it in the public square. When we deal with questions at the policy level—“Should you support the death penalty?” “How do we affect climate change?” “How can we uncover the causes and address homelessness?”—it’s even more important that we’re focusing on levers that are big and movable.

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Simon London: Let’s move swiftly on to step four. You’ve defined your problem, you disaggregate it, you prioritize where you want to analyze—what you want to really look at hard. Then you got to the work plan. Now, what does that mean in practice?

Hugo Sarrazin: Depending on what you’ve prioritized, there are many things you could do. It could be breaking the work among the team members so that people have a clear piece of the work to do. It could be defining the specific analyses that need to get done and executed, and being clear on time lines. There’s always a level-one answer, there’s a level-two answer, there’s a level-three answer. Without being too flippant, I can solve any problem during a good dinner with wine. It won’t have a whole lot of backing.

Simon London: Not going to have a lot of depth to it.

Hugo Sarrazin: No, but it may be useful as a starting point. If the stakes are not that high, that could be OK. If it’s really high stakes, you may need level three and have the whole model validated in three different ways. You need to find a work plan that reflects the level of precision, the time frame you have, and the stakeholders you need to bring along in the exercise.

Charles Conn: I love the way you’ve described that, because, again, some people think of problem solving as a linear thing, but of course what’s critical is that it’s iterative. As you say, you can solve the problem in one day or even one hour.

Charles Conn: We encourage our teams everywhere to do that. We call it the one-day answer or the one-hour answer. In work planning, we’re always iterating. Every time you see a 50-page work plan that stretches out to three months, you know it’s wrong. It will be outmoded very quickly by that learning process that you described. Iterative problem solving is a critical part of this. Sometimes, people think work planning sounds dull, but it isn’t. It’s how we know what’s expected of us and when we need to deliver it and how we’re progressing toward the answer. It’s also the place where we can deal with biases. Bias is a feature of every human decision-making process. If we design our team interactions intelligently, we can avoid the worst sort of biases.

Simon London: Here we’re talking about cognitive biases primarily, right? It’s not that I’m biased against you because of your accent or something. These are the cognitive biases that behavioral sciences have shown we all carry around, things like anchoring, overoptimism—these kinds of things.

Both: Yeah.

Charles Conn: Availability bias is the one that I’m always alert to. You think you’ve seen the problem before, and therefore what’s available is your previous conception of it—and we have to be most careful about that. In any human setting, we also have to be careful about biases that are based on hierarchies, sometimes called sunflower bias. I’m sure, Hugo, with your teams, you make sure that the youngest team members speak first. Not the oldest team members, because it’s easy for people to look at who’s senior and alter their own creative approaches.

Hugo Sarrazin: It’s helpful, at that moment—if someone is asserting a point of view—to ask the question “This was true in what context?” You’re trying to apply something that worked in one context to a different one. That can be deadly if the context has changed, and that’s why organizations struggle to change. You promote all these people because they did something that worked well in the past, and then there’s a disruption in the industry, and they keep doing what got them promoted even though the context has changed.

Simon London: Right. Right.

Hugo Sarrazin: So it’s the same thing in problem solving.

Charles Conn: And it’s why diversity in our teams is so important. It’s one of the best things about the world that we’re in now. We’re likely to have people from different socioeconomic, ethnic, and national backgrounds, each of whom sees problems from a slightly different perspective. It is therefore much more likely that the team will uncover a truly creative and clever approach to problem solving.

Simon London: Let’s move on to step five. You’ve done your work plan. Now you’ve actually got to do the analysis. The thing that strikes me here is that the range of tools that we have at our disposal now, of course, is just huge, particularly with advances in computation, advanced analytics. There’s so many things that you can apply here. Just talk about the analysis stage. How do you pick the right tools?

Charles Conn: For me, the most important thing is that we start with simple heuristics and explanatory statistics before we go off and use the big-gun tools. We need to understand the shape and scope of our problem before we start applying these massive and complex analytical approaches.

Simon London: Would you agree with that?

Hugo Sarrazin: I agree. I think there are so many wonderful heuristics. You need to start there before you go deep into the modeling exercise. There’s an interesting dynamic that’s happening, though. In some cases, for some types of problems, it is even better to set yourself up to maximize your learning. Your problem-solving methodology is test and learn, test and learn, test and learn, and iterate. That is a heuristic in itself, the A/B testing that is used in many parts of the world. So that’s a problem-solving methodology. It’s nothing different. It just uses technology and feedback loops in a fast way. The other one is exploratory data analysis. When you’re dealing with a large-scale problem, and there’s so much data, I can get to the heuristics that Charles was talking about through very clever visualization of data.

You test with your data. You need to set up an environment to do so, but don’t get caught up in neural-network modeling immediately. You’re testing, you’re checking—“Is the data right? Is it sound? Does it make sense?”—before you launch too far.

Simon London: You do hear these ideas—that if you have a big enough data set and enough algorithms, they’re going to find things that you just wouldn’t have spotted, find solutions that maybe you wouldn’t have thought of. Does machine learning sort of revolutionize the problem-solving process? Or are these actually just other tools in the toolbox for structured problem solving?

Charles Conn: It can be revolutionary. There are some areas in which the pattern recognition of large data sets and good algorithms can help us see things that we otherwise couldn’t see. But I do think it’s terribly important we don’t think that this particular technique is a substitute for superb problem solving, starting with good problem definition. Many people use machine learning without understanding algorithms that themselves can have biases built into them. Just as 20 years ago, when we were doing statistical analysis, we knew that we needed good model definition, we still need a good understanding of our algorithms and really good problem definition before we launch off into big data sets and unknown algorithms.

Simon London: Step six. You’ve done your analysis.

Charles Conn: I take six and seven together, and this is the place where young problem solvers often make a mistake. They’ve got their analysis, and they assume that’s the answer, and of course it isn’t the answer. The ability to synthesize the pieces that came out of the analysis and begin to weave those into a story that helps people answer the question “What should I do?” This is back to where we started. If we can’t synthesize, and we can’t tell a story, then our decision maker can’t find the answer to “What should I do?”

Simon London: But, again, these final steps are about motivating people to action, right?

Charles Conn: Yeah.

Simon London: I am slightly torn about the nomenclature of problem solving because it’s on paper, right? Until you motivate people to action, you actually haven’t solved anything.

Charles Conn: I love this question because I think decision-making theory, without a bias to action, is a waste of time. Everything in how I approach this is to help people take action that makes the world better.

Simon London: Hence, these are absolutely critical steps. If you don’t do this well, you’ve just got a bunch of analysis.

Charles Conn: We end up in exactly the same place where we started, which is people speaking across each other, past each other in the public square, rather than actually working together, shoulder to shoulder, to crack these important problems.

Simon London: In the real world, we have a lot of uncertainty—arguably, increasing uncertainty. How do good problem solvers deal with that?

Hugo Sarrazin: At every step of the process. In the problem definition, when you’re defining the context, you need to understand those sources of uncertainty and whether they’re important or not important. It becomes important in the definition of the tree.

You need to think carefully about the branches of the tree that are more certain and less certain as you define them. They don’t have equal weight just because they’ve got equal space on the page. Then, when you’re prioritizing, your prioritization approach may put more emphasis on things that have low probability but huge impact—or, vice versa, may put a lot of priority on things that are very likely and, hopefully, have a reasonable impact. You can introduce that along the way. When you come back to the synthesis, you just need to be nuanced about what you’re understanding, the likelihood.

Often, people lack humility in the way they make their recommendations: “This is the answer.” They’re very precise, and I think we would all be well-served to say, “This is a likely answer under the following sets of conditions” and then make the level of uncertainty clearer, if that is appropriate. It doesn’t mean you’re always in the gray zone; it doesn’t mean you don’t have a point of view. It just means that you can be explicit about the certainty of your answer when you make that recommendation.

Simon London: So it sounds like there is an underlying principle: “Acknowledge and embrace the uncertainty. Don’t pretend that it isn’t there. Be very clear about what the uncertainties are up front, and then build that into every step of the process.”

Hugo Sarrazin: Every step of the process.

Simon London: Yeah. We have just walked through a particular structured methodology for problem solving. But, of course, this is not the only structured methodology for problem solving. One that is also very well-known is design thinking, which comes at things very differently. So, Hugo, I know you have worked with a lot of designers. Just give us a very quick summary. Design thinking—what is it, and how does it relate?

Hugo Sarrazin: It starts with an incredible amount of empathy for the user and uses that to define the problem. It does pause and go out in the wild and spend an enormous amount of time seeing how people interact with objects, seeing the experience they’re getting, seeing the pain points or joy—and uses that to infer and define the problem.

Simon London: Problem definition, but out in the world.

Hugo Sarrazin: With an enormous amount of empathy. There’s a huge emphasis on empathy. Traditional, more classic problem solving is you define the problem based on an understanding of the situation. This one almost presupposes that we don’t know the problem until we go see it. The second thing is you need to come up with multiple scenarios or answers or ideas or concepts, and there’s a lot of divergent thinking initially. That’s slightly different, versus the prioritization, but not for long. Eventually, you need to kind of say, “OK, I’m going to converge again.” Then you go and you bring things back to the customer and get feedback and iterate. Then you rinse and repeat, rinse and repeat. There’s a lot of tactile building, along the way, of prototypes and things like that. It’s very iterative.

Simon London: So, Charles, are these complements or are these alternatives?

Charles Conn: I think they’re entirely complementary, and I think Hugo’s description is perfect. When we do problem definition well in classic problem solving, we are demonstrating the kind of empathy, at the very beginning of our problem, that design thinking asks us to approach. When we ideate—and that’s very similar to the disaggregation, prioritization, and work-planning steps—we do precisely the same thing, and often we use contrasting teams, so that we do have divergent thinking. The best teams allow divergent thinking to bump them off whatever their initial biases in problem solving are. For me, design thinking gives us a constant reminder of creativity, empathy, and the tactile nature of problem solving, but it’s absolutely complementary, not alternative.

Simon London: I think, in a world of cross-functional teams, an interesting question is do people with design-thinking backgrounds really work well together with classical problem solvers? How do you make that chemistry happen?

Hugo Sarrazin: Yeah, it is not easy when people have spent an enormous amount of time seeped in design thinking or user-centric design, whichever word you want to use. If the person who’s applying classic problem-solving methodology is very rigid and mechanical in the way they’re doing it, there could be an enormous amount of tension. If there’s not clarity in the role and not clarity in the process, I think having the two together can be, sometimes, problematic.

The second thing that happens often is that the artifacts the two methodologies try to gravitate toward can be different. Classic problem solving often gravitates toward a model; design thinking migrates toward a prototype. Rather than writing a big deck with all my supporting evidence, they’ll bring an example, a thing, and that feels different. Then you spend your time differently to achieve those two end products, so that’s another source of friction.

Now, I still think it can be an incredibly powerful thing to have the two—if there are the right people with the right mind-set, if there is a team that is explicit about the roles, if we’re clear about the kind of outcomes we are attempting to bring forward. There’s an enormous amount of collaborativeness and respect.

Simon London: But they have to respect each other’s methodology and be prepared to flex, maybe, a little bit, in how this process is going to work.

Hugo Sarrazin: Absolutely.

Simon London: The other area where, it strikes me, there could be a little bit of a different sort of friction is this whole concept of the day-one answer, which is what we were just talking about in classical problem solving. Now, you know that this is probably not going to be your final answer, but that’s how you begin to structure the problem. Whereas I would imagine your design thinkers—no, they’re going off to do their ethnographic research and get out into the field, potentially for a long time, before they come back with at least an initial hypothesis.

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Hugo Sarrazin: That is a great callout, and that’s another difference. Designers typically will like to soak into the situation and avoid converging too quickly. There’s optionality and exploring different options. There’s a strong belief that keeps the solution space wide enough that you can come up with more radical ideas. If there’s a large design team or many designers on the team, and you come on Friday and say, “What’s our week-one answer?” they’re going to struggle. They’re not going to be comfortable, naturally, to give that answer. It doesn’t mean they don’t have an answer; it’s just not where they are in their thinking process.

Simon London: I think we are, sadly, out of time for today. But Charles and Hugo, thank you so much.

Charles Conn: It was a pleasure to be here, Simon.

Hugo Sarrazin: It was a pleasure. Thank you.

Simon London: And thanks, as always, to you, our listeners, for tuning into this episode of the McKinsey Podcast . If you want to learn more about problem solving, you can find the book, Bulletproof Problem Solving: The One Skill That Changes Everything , online or order it through your local bookstore. To learn more about McKinsey, you can of course find us at McKinsey.com.

Charles Conn is CEO of Oxford Sciences Innovation and an alumnus of McKinsey’s Sydney office. Hugo Sarrazin is a senior partner in the Silicon Valley office, where Simon London, a member of McKinsey Publishing, is also based.

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What is Problem Solving? (Steps, Techniques, Examples)

By Status.net Editorial Team on May 7, 2023 — 5 minutes to read

What Is Problem Solving?

Definition and importance.

Problem solving is the process of finding solutions to obstacles or challenges you encounter in your life or work. It is a crucial skill that allows you to tackle complex situations, adapt to changes, and overcome difficulties with ease. Mastering this ability will contribute to both your personal and professional growth, leading to more successful outcomes and better decision-making.

Problem-Solving Steps

The problem-solving process typically includes the following steps:

• Identify the issue : Recognize the problem that needs to be solved.
• Analyze the situation : Examine the issue in depth, gather all relevant information, and consider any limitations or constraints that may be present.
• Generate potential solutions : Brainstorm a list of possible solutions to the issue, without immediately judging or evaluating them.
• Evaluate options : Weigh the pros and cons of each potential solution, considering factors such as feasibility, effectiveness, and potential risks.
• Select the best solution : Choose the option that best addresses the problem and aligns with your objectives.
• Implement the solution : Put the selected solution into action and monitor the results to ensure it resolves the issue.
• Review and learn : Reflect on the problem-solving process, identify any improvements or adjustments that can be made, and apply these learnings to future situations.

Defining the Problem

To start tackling a problem, first, identify and understand it. Analyzing the issue thoroughly helps to clarify its scope and nature. Ask questions to gather information and consider the problem from various angles. Some strategies to define the problem include:

• Brainstorming with others
• Asking the 5 Ws and 1 H (Who, What, When, Where, Why, and How)
• Analyzing cause and effect
• Creating a problem statement

Generating Solutions

Once the problem is clearly understood, brainstorm possible solutions. Think creatively and keep an open mind, as well as considering lessons from past experiences. Consider:

• Creating a list of potential ideas to solve the problem
• Grouping and categorizing similar solutions
• Prioritizing potential solutions based on feasibility, cost, and resources required
• Involving others to share diverse opinions and inputs

Evaluating and Selecting Solutions

Evaluate each potential solution, weighing its pros and cons. To facilitate decision-making, use techniques such as:

• SWOT analysis (Strengths, Weaknesses, Opportunities, Threats)
• Decision-making matrices
• Pros and cons lists
• Risk assessments

After evaluating, choose the most suitable solution based on effectiveness, cost, and time constraints.

Implementing and Monitoring the Solution

Implement the chosen solution and monitor its progress. Key actions include:

• Communicating the solution to relevant parties
• Setting timelines and milestones
• Assigning tasks and responsibilities
• Monitoring the solution and making adjustments as necessary
• Evaluating the effectiveness of the solution after implementation

Utilize feedback from stakeholders and consider potential improvements. Remember that problem-solving is an ongoing process that can always be refined and enhanced.

Problem-Solving Techniques

During each step, you may find it helpful to utilize various problem-solving techniques, such as:

• Brainstorming : A free-flowing, open-minded session where ideas are generated and listed without judgment, to encourage creativity and innovative thinking.
• Root cause analysis : A method that explores the underlying causes of a problem to find the most effective solution rather than addressing superficial symptoms.
• SWOT analysis : A tool used to evaluate the strengths, weaknesses, opportunities, and threats related to a problem or decision, providing a comprehensive view of the situation.
• Mind mapping : A visual technique that uses diagrams to organize and connect ideas, helping to identify patterns, relationships, and possible solutions.

Brainstorming

When facing a problem, start by conducting a brainstorming session. Gather your team and encourage an open discussion where everyone contributes ideas, no matter how outlandish they may seem. This helps you:

• Generate a diverse range of solutions
• Encourage all team members to participate
• Foster creative thinking

When brainstorming, remember to:

• Reserve judgment until the session is over
• Encourage wild ideas
• Combine and improve upon ideas

Root Cause Analysis

For effective problem-solving, identifying the root cause of the issue at hand is crucial. Try these methods:

• 5 Whys : Ask “why” five times to get to the underlying cause.
• Fishbone Diagram : Create a diagram representing the problem and break it down into categories of potential causes.
• Pareto Analysis : Determine the few most significant causes underlying the majority of problems.

SWOT Analysis

SWOT analysis helps you examine the Strengths, Weaknesses, Opportunities, and Threats related to your problem. To perform a SWOT analysis:

• List your problem’s strengths, such as relevant resources or strong partnerships.
• Identify its weaknesses, such as knowledge gaps or limited resources.
• Explore opportunities, like trends or new technologies, that could help solve the problem.
• Recognize potential threats, like competition or regulatory barriers.

SWOT analysis aids in understanding the internal and external factors affecting the problem, which can help guide your solution.

Mind Mapping

A mind map is a visual representation of your problem and potential solutions. It enables you to organize information in a structured and intuitive manner. To create a mind map:

• Write the problem in the center of a blank page.
• Draw branches from the central problem to related sub-problems or contributing factors.
• Add more branches to represent potential solutions or further ideas.

Mind mapping allows you to visually see connections between ideas and promotes creativity in problem-solving.

Examples of Problem Solving in Various Contexts

In the business world, you might encounter problems related to finances, operations, or communication. Applying problem-solving skills in these situations could look like:

• Identifying areas of improvement in your company’s financial performance and implementing cost-saving measures
• Resolving internal conflicts among team members by listening and understanding different perspectives, then proposing and negotiating solutions
• Streamlining a process for better productivity by removing redundancies, automating tasks, or re-allocating resources

In educational contexts, problem-solving can be seen in various aspects, such as:

• Addressing a gap in students’ understanding by employing diverse teaching methods to cater to different learning styles
• Developing a strategy for successful time management to balance academic responsibilities and extracurricular activities
• Seeking resources and support to provide equal opportunities for learners with special needs or disabilities

Everyday life is full of challenges that require problem-solving skills. Some examples include:

• Overcoming a personal obstacle, such as improving your fitness level, by establishing achievable goals, measuring progress, and adjusting your approach accordingly
• Navigating a new environment or city by researching your surroundings, asking for directions, or using technology like GPS to guide you
• Dealing with a sudden change, like a change in your work schedule, by assessing the situation, identifying potential impacts, and adapting your plans to accommodate the change.
• How to Resolve Employee Conflict at Work [Steps, Tips, Examples]
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• Guide: Problem Solving

Daniel Croft

Daniel Croft is an experienced continuous improvement manager with a Lean Six Sigma Black Belt and a Bachelor's degree in Business Management. With more than ten years of experience applying his skills across various industries, Daniel specializes in optimizing processes and improving efficiency. His approach combines practical experience with a deep understanding of business fundamentals to drive meaningful change.

• Last Updated: January 7, 2024
• Learn Lean Sigma

Problem-solving stands as a fundamental skill, crucial in navigating the complexities of both everyday life and professional environments. Far from merely providing quick fixes, it entails a comprehensive process involving the identification, analysis, and resolution of issues.

This multifaceted approach requires an understanding of the problem’s nature, the exploration of its various components, and the development of effective solutions. At its core, problem-solving serves as a bridge from the current situation to a desired outcome, requiring not only the recognition of an existing gap but also the precise definition and thorough analysis of the problem to find viable solutions.

Table of Contents

What is problem solving.

At its core, problem-solving is about bridging the gap between the current situation and the desired outcome. It starts with recognizing that a discrepancy exists, which requires intervention to correct or improve. The ability to identify a problem is the first step, but it’s equally crucial to define it accurately. A well-defined problem is half-solved, as the saying goes.

Analyzing the problem is the next critical step. This analysis involves breaking down the problem into smaller parts to understand its intricacies. It requires looking at the problem from various angles and considering all relevant factors – be they environmental, social, technical, or economic. This comprehensive analysis aids in developing a deeper understanding of the problem’s root causes, rather than just its symptoms.

Finally, effective problem-solving involves the implementation of the chosen solution and its subsequent evaluation. This stage tests the practicality of the solution and its effectiveness in the real world. It’s a critical phase where theoretical solutions meet practical application.

The Nature of Problems

The nature of the problem significantly influences the approach to solving it. Problems vary greatly in their complexity and structure, and understanding this is crucial for effective problem-solving.

Simple vs. Complex Problems : Simple problems are straightforward, often with clear solutions. They usually have a limited number of variables and predictable outcomes. On the other hand, complex problems are multi-faceted. They involve multiple variables, stakeholders, and potential outcomes, often requiring a more sophisticated analysis and a multi-pronged approach to solving.

Structured vs. Unstructured Problems : Structured problems are well-defined. They follow a specific pattern or set of rules, making their outcomes more predictable. These problems often have established methodologies for solving. For example, mathematical problems usually fall into this category. Unstructured problems, in contrast, are more ambiguous. They lack a clear pattern or set of rules, making their outcomes uncertain. These problems require a more exploratory approach, often involving trial and error, to identify potential solutions.

Understanding the type of problem at hand is essential, as it dictates the approach. For instance, a simple problem might require a straightforward solution, while a complex problem might need a more comprehensive, step-by-step approach. Similarly, structured problems might benefit from established methodologies, whereas unstructured problems might need more innovative and creative problem-solving techniques.

The Problem-Solving Process

The process of problem-solving is a methodical approach that involves several distinct stages. Each stage plays a crucial role in navigating from the initial recognition of a problem to its final resolution. Let’s explore each of these stages in detail.

Step 1: Identifying the Problem

Step 2: defining the problem.

Once the problem is identified, the next step is to define it clearly and precisely. This is a critical phase because a well-defined problem often suggests its solution. Defining the problem involves breaking it down into smaller, more manageable parts. It also includes understanding the scope and impact of the problem. A clear definition helps in focusing efforts and resources efficiently and serves as a guide to stay on track during the problem-solving process.

Step 3: Analyzing the Problem

Step 4: generating solutions, step 5: evaluating and selecting solutions.

After generating a list of possible solutions, the next step is to evaluate each one critically. This evaluation includes considering the feasibility, costs, benefits, and potential impact of each solution. Techniques like cost-benefit analysis, risk assessment, and scenario planning can be useful here. The aim is to select the solution that best addresses the problem in the most efficient and effective way, considering the available resources and constraints.

Step 6: Implementing the Solution

Step 7: reviewing and reflecting.

The final stage in the problem-solving process is to review the implemented solution and reflect on its effectiveness and the process as a whole. This involves assessing whether the solution met its intended goals and what could have been done differently. Reflection is a critical part of learning and improvement. It helps in understanding what worked well and what didn’t, providing valuable insights for future problem-solving efforts.

Tools and Techniques for Effective Problem Solving

Problem-solving is a multifaceted endeavor that requires a variety of tools and techniques to navigate effectively. Different stages of the problem-solving process can benefit from specific strategies, enhancing the efficiency and effectiveness of the solutions developed. Here’s a detailed look at some key tools and techniques:

Brainstorming

Swot analysis (strengths, weaknesses, opportunities, threats), root cause analysis.

This is a method used to identify the underlying causes of a problem, rather than just addressing its symptoms. One popular technique within root cause analysis is the “ 5 Whys ” method. This involves asking “why” multiple times (traditionally five) until the fundamental cause of the problem is uncovered. This technique encourages deeper thinking and can reveal connections that aren’t immediately obvious. By addressing the root cause, solutions are more likely to be effective and long-lasting.

Mind Mapping

Each of these tools and techniques can be adapted to different types of problems and situations. Effective problem solvers often use a combination of these methods, depending on the nature of the problem and the context in which it exists. By leveraging these tools, one can enhance their ability to dissect complex problems, generate creative solutions, and implement effective strategies to address challenges.

Developing Problem-Solving Skills

Developing problem-solving skills is a dynamic process that hinges on both practice and introspection. Engaging with a diverse array of problems enhances one’s ability to adapt and apply different strategies. This exposure is crucial as it allows individuals to encounter various scenarios, ranging from straightforward to complex, each requiring a unique approach. Collaborating with others in teams is especially beneficial. It broadens one’s perspective, offering insights into different ways of thinking and approaching problems. Such collaboration fosters a deeper understanding of how diverse viewpoints can contribute to more robust solutions.

Reflection is equally important in the development of problem-solving skills. Reflecting on both successes and failures provides valuable lessons. Successes reinforce effective strategies and boost confidence, while failures are rich learning opportunities that highlight areas for improvement. This reflective practice enables one to understand what worked, what didn’t, and why.

Critical thinking is a foundational skill in problem-solving. It involves analyzing information, evaluating different perspectives, and making reasoned judgments. Creativity is another vital component. It pushes the boundaries of conventional thinking and leads to innovative solutions. Effective communication also plays a crucial role, as it ensures that ideas are clearly understood and collaboratively refined.

In conclusion, problem-solving is an indispensable skill set that blends analytical thinking, creativity, and practical implementation. It’s a journey from understanding the problem to applying a solution and learning from the outcome.

Whether dealing with simple or complex issues, or structured or unstructured challenges, the essence of problem-solving lies in a methodical approach and the effective use of various tools and techniques. It’s a skill that is honed over time, through experience, reflection, and the continuous development of critical thinking, creativity, and communication abilities. In mastering problem-solving, one not only addresses immediate issues but also builds a foundation for future challenges, leading to more innovative and effective outcomes.

• Mourtos, N.J., Okamoto, N.D. and Rhee, J., 2004, February. Defining, teaching, and assessing problem solving skills . In  7th UICEE Annual Conference on Engineering Education  (pp. 1-5).
• Foshay, R. and Kirkley, J., 2003. Principles for teaching problem solving.   Technical paper ,  4 (1), pp.1-16.

Q: What are the key steps in the problem-solving process?

A : The problem-solving process involves several key steps: identifying the problem, defining it clearly, analyzing it to understand its root causes, generating a range of potential solutions, evaluating and selecting the most viable solution, implementing the chosen solution, and finally, reviewing and reflecting on the effectiveness of the solution and the process used to arrive at it.

Q: How can brainstorming be effectively used in problem-solving?

A: Brainstorming is effective in the solution generation phase of problem-solving. It involves gathering a group and encouraging the free flow of ideas without immediate criticism. The goal is to produce a large quantity of ideas, fostering creative thinking. This technique helps in uncovering unique and innovative solutions that might not surface in a more structured setting.

Q: What is SWOT Analysis and how does it aid in problem-solving?

A : SWOT Analysis is a strategic planning tool used to evaluate the Strengths, Weaknesses, Opportunities, and Threats involved in a situation. In problem-solving, it aids by providing a clear understanding of the internal and external factors that could impact the problem and potential solutions. This analysis helps in formulating strategies that leverage strengths and opportunities while mitigating weaknesses and threats.

Q: Why is it important to understand the nature of a problem before solving it?

A : Understanding the nature of a problem is crucial as it dictates the approach for solving it. Problems can be simple or complex, structured or unstructured, and each type requires a different strategy. A clear understanding of the problem’s nature helps in applying the appropriate methods and tools for effective resolution.

Q: How does reflection contribute to developing problem-solving skills?

A : Reflection is a critical component in developing problem-solving skills. It involves looking back at the problem-solving process and the implemented solution to assess what worked well and what didn’t. Reflecting on both successes and failures provides valuable insights and lessons, helping to refine and improve problem-solving strategies for future challenges. This reflective practice enhances one’s ability to approach problems more effectively over time.

Daniel Croft is a seasoned continuous improvement manager with a Black Belt in Lean Six Sigma. With over 10 years of real-world application experience across diverse sectors, Daniel has a passion for optimizing processes and fostering a culture of efficiency. He's not just a practitioner but also an avid learner, constantly seeking to expand his knowledge. Outside of his professional life, Daniel has a keen Investing, statistics and knowledge-sharing, which led him to create the website learnleansigma.com, a platform dedicated to Lean Six Sigma and process improvement insights.

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Article • 10 min read

Creative Problem Solving

Finding innovative solutions to challenges.

By the Mind Tools Content Team

Imagine that you're vacuuming your house in a hurry because you've got friends coming over. Frustratingly, you're working hard but you're not getting very far. You kneel down, open up the vacuum cleaner, and pull out the bag. In a cloud of dust, you realize that it's full... again. Coughing, you empty it and wonder why vacuum cleaners with bags still exist!

James Dyson, inventor and founder of Dyson® vacuum cleaners, had exactly the same problem, and he used creative problem solving to find the answer. While many companies focused on developing a better vacuum cleaner filter, he realized that he had to think differently and find a more creative solution. So, he devised a revolutionary way to separate the dirt from the air, and invented the world's first bagless vacuum cleaner. [1]

Creative problem solving (CPS) is a way of solving problems or identifying opportunities when conventional thinking has failed. It encourages you to find fresh perspectives and come up with innovative solutions, so that you can formulate a plan to overcome obstacles and reach your goals.

In this article, we'll explore what CPS is, and we'll look at its key principles. We'll also provide a model that you can use to generate creative solutions.

About Creative Problem Solving

Alex Osborn, founder of the Creative Education Foundation, first developed creative problem solving in the 1940s, along with the term "brainstorming." And, together with Sid Parnes, he developed the Osborn-Parnes Creative Problem Solving Process. Despite its age, this model remains a valuable approach to problem solving. [2]

The early Osborn-Parnes model inspired a number of other tools. One of these is the 2011 CPS Learner's Model, also from the Creative Education Foundation, developed by Dr Gerard J. Puccio, Marie Mance, and co-workers. In this article, we'll use this modern four-step model to explore how you can use CPS to generate innovative, effective solutions.

Why Use Creative Problem Solving?

Dealing with obstacles and challenges is a regular part of working life, and overcoming them isn't always easy. To improve your products, services, communications, and interpersonal skills, and for you and your organization to excel, you need to encourage creative thinking and find innovative solutions that work.

CPS asks you to separate your "divergent" and "convergent" thinking as a way to do this. Divergent thinking is the process of generating lots of potential solutions and possibilities, otherwise known as brainstorming. And convergent thinking involves evaluating those options and choosing the most promising one. Often, we use a combination of the two to develop new ideas or solutions. However, using them simultaneously can result in unbalanced or biased decisions, and can stifle idea generation.

For more on divergent and convergent thinking, and for a useful diagram, see the book "Facilitator's Guide to Participatory Decision-Making." [3]

Core Principles of Creative Problem Solving

CPS has four core principles. Let's explore each one in more detail:

• Divergent and convergent thinking must be balanced. The key to creativity is learning how to identify and balance divergent and convergent thinking (done separately), and knowing when to practice each one.
• Ask problems as questions. When you rephrase problems and challenges as open-ended questions with multiple possibilities, it's easier to come up with solutions. Asking these types of questions generates lots of rich information, while asking closed questions tends to elicit short answers, such as confirmations or disagreements. Problem statements tend to generate limited responses, or none at all.
• Defer or suspend judgment. As Alex Osborn learned from his work on brainstorming, judging solutions early on tends to shut down idea generation. Instead, there's an appropriate and necessary time to judge ideas during the convergence stage.
• Focus on "Yes, and," rather than "No, but." Language matters when you're generating information and ideas. "Yes, and" encourages people to expand their thoughts, which is necessary during certain stages of CPS. Using the word "but" – preceded by "yes" or "no" – ends conversation, and often negates what's come before it.

How to Use the Tool

Let's explore how you can use each of the four steps of the CPS Learner's Model (shown in figure 1, below) to generate innovative ideas and solutions.

Figure 1 – CPS Learner's Model

Explore the Vision

Identify your goal, desire or challenge. This is a crucial first step because it's easy to assume, incorrectly, that you know what the problem is. However, you may have missed something or have failed to understand the issue fully, and defining your objective can provide clarity. Read our article, 5 Whys , for more on getting to the root of a problem quickly.

Gather Data

Once you've identified and understood the problem, you can collect information about it and develop a clear understanding of it. Make a note of details such as who and what is involved, all the relevant facts, and everyone's feelings and opinions.

Formulate Questions

When you've increased your awareness of the challenge or problem you've identified, ask questions that will generate solutions. Think about the obstacles you might face and the opportunities they could present.

Explore Ideas

Generate ideas that answer the challenge questions you identified in step 1. It can be tempting to consider solutions that you've tried before, as our minds tend to return to habitual thinking patterns that stop us from producing new ideas. However, this is a chance to use your creativity .

Brainstorming and Mind Maps are great ways to explore ideas during this divergent stage of CPS. And our articles, Encouraging Team Creativity , Problem Solving , Rolestorming , Hurson's Productive Thinking Model , and The Four-Step Innovation Process , can also help boost your creativity.

See our Brainstorming resources within our Creativity section for more on this.

Formulate Solutions

This is the convergent stage of CPS, where you begin to focus on evaluating all of your possible options and come up with solutions. Analyze whether potential solutions meet your needs and criteria, and decide whether you can implement them successfully. Next, consider how you can strengthen them and determine which ones are the best "fit." Our articles, Critical Thinking and ORAPAPA , are useful here.

4. Implement

Formulate a plan.

Once you've chosen the best solution, it's time to develop a plan of action. Start by identifying resources and actions that will allow you to implement your chosen solution. Next, communicate your plan and make sure that everyone involved understands and accepts it.

There have been many adaptations of CPS since its inception, because nobody owns the idea.

For example, Scott Isaksen and Donald Treffinger formed The Creative Problem Solving Group Inc . and the Center for Creative Learning , and their model has evolved over many versions. Blair Miller, Jonathan Vehar and Roger L. Firestien also created their own version, and Dr Gerard J. Puccio, Mary C. Murdock, and Marie Mance developed CPS: The Thinking Skills Model. [4] Tim Hurson created The Productive Thinking Model , and Paul Reali developed CPS: Competencies Model. [5]

Sid Parnes continued to adapt the CPS model by adding concepts such as imagery and visualization , and he founded the Creative Studies Project to teach CPS. For more information on the evolution and development of the CPS process, see Creative Problem Solving Version 6.1 by Donald J. Treffinger, Scott G. Isaksen, and K. Brian Dorval. [6]

Creative Problem Solving (CPS) Infographic

See our infographic on Creative Problem Solving .

Creative problem solving (CPS) is a way of using your creativity to develop new ideas and solutions to problems. The process is based on separating divergent and convergent thinking styles, so that you can focus your mind on creating at the first stage, and then evaluating at the second stage.

There have been many adaptations of the original Osborn-Parnes model, but they all involve a clear structure of identifying the problem, generating new ideas, evaluating the options, and then formulating a plan for successful implementation.

[1] Entrepreneur (2012). James Dyson on Using Failure to Drive Success [online]. Available here . [Accessed May 27, 2022.]

[2] Creative Education Foundation (2015). The CPS Process [online]. Available here . [Accessed May 26, 2022.]

[3] Kaner, S. et al. (2014). 'Facilitator′s Guide to Participatory Decision–Making,' San Francisco: Jossey-Bass.

[4] Puccio, G., Mance, M., and Murdock, M. (2011). 'Creative Leadership: Skils That Drive Change' (2nd Ed.), Thousand Oaks, CA: Sage.

[5] OmniSkills (2013). Creative Problem Solving [online]. Available here . [Accessed May 26, 2022].

[6] Treffinger, G., Isaksen, S., and Dorval, B. (2010). Creative Problem Solving (CPS Version 6.1). Center for Creative Learning, Inc. & Creative Problem Solving Group, Inc. Available here .

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14.3 Problem Solving and Decision Making in Groups

Learning objectives.

• Discuss the common components and characteristics of problems.
• Explain the five steps of the group problem-solving process.
• Describe the brainstorming and discussion that should take place before the group makes a decision.
• Compare and contrast the different decision-making techniques.
• Discuss the various influences on decision making.

Although the steps of problem solving and decision making that we will discuss next may seem obvious, we often don’t think to or choose not to use them. Instead, we start working on a problem and later realize we are lost and have to backtrack. I’m sure we’ve all reached a point in a project or task and had the “OK, now what?” moment. I’ve recently taken up some carpentry projects as a functional hobby, and I have developed a great respect for the importance of advanced planning. It’s frustrating to get to a crucial point in building or fixing something only to realize that you have to unscrew a support board that you already screwed in, have to drive back to the hardware store to get something that you didn’t think to get earlier, or have to completely start over. In this section, we will discuss the group problem-solving process, methods of decision making, and influences on these processes.

Group Problem Solving

The problem-solving process involves thoughts, discussions, actions, and decisions that occur from the first consideration of a problematic situation to the goal. The problems that groups face are varied, but some common problems include budgeting funds, raising funds, planning events, addressing customer or citizen complaints, creating or adapting products or services to fit needs, supporting members, and raising awareness about issues or causes.

Problems of all sorts have three common components (Adams & Galanes, 2009):

• An undesirable situation. When conditions are desirable, there isn’t a problem.
• A desired situation. Even though it may only be a vague idea, there is a drive to better the undesirable situation. The vague idea may develop into a more precise goal that can be achieved, although solutions are not yet generated.
• Obstacles between undesirable and desirable situation. These are things that stand in the way between the current situation and the group’s goal of addressing it. This component of a problem requires the most work, and it is the part where decision making occurs. Some examples of obstacles include limited funding, resources, personnel, time, or information. Obstacles can also take the form of people who are working against the group, including people resistant to change or people who disagree.

Discussion of these three elements of a problem helps the group tailor its problem-solving process, as each problem will vary. While these three general elements are present in each problem, the group should also address specific characteristics of the problem. Five common and important characteristics to consider are task difficulty, number of possible solutions, group member interest in problem, group member familiarity with problem, and the need for solution acceptance (Adams & Galanes, 2009).

• Task difficulty. Difficult tasks are also typically more complex. Groups should be prepared to spend time researching and discussing a difficult and complex task in order to develop a shared foundational knowledge. This typically requires individual work outside of the group and frequent group meetings to share information.
• Number of possible solutions. There are usually multiple ways to solve a problem or complete a task, but some problems have more potential solutions than others. Figuring out how to prepare a beach house for an approaching hurricane is fairly complex and difficult, but there are still a limited number of things to do—for example, taping and boarding up windows; turning off water, electricity, and gas; trimming trees; and securing loose outside objects. Other problems may be more creatively based. For example, designing a new restaurant may entail using some standard solutions but could also entail many different types of innovation with layout and design.
• Group member interest in problem. When group members are interested in the problem, they will be more engaged with the problem-solving process and invested in finding a quality solution. Groups with high interest in and knowledge about the problem may want more freedom to develop and implement solutions, while groups with low interest may prefer a leader who provides structure and direction.
• Group familiarity with problem. Some groups encounter a problem regularly, while other problems are more unique or unexpected. A family who has lived in hurricane alley for decades probably has a better idea of how to prepare its house for a hurricane than does a family that just recently moved from the Midwest. Many groups that rely on funding have to revisit a budget every year, and in recent years, groups have had to get more creative with budgets as funding has been cut in nearly every sector. When group members aren’t familiar with a problem, they will need to do background research on what similar groups have done and may also need to bring in outside experts.
• Need for solution acceptance. In this step, groups must consider how many people the decision will affect and how much “buy-in” from others the group needs in order for their solution to be successfully implemented. Some small groups have many stakeholders on whom the success of a solution depends. Other groups are answerable only to themselves. When a small group is planning on building a new park in a crowded neighborhood or implementing a new policy in a large business, it can be very difficult to develop solutions that will be accepted by all. In such cases, groups will want to poll those who will be affected by the solution and may want to do a pilot implementation to see how people react. Imposing an excellent solution that doesn’t have buy-in from stakeholders can still lead to failure.

Group problem solving can be a confusing puzzle unless it is approached systematically.

Muness Castle – Problem Solving – CC BY-SA 2.0.

Group Problem-Solving Process

There are several variations of similar problem-solving models based on US American scholar John Dewey’s reflective thinking process (Bormann & Bormann, 1988). As you read through the steps in the process, think about how you can apply what we learned regarding the general and specific elements of problems. Some of the following steps are straightforward, and they are things we would logically do when faced with a problem. However, taking a deliberate and systematic approach to problem solving has been shown to benefit group functioning and performance. A deliberate approach is especially beneficial for groups that do not have an established history of working together and will only be able to meet occasionally. Although a group should attend to each step of the process, group leaders or other group members who facilitate problem solving should be cautious not to dogmatically follow each element of the process or force a group along. Such a lack of flexibility could limit group member input and negatively affect the group’s cohesion and climate.

Step 1: Define the Problem

Define the problem by considering the three elements shared by every problem: the current undesirable situation, the goal or more desirable situation, and obstacles in the way (Adams & Galanes, 2009). At this stage, group members share what they know about the current situation, without proposing solutions or evaluating the information. Here are some good questions to ask during this stage: What is the current difficulty? How did we come to know that the difficulty exists? Who/what is involved? Why is it meaningful/urgent/important? What have the effects been so far? What, if any, elements of the difficulty require clarification? At the end of this stage, the group should be able to compose a single sentence that summarizes the problem called a problem statement . Avoid wording in the problem statement or question that hints at potential solutions. A small group formed to investigate ethical violations of city officials could use the following problem statement: “Our state does not currently have a mechanism for citizens to report suspected ethical violations by city officials.”

Step 2: Analyze the Problem

During this step a group should analyze the problem and the group’s relationship to the problem. Whereas the first step involved exploring the “what” related to the problem, this step focuses on the “why.” At this stage, group members can discuss the potential causes of the difficulty. Group members may also want to begin setting out an agenda or timeline for the group’s problem-solving process, looking forward to the other steps. To fully analyze the problem, the group can discuss the five common problem variables discussed before. Here are two examples of questions that the group formed to address ethics violations might ask: Why doesn’t our city have an ethics reporting mechanism? Do cities of similar size have such a mechanism? Once the problem has been analyzed, the group can pose a problem question that will guide the group as it generates possible solutions. “How can citizens report suspected ethical violations of city officials and how will such reports be processed and addressed?” As you can see, the problem question is more complex than the problem statement, since the group has moved on to more in-depth discussion of the problem during step 2.

Step 3: Generate Possible Solutions

During this step, group members generate possible solutions to the problem. Again, solutions should not be evaluated at this point, only proposed and clarified. The question should be what could we do to address this problem, not what should we do to address it. It is perfectly OK for a group member to question another person’s idea by asking something like “What do you mean?” or “Could you explain your reasoning more?” Discussions at this stage may reveal a need to return to previous steps to better define or more fully analyze a problem. Since many problems are multifaceted, it is necessary for group members to generate solutions for each part of the problem separately, making sure to have multiple solutions for each part. Stopping the solution-generating process prematurely can lead to groupthink. For the problem question previously posed, the group would need to generate solutions for all three parts of the problem included in the question. Possible solutions for the first part of the problem (How can citizens report ethical violations?) may include “online reporting system, e-mail, in-person, anonymously, on-the-record,” and so on. Possible solutions for the second part of the problem (How will reports be processed?) may include “daily by a newly appointed ethics officer, weekly by a nonpartisan nongovernment employee,” and so on. Possible solutions for the third part of the problem (How will reports be addressed?) may include “by a newly appointed ethics commission, by the accused’s supervisor, by the city manager,” and so on.

Step 4: Evaluate Solutions

During this step, solutions can be critically evaluated based on their credibility, completeness, and worth. Once the potential solutions have been narrowed based on more obvious differences in relevance and/or merit, the group should analyze each solution based on its potential effects—especially negative effects. Groups that are required to report the rationale for their decision or whose decisions may be subject to public scrutiny would be wise to make a set list of criteria for evaluating each solution. Additionally, solutions can be evaluated based on how well they fit with the group’s charge and the abilities of the group. To do this, group members may ask, “Does this solution live up to the original purpose or mission of the group?” and “Can the solution actually be implemented with our current resources and connections?” and “How will this solution be supported, funded, enforced, and assessed?” Secondary tensions and substantive conflict, two concepts discussed earlier, emerge during this step of problem solving, and group members will need to employ effective critical thinking and listening skills.

Decision making is part of the larger process of problem solving and it plays a prominent role in this step. While there are several fairly similar models for problem solving, there are many varied decision-making techniques that groups can use. For example, to narrow the list of proposed solutions, group members may decide by majority vote, by weighing the pros and cons, or by discussing them until a consensus is reached. There are also more complex decision-making models like the “six hats method,” which we will discuss later. Once the final decision is reached, the group leader or facilitator should confirm that the group is in agreement. It may be beneficial to let the group break for a while or even to delay the final decision until a later meeting to allow people time to evaluate it outside of the group context.

Step 5: Implement and Assess the Solution

Implementing the solution requires some advanced planning, and it should not be rushed unless the group is operating under strict time restraints or delay may lead to some kind of harm. Although some solutions can be implemented immediately, others may take days, months, or years. As was noted earlier, it may be beneficial for groups to poll those who will be affected by the solution as to their opinion of it or even to do a pilot test to observe the effectiveness of the solution and how people react to it. Before implementation, groups should also determine how and when they would assess the effectiveness of the solution by asking, “How will we know if the solution is working or not?” Since solution assessment will vary based on whether or not the group is disbanded, groups should also consider the following questions: If the group disbands after implementation, who will be responsible for assessing the solution? If the solution fails, will the same group reconvene or will a new group be formed?

Once a solution has been reached and the group has the “green light” to implement it, it should proceed deliberately and cautiously, making sure to consider possible consequences and address them as needed.

Jocko Benoit – Prodigal Light – CC BY-NC-ND 2.0.

Certain elements of the solution may need to be delegated out to various people inside and outside the group. Group members may also be assigned to implement a particular part of the solution based on their role in the decision making or because it connects to their area of expertise. Likewise, group members may be tasked with publicizing the solution or “selling” it to a particular group of stakeholders. Last, the group should consider its future. In some cases, the group will get to decide if it will stay together and continue working on other tasks or if it will disband. In other cases, outside forces determine the group’s fate.

“Getting Competent”

Problem Solving and Group Presentations

Giving a group presentation requires that individual group members and the group as a whole solve many problems and make many decisions. Although having more people involved in a presentation increases logistical difficulties and has the potential to create more conflict, a well-prepared and well-delivered group presentation can be more engaging and effective than a typical presentation. The main problems facing a group giving a presentation are (1) dividing responsibilities, (2) coordinating schedules and time management, and (3) working out the logistics of the presentation delivery.

In terms of dividing responsibilities, assigning individual work at the first meeting and then trying to fit it all together before the presentation (which is what many college students do when faced with a group project) is not the recommended method. Integrating content and visual aids created by several different people into a seamless final product takes time and effort, and the person “stuck” with this job at the end usually ends up developing some resentment toward his or her group members. While it’s OK for group members to do work independently outside of group meetings, spend time working together to help set up some standards for content and formatting expectations that will help make later integration of work easier. Taking the time to complete one part of the presentation together can help set those standards for later individual work. Discuss the roles that various group members will play openly so there isn’t role confusion. There could be one point person for keeping track of the group’s progress and schedule, one point person for communication, one point person for content integration, one point person for visual aids, and so on. Each person shouldn’t do all that work on his or her own but help focus the group’s attention on his or her specific area during group meetings (Stanton, 2009).

Scheduling group meetings is one of the most challenging problems groups face, given people’s busy lives. From the beginning, it should be clearly communicated that the group needs to spend considerable time in face-to-face meetings, and group members should know that they may have to make an occasional sacrifice to attend. Especially important is the commitment to scheduling time to rehearse the presentation. Consider creating a contract of group guidelines that includes expectations for meeting attendance to increase group members’ commitment.

Group presentations require members to navigate many logistics of their presentation. While it may be easier for a group to assign each member to create a five-minute segment and then transition from one person to the next, this is definitely not the most engaging method. Creating a master presentation and then assigning individual speakers creates a more fluid and dynamic presentation and allows everyone to become familiar with the content, which can help if a person doesn’t show up to present and during the question-and-answer section. Once the content of the presentation is complete, figure out introductions, transitions, visual aids, and the use of time and space (Stanton, 2012). In terms of introductions, figure out if one person will introduce all the speakers at the beginning, if speakers will introduce themselves at the beginning, or if introductions will occur as the presentation progresses. In terms of transitions, make sure each person has included in his or her speaking notes when presentation duties switch from one person to the next. Visual aids have the potential to cause hiccups in a group presentation if they aren’t fluidly integrated. Practicing with visual aids and having one person control them may help prevent this. Know how long your presentation is and know how you’re going to use the space. Presenters should know how long the whole presentation should be and how long each of their segments should be so that everyone can share the responsibility of keeping time. Also consider the size and layout of the presentation space. You don’t want presenters huddled in a corner until it’s their turn to speak or trapped behind furniture when their turn comes around.

• Of the three main problems facing group presenters, which do you think is the most challenging and why?
• Why do you think people tasked with a group presentation (especially students) prefer to divide the parts up and have members work on them independently before coming back together and integrating each part? What problems emerge from this method? In what ways might developing a master presentation and then assigning parts to different speakers be better than the more divided method? What are the drawbacks to the master presentation method?

Decision Making in Groups

We all engage in personal decision making daily, and we all know that some decisions are more difficult than others. When we make decisions in groups, we face some challenges that we do not face in our personal decision making, but we also stand to benefit from some advantages of group decision making (Napier & Gershenfeld, 2004). Group decision making can appear fair and democratic but really only be a gesture that covers up the fact that certain group members or the group leader have already decided. Group decision making also takes more time than individual decisions and can be burdensome if some group members do not do their assigned work, divert the group with self-centered or unproductive role behaviors, or miss meetings. Conversely, though, group decisions are often more informed, since all group members develop a shared understanding of a problem through discussion and debate. The shared understanding may also be more complex and deep than what an individual would develop, because the group members are exposed to a variety of viewpoints that can broaden their own perspectives. Group decisions also benefit from synergy, one of the key advantages of group communication that we discussed earlier. Most groups do not use a specific method of decision making, perhaps thinking that they’ll work things out as they go. This can lead to unequal participation, social loafing, premature decisions, prolonged discussion, and a host of other negative consequences. So in this section we will learn some practices that will prepare us for good decision making and some specific techniques we can use to help us reach a final decision.

Brainstorming before Decision Making

Before groups can make a decision, they need to generate possible solutions to their problem. The most commonly used method is brainstorming, although most people don’t follow the recommended steps of brainstorming. As you’ll recall, brainstorming refers to the quick generation of ideas free of evaluation. The originator of the term brainstorming said the following four rules must be followed for the technique to be effective (Osborn, 1959):

• Evaluation of ideas is forbidden.
• Wild and crazy ideas are encouraged.
• Quantity of ideas, not quality, is the goal.
• New combinations of ideas presented are encouraged.

To make brainstorming more of a decision-making method rather than an idea-generating method, group communication scholars have suggested additional steps that precede and follow brainstorming (Cragan & Wright, 1991).

• Do a warm-up brainstorming session. Some people are more apprehensive about publicly communicating their ideas than others are, and a warm-up session can help ease apprehension and prime group members for task-related idea generation. The warm-up can be initiated by anyone in the group and should only go on for a few minutes. To get things started, a person could ask, “If our group formed a band, what would we be called?” or “What other purposes could a mailbox serve?” In the previous examples, the first warm up gets the group’s more abstract creative juices flowing, while the second focuses more on practical and concrete ideas.
• Do the actual brainstorming session. This session shouldn’t last more than thirty minutes and should follow the four rules of brainstorming mentioned previously. To ensure that the fourth rule is realized, the facilitator could encourage people to piggyback off each other’s ideas.
• Eliminate duplicate ideas. After the brainstorming session is over, group members can eliminate (without evaluating) ideas that are the same or very similar.
• Clarify, organize, and evaluate ideas. Before evaluation, see if any ideas need clarification. Then try to theme or group ideas together in some orderly fashion. Since “wild and crazy” ideas are encouraged, some suggestions may need clarification. If it becomes clear that there isn’t really a foundation to an idea and that it is too vague or abstract and can’t be clarified, it may be eliminated. As a caution though, it may be wise to not throw out off-the-wall ideas that are hard to categorize and to instead put them in a miscellaneous or “wild and crazy” category.

Discussion before Decision Making

The nominal group technique guides decision making through a four-step process that includes idea generation and evaluation and seeks to elicit equal contributions from all group members (Delbecq & Ven de Ven, 1971). This method is useful because the procedure involves all group members systematically, which fixes the problem of uneven participation during discussions. Since everyone contributes to the discussion, this method can also help reduce instances of social loafing. To use the nominal group technique, do the following:

• Silently and individually list ideas.
• Create a master list of ideas.
• Clarify ideas as needed.
• Take a secret vote to rank group members’ acceptance of ideas.

During the first step, have group members work quietly, in the same space, to write down every idea they have to address the task or problem they face. This shouldn’t take more than twenty minutes. Whoever is facilitating the discussion should remind group members to use brainstorming techniques, which means they shouldn’t evaluate ideas as they are generated. Ask group members to remain silent once they’ve finished their list so they do not distract others.

During the second step, the facilitator goes around the group in a consistent order asking each person to share one idea at a time. As the idea is shared, the facilitator records it on a master list that everyone can see. Keep track of how many times each idea comes up, as that could be an idea that warrants more discussion. Continue this process until all the ideas have been shared. As a note to facilitators, some group members may begin to edit their list or self-censor when asked to provide one of their ideas. To limit a person’s apprehension with sharing his or her ideas and to ensure that each idea is shared, I have asked group members to exchange lists with someone else so they can share ideas from the list they receive without fear of being personally judged.

During step three, the facilitator should note that group members can now ask for clarification on ideas on the master list. Do not let this discussion stray into evaluation of ideas. To help avoid an unnecessarily long discussion, it may be useful to go from one person to the next to ask which ideas need clarifying and then go to the originator(s) of the idea in question for clarification.

During the fourth step, members use a voting ballot to rank the acceptability of the ideas on the master list. If the list is long, you may ask group members to rank only their top five or so choices. The facilitator then takes up the secret ballots and reviews them in a random order, noting the rankings of each idea. Ideally, the highest ranked idea can then be discussed and decided on. The nominal group technique does not carry a group all the way through to the point of decision; rather, it sets the group up for a roundtable discussion or use of some other method to evaluate the merits of the top ideas.

Specific Decision-Making Techniques

Some decision-making techniques involve determining a course of action based on the level of agreement among the group members. These methods include majority, expert, authority, and consensus rule. Table 14.1 “Pros and Cons of Agreement-Based Decision-Making Techniques” reviews the pros and cons of each of these methods.

Majority rule is a simple method of decision making based on voting. In most cases a majority is considered half plus one.

Becky McCray – Voting – CC BY-NC-ND 2.0.

Majority rule is a commonly used decision-making technique in which a majority (one-half plus one) must agree before a decision is made. A show-of-hands vote, a paper ballot, or an electronic voting system can determine the majority choice. Many decision-making bodies, including the US House of Representatives, Senate, and Supreme Court, use majority rule to make decisions, which shows that it is often associated with democratic decision making, since each person gets one vote and each vote counts equally. Of course, other individuals and mediated messages can influence a person’s vote, but since the voting power is spread out over all group members, it is not easy for one person or party to take control of the decision-making process. In some cases—for example, to override a presidential veto or to amend the constitution—a super majority of two-thirds may be required to make a decision.

Minority rule is a decision-making technique in which a designated authority or expert has final say over a decision and may or may not consider the input of other group members. When a designated expert makes a decision by minority rule, there may be buy-in from others in the group, especially if the members of the group didn’t have relevant knowledge or expertise. When a designated authority makes decisions, buy-in will vary based on group members’ level of respect for the authority. For example, decisions made by an elected authority may be more accepted by those who elected him or her than by those who didn’t. As with majority rule, this technique can be time saving. Unlike majority rule, one person or party can have control over the decision-making process. This type of decision making is more similar to that used by monarchs and dictators. An obvious negative consequence of this method is that the needs or wants of one person can override the needs and wants of the majority. A minority deciding for the majority has led to negative consequences throughout history. The white Afrikaner minority that ruled South Africa for decades instituted apartheid, which was a system of racial segregation that disenfranchised and oppressed the majority population. The quality of the decision and its fairness really depends on the designated expert or authority.

Consensus rule is a decision-making technique in which all members of the group must agree on the same decision. On rare occasions, a decision may be ideal for all group members, which can lead to unanimous agreement without further debate and discussion. Although this can be positive, be cautious that this isn’t a sign of groupthink. More typically, consensus is reached only after lengthy discussion. On the plus side, consensus often leads to high-quality decisions due to the time and effort it takes to get everyone in agreement. Group members are also more likely to be committed to the decision because of their investment in reaching it. On the negative side, the ultimate decision is often one that all group members can live with but not one that’s ideal for all members. Additionally, the process of arriving at consensus also includes conflict, as people debate ideas and negotiate the interpersonal tensions that may result.

Table 14.1 Pros and Cons of Agreement-Based Decision-Making Techniques

“Getting Critical”

Six Hats Method of Decision Making

Edward de Bono developed the Six Hats method of thinking in the late 1980s, and it has since become a regular feature in decision-making training in business and professional contexts (de Bono, 1985). The method’s popularity lies in its ability to help people get out of habitual ways of thinking and to allow group members to play different roles and see a problem or decision from multiple points of view. The basic idea is that each of the six hats represents a different way of thinking, and when we figuratively switch hats, we switch the way we think. The hats and their style of thinking are as follows:

• White hat. Objective—focuses on seeking information such as data and facts and then processes that information in a neutral way.
• Red hat. Emotional—uses intuition, gut reactions, and feelings to judge information and suggestions.
• Black hat. Negative—focuses on potential risks, points out possibilities for failure, and evaluates information cautiously and defensively.
• Yellow hat. Positive—is optimistic about suggestions and future outcomes, gives constructive and positive feedback, points out benefits and advantages.
• Green hat. Creative—tries to generate new ideas and solutions, thinks “outside the box.”
• Blue hat. Philosophical—uses metacommunication to organize and reflect on the thinking and communication taking place in the group, facilitates who wears what hat and when group members change hats.

Specific sequences or combinations of hats can be used to encourage strategic thinking. For example, the group leader may start off wearing the Blue Hat and suggest that the group start their decision-making process with some “White Hat thinking” in order to process through facts and other available information. During this stage, the group could also process through what other groups have done when faced with a similar problem. Then the leader could begin an evaluation sequence starting with two minutes of “Yellow Hat thinking” to identify potential positive outcomes, then “Black Hat thinking” to allow group members to express reservations about ideas and point out potential problems, then “Red Hat thinking” to get people’s gut reactions to the previous discussion, then “Green Hat thinking” to identify other possible solutions that are more tailored to the group’s situation or completely new approaches. At the end of a sequence, the Blue Hat would want to summarize what was said and begin a new sequence. To successfully use this method, the person wearing the Blue Hat should be familiar with different sequences and plan some of the thinking patterns ahead of time based on the problem and the group members. Each round of thinking should be limited to a certain time frame (two to five minutes) to keep the discussion moving.

• This decision-making method has been praised because it allows group members to “switch gears” in their thinking and allows for role playing, which lets people express ideas more freely. How can this help enhance critical thinking? Which combination of hats do you think would be best for a critical thinking sequence?
• What combinations of hats might be useful if the leader wanted to break the larger group up into pairs and why? For example, what kind of thinking would result from putting Yellow and Red together, Black and White together, or Red and White together, and so on?
• Based on your preferred ways of thinking and your personality, which hat would be the best fit for you? Which would be the most challenging? Why?

Influences on Decision Making

Many factors influence the decision-making process. For example, how might a group’s independence or access to resources affect the decisions they make? What potential advantages and disadvantages come with decisions made by groups that are more or less similar in terms of personality and cultural identities? In this section, we will explore how situational, personality, and cultural influences affect decision making in groups.

Situational Influences on Decision Making

A group’s situational context affects decision making. One key situational element is the degree of freedom that the group has to make its own decisions, secure its own resources, and initiate its own actions. Some groups have to go through multiple approval processes before they can do anything, while others are self-directed, self-governing, and self-sustaining. Another situational influence is uncertainty. In general, groups deal with more uncertainty in decision making than do individuals because of the increased number of variables that comes with adding more people to a situation. Individual group members can’t know what other group members are thinking, whether or not they are doing their work, and how committed they are to the group. So the size of a group is a powerful situational influence, as it adds to uncertainty and complicates communication.

Access to information also influences a group. First, the nature of the group’s task or problem affects its ability to get information. Group members can more easily make decisions about a problem when other groups have similarly experienced it. Even if the problem is complex and serious, the group can learn from other situations and apply what it learns. Second, the group must have access to flows of information. Access to archives, electronic databases, and individuals with relevant experience is necessary to obtain any relevant information about similar problems or to do research on a new or unique problem. In this regard, group members’ formal and information network connections also become important situational influences.

The urgency of a decision can have a major influence on the decision-making process. As a situation becomes more urgent, it requires more specific decision-making methods and types of communication.

Judith E. Bell – Urgent – CC BY-SA 2.0.

The origin and urgency of a problem are also situational factors that influence decision making. In terms of origin, problems usually occur in one of four ways:

• Something goes wrong. Group members must decide how to fix or stop something. Example—a firehouse crew finds out that half of the building is contaminated with mold and must be closed down.
• Expectations change or increase. Group members must innovate more efficient or effective ways of doing something. Example—a firehouse crew finds out that the district they are responsible for is being expanded.
• Something goes wrong and expectations change or increase. Group members must fix/stop and become more efficient/effective. Example—the firehouse crew has to close half the building and must start responding to more calls due to the expanding district.
• The problem existed from the beginning. Group members must go back to the origins of the situation and walk through and analyze the steps again to decide what can be done differently. Example—a firehouse crew has consistently had to work with minimal resources in terms of building space and firefighting tools.

In each of the cases, the need for a decision may be more or less urgent depending on how badly something is going wrong, how high the expectations have been raised, or the degree to which people are fed up with a broken system. Decisions must be made in situations ranging from crisis level to mundane.

Personality Influences on Decision Making

A long-studied typology of value orientations that affect decision making consists of the following types of decision maker: the economic, the aesthetic, the theoretical, the social, the political, and the religious (Spranger, 1928).

• The economic decision maker makes decisions based on what is practical and useful.
• The aesthetic decision maker makes decisions based on form and harmony, desiring a solution that is elegant and in sync with the surroundings.
• The theoretical decision maker wants to discover the truth through rationality.
• The social decision maker emphasizes the personal impact of a decision and sympathizes with those who may be affected by it.
• The political decision maker is interested in power and influence and views people and/or property as divided into groups that have different value.
• The religious decision maker seeks to identify with a larger purpose, works to unify others under that goal, and commits to a viewpoint, often denying one side and being dedicated to the other.

In the United States, economic, political, and theoretical decision making tend to be more prevalent decision-making orientations, which likely corresponds to the individualistic cultural orientation with its emphasis on competition and efficiency. But situational context, as we discussed before, can also influence our decision making.

Personality affects decision making. For example, “economic” decision makers decide based on what is practical and useful.

One Way Stock – Tough Decisions Ahead – CC BY-ND 2.0.

The personalities of group members, especially leaders and other active members, affect the climate of the group. Group member personalities can be categorized based on where they fall on a continuum anchored by the following descriptors: dominant/submissive, friendly/unfriendly, and instrumental/emotional (Cragan & Wright, 1999). The more group members there are in any extreme of these categories, the more likely that the group climate will also shift to resemble those characteristics.

• Dominant versus submissive. Group members that are more dominant act more independently and directly, initiate conversations, take up more space, make more direct eye contact, seek leadership positions, and take control over decision-making processes. More submissive members are reserved, contribute to the group only when asked to, avoid eye contact, and leave their personal needs and thoughts unvoiced or give into the suggestions of others.
• Friendly versus unfriendly. Group members on the friendly side of the continuum find a balance between talking and listening, don’t try to win at the expense of other group members, are flexible but not weak, and value democratic decision making. Unfriendly group members are disagreeable, indifferent, withdrawn, and selfish, which leads them to either not invest in decision making or direct it in their own interest rather than in the interest of the group.
• Instrumental versus emotional. Instrumental group members are emotionally neutral, objective, analytical, task-oriented, and committed followers, which leads them to work hard and contribute to the group’s decision making as long as it is orderly and follows agreed-on rules. Emotional group members are creative, playful, independent, unpredictable, and expressive, which leads them to make rash decisions, resist group norms or decision-making structures, and switch often from relational to task focus.

Cultural Context and Decision Making

Just like neighborhoods, schools, and countries, small groups vary in terms of their degree of similarity and difference. Demographic changes in the United States and increases in technology that can bring different people together make it more likely that we will be interacting in more and more heterogeneous groups (Allen, 2011). Some small groups are more homogenous, meaning the members are more similar, and some are more heterogeneous, meaning the members are more different. Diversity and difference within groups has advantages and disadvantages. In terms of advantages, research finds that, in general, groups that are culturally heterogeneous have better overall performance than more homogenous groups (Haslett & Ruebush, 1999). Additionally, when group members have time to get to know each other and competently communicate across their differences, the advantages of diversity include better decision making due to different perspectives (Thomas, 1999). Unfortunately, groups often operate under time constraints and other pressures that make the possibility for intercultural dialogue and understanding difficult. The main disadvantage of heterogeneous groups is the possibility for conflict, but given that all groups experience conflict, this isn’t solely due to the presence of diversity. We will now look more specifically at how some of the cultural value orientations we’ve learned about already in this book can play out in groups with international diversity and how domestic diversity in terms of demographics can also influence group decision making.

International Diversity in Group Interactions

Cultural value orientations such as individualism/collectivism, power distance, and high-/low-context communication styles all manifest on a continuum of communication behaviors and can influence group decision making. Group members from individualistic cultures are more likely to value task-oriented, efficient, and direct communication. This could manifest in behaviors such as dividing up tasks into individual projects before collaboration begins and then openly debating ideas during discussion and decision making. Additionally, people from cultures that value individualism are more likely to openly express dissent from a decision, essentially expressing their disagreement with the group. Group members from collectivistic cultures are more likely to value relationships over the task at hand. Because of this, they also tend to value conformity and face-saving (often indirect) communication. This could manifest in behaviors such as establishing norms that include periods of socializing to build relationships before task-oriented communication like negotiations begin or norms that limit public disagreement in favor of more indirect communication that doesn’t challenge the face of other group members or the group’s leader. In a group composed of people from a collectivistic culture, each member would likely play harmonizing roles, looking for signs of conflict and resolving them before they become public.

Power distance can also affect group interactions. Some cultures rank higher on power-distance scales, meaning they value hierarchy, make decisions based on status, and believe that people have a set place in society that is fairly unchangeable. Group members from high-power-distance cultures would likely appreciate a strong designated leader who exhibits a more directive leadership style and prefer groups in which members have clear and assigned roles. In a group that is homogenous in terms of having a high-power-distance orientation, members with higher status would be able to openly provide information, and those with lower status may not provide information unless a higher status member explicitly seeks it from them. Low-power-distance cultures do not place as much value and meaning on status and believe that all group members can participate in decision making. Group members from low-power-distance cultures would likely freely speak their mind during a group meeting and prefer a participative leadership style.

How much meaning is conveyed through the context surrounding verbal communication can also affect group communication. Some cultures have a high-context communication style in which much of the meaning in an interaction is conveyed through context such as nonverbal cues and silence. Group members from high-context cultures may avoid saying something directly, assuming that other group members will understand the intended meaning even if the message is indirect. So if someone disagrees with a proposed course of action, he or she may say, “Let’s discuss this tomorrow,” and mean, “I don’t think we should do this.” Such indirect communication is also a face-saving strategy that is common in collectivistic cultures. Other cultures have a low-context communication style that places more importance on the meaning conveyed through words than through context or nonverbal cues. Group members from low-context cultures often say what they mean and mean what they say. For example, if someone doesn’t like an idea, they might say, “I think we should consider more options. This one doesn’t seem like the best we can do.”

In any of these cases, an individual from one culture operating in a group with people of a different cultural orientation could adapt to the expectations of the host culture, especially if that person possesses a high degree of intercultural communication competence (ICC). Additionally, people with high ICC can also adapt to a group member with a different cultural orientation than the host culture. Even though these cultural orientations connect to values that affect our communication in fairly consistent ways, individuals may exhibit different communication behaviors depending on their own individual communication style and the situation.

Domestic Diversity and Group Communication

While it is becoming more likely that we will interact in small groups with international diversity, we are guaranteed to interact in groups that are diverse in terms of the cultural identities found within a single country or the subcultures found within a larger cultural group.

Gender stereotypes sometimes influence the roles that people play within a group. For example, the stereotype that women are more nurturing than men may lead group members (both male and female) to expect that women will play the role of supporters or harmonizers within the group. Since women have primarily performed secretarial work since the 1900s, it may also be expected that women will play the role of recorder. In both of these cases, stereotypical notions of gender place women in roles that are typically not as valued in group communication. The opposite is true for men. In terms of leadership, despite notable exceptions, research shows that men fill an overwhelmingly disproportionate amount of leadership positions. We are socialized to see certain behaviors by men as indicative of leadership abilities, even though they may not be. For example, men are often perceived to contribute more to a group because they tend to speak first when asked a question or to fill a silence and are perceived to talk more about task-related matters than relationally oriented matters. Both of these tendencies create a perception that men are more engaged with the task. Men are also socialized to be more competitive and self-congratulatory, meaning that their communication may be seen as dedicated and their behaviors seen as powerful, and that when their work isn’t noticed they will be more likely to make it known to the group rather than take silent credit. Even though we know that the relational elements of a group are crucial for success, even in high-performance teams, that work is not as valued in our society as the task-related work.

Despite the fact that some communication patterns and behaviors related to our typical (and stereotypical) gender socialization affect how we interact in and form perceptions of others in groups, the differences in group communication that used to be attributed to gender in early group communication research seem to be diminishing. This is likely due to the changing organizational cultures from which much group work emerges, which have now had more than sixty years to adjust to women in the workplace. It is also due to a more nuanced understanding of gender-based research, which doesn’t take a stereotypical view from the beginning as many of the early male researchers did. Now, instead of biological sex being assumed as a factor that creates inherent communication differences, group communication scholars see that men and women both exhibit a range of behaviors that are more or less feminine or masculine. It is these gendered behaviors, and not a person’s gender, that seem to have more of an influence on perceptions of group communication. Interestingly, group interactions are still masculinist in that male and female group members prefer a more masculine communication style for task leaders and that both males and females in this role are more likely to adapt to a more masculine communication style. Conversely, men who take on social-emotional leadership behaviors adopt a more feminine communication style. In short, it seems that although masculine communication traits are more often associated with high status positions in groups, both men and women adapt to this expectation and are evaluated similarly (Haslett & Ruebush, 1999).

Other demographic categories are also influential in group communication and decision making. In general, group members have an easier time communicating when they are more similar than different in terms of race and age. This ease of communication can make group work more efficient, but the homogeneity may sacrifice some creativity. As we learned earlier, groups that are diverse (e.g., they have members of different races and generations) benefit from the diversity of perspectives in terms of the quality of decision making and creativity of output.

In terms of age, for the first time since industrialization began, it is common to have three generations of people (and sometimes four) working side by side in an organizational setting. Although four generations often worked together in early factories, they were segregated based on their age group, and a hierarchy existed with older workers at the top and younger workers at the bottom. Today, however, generations interact regularly, and it is not uncommon for an older person to have a leader or supervisor who is younger than him or her (Allen, 2011). The current generations in the US workplace and consequently in work-based groups include the following:

• The Silent Generation. Born between 1925 and 1942, currently in their midsixties to mideighties, this is the smallest generation in the workforce right now, as many have retired or left for other reasons. This generation includes people who were born during the Great Depression or the early part of World War II, many of whom later fought in the Korean War (Clarke, 1970).
• The Baby Boomers. Born between 1946 and 1964, currently in their late forties to midsixties, this is the largest generation in the workforce right now. Baby boomers are the most populous generation born in US history, and they are working longer than previous generations, which means they will remain the predominant force in organizations for ten to twenty more years.
• Generation X. Born between 1965 and 1981, currently in their early thirties to midforties, this generation was the first to see technology like cell phones and the Internet make its way into classrooms and our daily lives. Compared to previous generations, “Gen-Xers” are more diverse in terms of race, religious beliefs, and sexual orientation and also have a greater appreciation for and understanding of diversity.
• Generation Y. Born between 1982 and 2000, “Millennials” as they are also called are currently in their late teens up to about thirty years old. This generation is not as likely to remember a time without technology such as computers and cell phones. They are just starting to enter into the workforce and have been greatly affected by the economic crisis of the late 2000s, experiencing significantly high unemployment rates.

The benefits and challenges that come with diversity of group members are important to consider. Since we will all work in diverse groups, we should be prepared to address potential challenges in order to reap the benefits. Diverse groups may be wise to coordinate social interactions outside of group time in order to find common ground that can help facilitate interaction and increase group cohesion. We should be sensitive but not let sensitivity create fear of “doing something wrong” that then prevents us from having meaningful interactions. Reviewing Chapter 8 “Culture and Communication” will give you useful knowledge to help you navigate both international and domestic diversity and increase your communication competence in small groups and elsewhere.

Key Takeaways

• Every problem has common components: an undesirable situation, a desired situation, and obstacles between the undesirable and desirable situations. Every problem also has a set of characteristics that vary among problems, including task difficulty, number of possible solutions, group member interest in the problem, group familiarity with the problem, and the need for solution acceptance.

The group problem-solving process has five steps:

• Define the problem by creating a problem statement that summarizes it.
• Analyze the problem and create a problem question that can guide solution generation.
• Generate possible solutions. Possible solutions should be offered and listed without stopping to evaluate each one.
• Evaluate the solutions based on their credibility, completeness, and worth. Groups should also assess the potential effects of the narrowed list of solutions.
• Implement and assess the solution. Aside from enacting the solution, groups should determine how they will know the solution is working or not.
• Before a group makes a decision, it should brainstorm possible solutions. Group communication scholars suggest that groups (1) do a warm-up brainstorming session; (2) do an actual brainstorming session in which ideas are not evaluated, wild ideas are encouraged, quantity not quality of ideas is the goal, and new combinations of ideas are encouraged; (3) eliminate duplicate ideas; and (4) clarify, organize, and evaluate ideas. In order to guide the idea-generation process and invite equal participation from group members, the group may also elect to use the nominal group technique.
• Common decision-making techniques include majority rule, minority rule, and consensus rule. With majority rule, only a majority, usually one-half plus one, must agree before a decision is made. With minority rule, a designated authority or expert has final say over a decision, and the input of group members may or may not be invited or considered. With consensus rule, all members of the group must agree on the same decision.

Several factors influence the decision-making process:

• Situational factors include the degree of freedom a group has to make its own decisions, the level of uncertainty facing the group and its task, the size of the group, the group’s access to information, and the origin and urgency of the problem.
• Personality influences on decision making include a person’s value orientation (economic, aesthetic, theoretical, political, or religious), and personality traits (dominant/submissive, friendly/unfriendly, and instrumental/emotional).
• Cultural influences on decision making include the heterogeneity or homogeneity of the group makeup; cultural values and characteristics such as individualism/collectivism, power distance, and high-/low-context communication styles; and gender and age differences.
• Scenario 1. Task difficulty is high, number of possible solutions is high, group interest in problem is high, group familiarity with problem is low, and need for solution acceptance is high.
• Scenario 2. Task difficulty is low, number of possible solutions is low, group interest in problem is low, group familiarity with problem is high, and need for solution acceptance is low.
• Scenario 1: Academic. A professor asks his or her class to decide whether the final exam should be an in-class or take-home exam.
• Scenario 2: Professional. A group of coworkers must decide which person from their department to nominate for a company-wide award.
• Scenario 3: Personal. A family needs to decide how to divide the belongings and estate of a deceased family member who did not leave a will.
• Scenario 4: Civic. A local branch of a political party needs to decide what five key issues it wants to include in the national party’s platform.
• Group communication researchers have found that heterogeneous groups (composed of diverse members) have advantages over homogenous (more similar) groups. Discuss a group situation you have been in where diversity enhanced your and/or the group’s experience.

Adams, K., and Gloria G. Galanes, Communicating in Groups: Applications and Skills , 7th ed. (Boston, MA: McGraw-Hill, 2009), 220–21.

Allen, B. J., Difference Matters: Communicating Social Identity , 2nd ed. (Long Grove, IL: Waveland, 2011), 5.

Bormann, E. G., and Nancy C. Bormann, Effective Small Group Communication , 4th ed. (Santa Rosa, CA: Burgess CA, 1988), 112–13.

Clarke, G., “The Silent Generation Revisited,” Time, June 29, 1970, 46.

Cragan, J. F., and David W. Wright, Communication in Small Group Discussions: An Integrated Approach , 3rd ed. (St. Paul, MN: West Publishing, 1991), 77–78.

de Bono, E., Six Thinking Hats (Boston, MA: Little, Brown, 1985).

Delbecq, A. L., and Andrew H. Ven de Ven, “A Group Process Model for Problem Identification and Program Planning,” The Journal of Applied Behavioral Science 7, no. 4 (1971): 466–92.

Haslett, B. B., and Jenn Ruebush, “What Differences Do Individual Differences in Groups Make?: The Effects of Individuals, Culture, and Group Composition,” in The Handbook of Group Communication Theory and Research , ed. Lawrence R. Frey (Thousand Oaks, CA: Sage, 1999), 133.

Napier, R. W., and Matti K. Gershenfeld, Groups: Theory and Experience , 7th ed. (Boston, MA: Houghton Mifflin, 2004), 292.

Osborn, A. F., Applied Imagination (New York: Charles Scribner’s Sons, 1959).

Spranger, E., Types of Men (New York: Steckert, 1928).

Stanton, C., “How to Deliver Group Presentations: The Unified Team Approach,” Six Minutes Speaking and Presentation Skills , November 3, 2009, accessed August 28, 2012, http://sixminutes.dlugan.com/group-presentations-unified-team-approach .

Thomas, D. C., “Cultural Diversity and Work Group Effectiveness: An Experimental Study,” Journal of Cross-Cultural Psychology 30, no. 2 (1999): 242–63.

Communication in the Real World Copyright © 2016 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Stage 2 in the Design Thinking Process: Define the Problem

Once you’ve empathized with your users, you can move on to the second stage of the design thinking process and define the problem your users need you to solve..

If you’ve read our introduction to User Experience (UX) Design , you’ll know that UX is essentially about solving the problems that prevent users from accomplishing what they want to do with our product.

Before you can go into problem-solving mode, however, there is one very crucial step that you need to complete—one that will shape your entire design project from start to finish. In the Design Thinking process , this step is what’s known as the “define” stage.

As the second step in the Design Thinking process, the define stage is where you’ll establish a clear idea of exactly which problem you will solve for the user. You’ll then shape this into a problem statement which will act as your northern star throughout the design process.

In this guide, we’ll tell you everything you need to know about this stage in the Design Thinking process, as well as how to define a meaningful problem statement.

Here’s what we’ll cover:

• What is the define stage and why is it necessary?
• What is a problem statement?
• How to define a meaningful problem statement
• What comes after the define phase?

Before we dive in, though, if you’d like an overview of the entire Design Thinking process, check out this video:

1. What is the define stage and why is it necessary?

As the second step in the Design Thinking process, the define stage is dedicated to defining the problem: what user problem will you be trying to solve? In other words, what is your design challenge?

The define stage is preceded by the empathize phase , where you’ll have learned as much about your users as possible, conducting interviews and using a variety of immersion and observation techniques. Once you have a good idea of who your users are and, most importantly, their wants, needs, and pain-points, you’re ready to turn this empathy into an actionable problem statement.

The relationship between the empathize and define stages can best be described in terms of analysis and synthesis. In the empathize phase, we use analysis to break down everything we observe and discover about our users into smaller, more manageable components—dividing their actions and behaviour into “what”, “why” and “how” categories, for example. In the define stage, we piece these components back together, synthesising our findings to create a detailed overall picture.

Why is the define stage so important?

The define stage ensures you fully understand the goal of your design project. It helps you to articulate your design problem, and provides a clear-cut objective to work towards. A meaningful, actionable problem statement will steer you in the right direction, helping you to kick-start the ideation process (see Stage Three of the Design Thinking process ) and work your way towards a solution.

Without a well-defined problem statement, it’s hard to know what you’re aiming for. Your work will lack focus, and the final design will suffer. Not only that: in the absence of a clear problem statement, it’s extremely difficult to explain to stakeholders and team members exactly what you are trying to achieve.

With this in mind, let’s take a closer look at problem statements and how you can go about defining them.

2. What is a problem statement?

A problem statement identifies the gap between the current state (i.e. the problem) and the desired state (i.e. the goal) of a process or product . Within the design context, you can think of the user problem as an unmet need. By designing a solution that meets this need, you can satisfy the user and ensure a pleasant user experience.

A problem statement, or point of view (POV) statement, frames this problem (or need) in a way that is actionable for designers. It provides a clear description of the issue that the designer seeks to address, keeping the focus on the user at all times.

Problem or POV statements can take various formats, but the end goal is always the same: to guide the design team towards a feasible solution. Let’s take a look at some of the ways you might frame your design problem:

• From the user’s perspective: “I am a young working professional trying to eat healthily, but I’m struggling because I work long hours and don’t always have time to go grocery shopping and prepare my meals. This makes me feel frustrated and bad about myself.”
• From a user research perspective: “Busy working professionals need an easy, time-efficient way to eat healthily because they often work long hours and don’t have time to shop and meal prep.”
• Based on the four Ws—who, what, where, and why: “Our young working professional struggles to eat healthily during the week because she is working long hours. Our solution should deliver a quick and easy way for her to procure ingredients and prepare healthy meals that she can take to work.”

As you can see, each of these statements addresses the same issue—just in a slightly different way. As long as you focus on the user, what they need and why, it’s up to you how you choose to present and frame your design problem.

We’ll look at how to form your problem statement a little later on. Before we do, let’s consider some problem statement “do”s and “don’t”s.

What makes a good problem statement?

A good problem statement is human-centered and user-focused. Based on the insights you gathered in the empathize phase, it focuses on the users and their needs—not on product specifications or business outcomes. Here are some pointers that will help you create a meaningful problem statement:

• Focus on the user: The user and their needs should be front and center of your problem statement. Avoid statements that start with “we need to…” or “the product should”, instead concentrating on the user’s perspective: “Young working professionals need…”, as in the examples above.
• Keep it broad: A good problem statement leaves room for innovation and creative freedom. It’s important to keep it broad enough to invite a range of different ideas; avoid any references to specific solutions or technical requirements, for example.
• Make it manageable: At the same time, your problem statement should guide you and provide direction. If it’s too broad in terms of the user’s needs and goals, you’ll struggle to hone in on a suitable solution. So, don’t try to address too many user needs in one problem statement; prioritize and frame your problem accordingly.

Bearing these things in mind, let’s explore some useful methods for creating a meaningful problem statement.

3. How to write a meaningful problem statement

Writing a meaningful problem statement can be extremely challenging. How do you condense all the complexities of the user’s conscious and unconscious desires into one simple, actionable statement? Fortunately, there are some tried-and-tested methods that will help you do just that.

Space saturation and group

One of the first steps in defining a problem statement is to organize your findings from the empathize phase. Space saturation and group is a popular method used by design thinkers to collect and visually present all observations made in the empathize phase in one space. As the name suggests, you will literally “saturate” a wall or whiteboard with Post-It notes and images, resulting in a collage of artifacts from your user research.

As the Stanford d.school explains: “You space saturate to help you unpack thoughts and experiences into tangible and visual pieces of information that you surround yourself with to inform and inspire the design team. You group these findings to explore what themes and patterns emerge, and strive to move toward identifying meaningful needs of people and insights that will inform your design solutions.”

This method should involve anyone who took part in the empathize stage of the design project, and should take no longer than 20-30 minutes.

The four Ws

Asking the right questions will help you put your finger on the right problem statement. With all your findings from the empathize phase in one place, ask yourself the four Ws: Who , what , where , and why?

• Who is experiencing the problem? In other words, who is your target user; who will be the focus of your problem statement?
• What is the problem? Based on the observations you made during the empathize phase, what are the problems and pain-points that frequently came up? What task is the user trying to accomplish, and what’s standing in their way?
• Where does the problem present itself? In what space (physical or digital), situation or context is the user when they face this problem? Are there any other people involved?
• Why does it matter? Why is it important that this problem be solved? What value would a solution bring to the user, and to the business?

Approaching your observations with these four questions in mind will help you to identify patterns within your user research. In identifying the most prevalent issues, you’ll be one step closer to formulating a meaningful problem statement.

The five whys

Another question-based strategy, the five whys technique can help you delve deeper into the problem and drill down to the root cause. Once you’ve identified the root cause, you have something that you can act upon; somewhere specific to focus your problem-solving efforts.

Let’s take our previous example of the young working professional who wants to eat healthily, but finds it difficult to do so. Here’s how you might use the five whys to break the problem down and get to the root cause:

• Why is she not eating healthily? → She orders takeaway everyday.
• Why does she order takeaway everyday? → Her fridge and cupboards are empty.
• Why are the fridge and cupboards empty? → She hasn’t been grocery shopping in over a week.
• Why hasn’t she been grocery shopping? → She doesn’t have time to go to the supermarket.
• Why doesn’t she have time? → She works long hours and is exhausted.

The root cause here is a lack of time, so your solution might focus on efficiency and convenience. Your final problem statement might look something like this: “Young working professionals need a quick, convenient solution to eating healthily.”

4. What comes after the define phase?

By the end of the define phase, you’ll have turned your findings from the empathize stage into a meaningful, actionable problem statement. With your problem statement to hand, you’ll be ready to move on to the ideation phase , where you’ll turn your problem statement into “how might we” questions and generate as many potential solutions as possible.

As you move through the Design Thinking process, you’ll constantly refer back to your problem statement to make sure you’re moving in the right direction. A well-thought-out problem statement will keep you on track, help you communicate your objectives to key stakeholders, and ultimately lead you to that all-important user solution.

Want to learn more about designing user-friendly solutions? Check out these articles:

• UX Best Practices: How Can You Become A Better Designer?
• What Is User Experience Design? Everything You Need To Know To Get Started
• This Is Why Empathy Matters As A UX Designer
• What is lean UX?

The 5 Steps of Problem Solving

Problem solving is a critical skill for success in business – in fact it’s often what you are hired and paid to do. This article explains the five problem solving steps and provides strategies on how to execute each one.

Defining Problem Solving

Before we talk about the stages of problem solving, it’s important to have a definition of what it is. Let’s look at the two roots of problem solving — problems and solutions.

Problem – a state of desire for reaching a definite goal from a present condition [1] Solution – the management of a problem in a way that successfully meets the goals set for treating it

[1] Problem solving on Wikipedia

One important call-out is the importance of having a goal. As defined above, the solution may not completely solve problem, but it does meet the goals you establish for treating it–you may not be able to completely resolve the problem (end world hunger), but you can have a goal to help it (reduce the number of starving children by 10%).

The Five Steps of Problem Solving

With that understanding of problem solving, let’s talk about the steps that can get you there. The five problem solving steps are shown in the chart below:

However this chart as is a little misleading. Not all problems follow these steps linearly, especially for very challenging problems. Instead, you’ll likely move back and forth between the steps as you continue to work on the problem, as shown below:

Let’s explore of these steps in more detail, understanding what it is and the inputs and outputs of each phase.

1. Define the Problem

aka What are you trying to solve? In addition to getting clear on what the problem is, defining the problem also establishes a goal for what you want to achieve.

Input:  something is wrong or something could be improved. Output: a clear definition of the opportunity and a goal for fixing it.

2. Brainstorm Ideas

aka What are some ways to solve the problem? The goal is to create a list of possible solutions to choose from. The harder the problem, the more solutions you may need.

Input: a goal; research of the problem and possible solutions; imagination. Output: pick-list of possible solutions that would achieve the stated goal.

3. Decide on a Solution

aka What are you going to do? The ideal solution is effective (it will meet the goal), efficient (is affordable), and has the fewest side effects (limited consequences from implementation).

Input:  pick-list of possible solutions; decision-making criteria. Output: decision of what solution you will implement.

4. Implement the Solution

aka What are you doing? The implementation of a solution requires planning and execution. It’s often iterative, where the focus should be on short implementation cycles with testing and feedback, not trying to get it “perfect” the first time.

Input:  decision; planning; hard work. Output:  resolution to the problem.

5. Review the Results

aka What did you do? To know you successfully solved the problem, it’s important to review what worked, what didn’t and what impact the solution had. It also helps you improve long-term problem solving skills and keeps you from re-inventing the wheel.

Input:  resolutions; results of the implementation. Output: insights; case-studies; bullets on your resume.

Improving Problem Solving Skills

Once you understand the five steps of problem solving, you can build your skill level in each one. Often we’re naturally good at a couple of the phases and not as naturally good at others. Some people are great at generating ideas but struggle implementing them. Other people have great execution skills but can’t make decisions on which solutions to use. Knowing the different problem solving steps allows you to work on your weak areas, or team-up with someone who’s strengths complement yours.

Want to improve your problem solving skills? Want to perfect the art of problem solving?  Check out our training programs or try these 20 problem solving activities to improve creativity .

THIS FREE 129 SECOND QUIZ WILL SHOW YOU

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22 thoughts on “The 5 Steps of Problem Solving”

very helpful and informative training

Thank you for the information

YOU ARE AFOOL

I’m writing my 7th edition of Effective Security Management. I would like to use your circular graphic illustration in a new chapter on problem solving. You’re welcome to phone me at — with attribution.

Sure thing, shoot us an email at [email protected] .

i love your presentation. It’s very clear. I think I would use it in teaching my class problem solving procedures. Thank you

It is well defined steps, thank you.

these step can you email them to me so I can print them out these steps are very helpful

I like the content of this article, it is really helpful. I would like to know much on how PAID process (i.e. Problem statement, Analyze the problem, Identify likely causes, and Define the actual causes) works in Problem Solving.

very useful information on problem solving process.Thank you for the update.

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It makes sense that a business would want to have an effective problem solving strategy. Things could get bad if they can’t find solutions! I think one of the most important things about problem solving is communication.

Well in our school teacher teach us –

1) problem ldentification 2) structuring the problem 3) looking for possible solutions 4) lmplementation 5) monitoring or seeking feedback 6) decision making

Pleace write about it …

I teach Professional communication (Speech) and I find the 5 steps to problem solving as described here the best method. Your teacher actually uses 4 steps. The Feedback and decision making are follow up to the actual implementation and solving of the problem.

i know the steps of doing some guideline for problem solving

steps are very useful to solve my problem

The steps given are very effective. Thank you for the wonderful presentation of the cycle/steps/procedure and their connections.

I like the steps for problem solving

It is very useful for solving difficult problem i would reccomend it to a friend

this is very interesting because once u have learned you will always differentiate the right from the wrong.

I like the contents of the problem solving steps. informative.

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The 5 Stages in the Design Thinking Process

Design thinking is a methodology which provides a solution-based approach to solving problems. It’s extremely useful when used to tackle complex problems that are ill-defined or unknown—because it serves to understand the human needs involved, reframe the problem in human-centric ways, create numerous ideas in brainstorming sessions and adopt a hands-on approach to prototyping and testing. When you know how to apply the five stages of design thinking you will be impowered because you can apply the methodology to solve complex problems that occur in our companies, our countries, and across the world.

Design thinking is a non-linear, iterative process that can have anywhere from three to seven phases, depending on whom you talk to. We focus on the five-stage design thinking model proposed by the Hasso Plattner Institute of Design at Stanford (the d.school) because they are world-renowned for the way they teach and apply design thinking.

What are the 5 Stages of the Design Thinking Process

The five stages of design thinking, according to the d.school, are:

Empathize : research your users' needs .

Define : state your users' needs and problems.

Ideate : challenge assumptions and create ideas.

Prototype : start to create solutions.

Test : try your solutions out.

Let’s dive into each stage of the design thinking process.

Hasso-Platner Institute Panorama

Ludwig Wilhelm Wall, CC BY-SA 3.0 <https://creativecommons.org/licenses/by-sa/3.0>, via Wikimedia Commons

• Transcript loading…

Stage 1: Empathize—Research Your Users' Needs

Empathize: the first phase of design thinking, where you gain real insight into users and their needs.

© Teo Yu Siang and the Interaction Design Foundation, CC BY-NC-SA 3.0.

The first stage of the design thinking process focuses on user-centric research . You want to gain an empathic understanding of the problem you are trying to solve. Consult experts to find out more about the area of concern and conduct observations to engage and empathize with your users. You may also want to immerse yourself in your users’ physical environment to gain a deeper, personal understanding of the issues involved—as well as their experiences and motivations. Empathy is crucial to problem solving and a human-centered design process as it allows design thinkers to set aside their own assumptions about the world and gain real insight into users and their needs.

Depending on time constraints, you will gather a substantial amount of information to use during the next stage. The main aim of the Empathize stage is to develop the best possible understanding of your users, their needs and the problems that underlie the development of the product or service you want to create.

Stage 2: Define—State Your Users' Needs and Problems

Define: the second phase of design thinking, where you define the problem statement in a human-centered manner.

In the Define stage, you will organize the information you have gathered during the Empathize stage. You’ll analyze your observations to define the core problems you and your team have identified up to this point. Defining the problem and problem statement must be done in a human-centered manner .

For example, you should not define the problem as your own wish or need of the company: “We need to increase our food-product market share among young teenage girls by 5%.”

You should pitch the problem statement from your perception of the users’ needs: “Teenage girls need to eat nutritious food in order to thrive, be healthy and grow.”

The Define stage will help the design team collect great ideas to establish features, functions and other elements to solve the problem at hand—or, at the very least, allow real users to resolve issues themselves with minimal difficulty. In this stage, you will start to progress to the third stage, the ideation phase, where you ask questions to help you look for solutions: “How might we encourage teenage girls to perform an action that benefits them and also involves your company’s food-related product or service?” for instance.

Stage 3: Ideate—Challenge Assumptions and Create Ideas

Ideate: the third phase of design thinking, where you identify innovative solutions to the problem statement you’ve created.

During the third stage of the design thinking process, designers are ready to generate ideas. You’ve grown to understand your users and their needs in the Empathize stage, and you’ve analyzed your observations in the Define stage to create a user centric problem statement. With this solid background, you and your team members can start to look at the problem from different perspectives and ideate innovative solutions to your problem statement .

There are hundreds of ideation techniques you can use—such as Brainstorm, Brainwrite , Worst Possible Idea and SCAMPER . Brainstorm and Worst Possible Idea techniques are typically used at the start of the ideation stage to stimulate free thinking and expand the problem space. This allows you to generate as many ideas as possible at the start of ideation. You should pick other ideation techniques towards the end of this stage to help you investigate and test your ideas, and choose the best ones to move forward with—either because they seem to solve the problem or provide the elements required to circumvent it.

Stage 4: Prototype—Start to Create Solutions

Prototype: the fourth phase of design thinking, where you identify the best possible solution.

The design team will now produce a number of inexpensive, scaled down versions of the product (or specific features found within the product) to investigate the key solutions generated in the ideation phase. These prototypes can be shared and tested within the team itself, in other departments or on a small group of people outside the design team.

This is an experimental phase, and the aim is to identify the best possible solution for each of the problems identified during the first three stages . The solutions are implemented within the prototypes and, one by one, they are investigated and then accepted, improved or rejected based on the users’ experiences.

By the end of the Prototype stage, the design team will have a better idea of the product’s limitations and the problems it faces. They’ll also have a clearer view of how real users would behave, think and feel when they interact with the end product.

Stage 5: Test—Try Your Solutions Out

Test: the fifth and final phase of the design thinking process, where you test solutions to derive a deep understanding of the product and its users.

Designers or evaluators rigorously test the complete product using the best solutions identified in the Prototype stage. This is the final stage of the five-stage model; however, in an iterative process such as design thinking, the results generated are often used to redefine one or more further problems. This increased level of understanding may help you investigate the conditions of use and how people think, behave and feel towards the product, and even lead you to loop back to a previous stage in the design thinking process. You can then proceed with further iterations and make alterations and refinements to rule out alternative solutions. The ultimate goal is to get as deep an understanding of the product and its users as possible.

Did You Know Design Thinking is a Non-Linear Process?

We’ve outlined a direct and linear design thinking process here, in which one stage seemingly leads to the next with a logical conclusion at user testing . However, in practice, the process is carried out in a more flexible and non-linear fashion . For example, different groups within the design team may conduct more than one stage concurrently, or designers may collect information and prototype throughout each stage of the project to bring their ideas to life and visualize the problem solutions as they go. What’s more, results from the Test stage may reveal new insights about users which lead to another brainstorming session (Ideate) or the development of new prototypes (Prototype).

It is important to note the five stages of design thinking are not always sequential. They do not have to follow a specific order, and they can often occur in parallel or be repeated iteratively. The stages should be understood as different modes which contribute to the entire design project, rather than sequential steps.

The design thinking process should not be seen as a concrete and inflexible approach to design; the component stages identified should serve as a guide to the activities you carry out. The stages might be switched, conducted concurrently or repeated several times to gain the most informative insights about your users, expand the solution space and hone in on innovative solutions.

This is one of the main benefits of the five-stage model. Knowledge acquired in the latter stages of the process can inform repeats of earlier stages . Information is continually used to inform the understanding of the problem and solution spaces, and to redefine the problem itself. This creates a perpetual loop, in which the designers continue to gain new insights, develop new ways to view the product (or service) and its possible uses and develop a far more profound understanding of their real users and the problems they face.

The Take Away

Design thinking is an iterative, non-linear process which focuses on a collaboration between designers and users. It brings innovative solutions to life based on how real users think, feel and behave.

This human-centered design process consists of five core stages Empathize, Define, Ideate, Prototype and Test.

It’s important to note that these stages are a guide. The iterative, non-linear nature of design thinking means you and your design team can carry these stages out simultaneously, repeat them and even circle back to previous stages at any point in the design thinking process.

References & Where to Learn More

Take our Design Thinking course which is the ultimate guide when you want to learn how to you can apply design thinking methods throughout a design thinking process. Herbert Simon, The Sciences of the Artificial (3rd Edition), 1996.

d.school, An Introduction to Design Thinking PROCESS GUIDE , 2010.

Gerd Waloszek, Introduction to Design Thinking , 2012.

Hero Image: © the Interaction Design Foundation, CC BY-NC-SA 3.0.

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What are the 7 Steps to Problem-Solving? & Its Examples

7 Steps to Problem-Solving

7 Steps to Problem-Solving is a systematic process that involves analyzing a situation, generating possible solutions, and implementing the best course of action. While different problem-solving models exist, a common approach often involves the following seven steps:

Define the Problem:

• Clearly articulate and understand the nature of the problem. Define the issue, its scope, and its impact on individuals or the organization.

Gather Information:

• Collect relevant data and information related to the problem. This may involve research, observation, interviews, or any other method to gain a comprehensive understanding.

Generate Possible Solutions:

• Brainstorm and generate a variety of potential solutions to the problem. Encourage creativity and consider different perspectives during this phase.

Evaluate Options:

• Assess the strengths and weaknesses of each potential solution. Consider the feasibility, potential risks, and the likely outcomes associated with each option.

Make a Decision:

• Based on the evaluation, choose the most suitable solution. This decision should align with the goals and values of the individual or organization facing the problem.

Implement the Solution:

• Put the chosen solution into action. Develop an implementation plan, allocate resources, and carry out the necessary steps to address the problem effectively.

Evaluate the Results:

• Assess the outcomes of the implemented solution. Did it solve the problem as intended? What can be learned from the process? Use this information to refine future problem-solving efforts.

It’s important to note that these steps are not always linear and may involve iteration. Problem-solving is often an ongoing process, and feedback from the implementation and evaluation stages may lead to adjustments in the chosen solution or the identification of new issues that need to be addressed.

Problem-Solving Example in Education

• Certainly: Let’s consider a problem-solving example in the context of education.
• Problem: Declining Student Engagement in Mathematics Classes

Background:

A high school has noticed a decline in student engagement and performance in mathematics classes over the past few years. Students seem disinterested, and there is a noticeable decrease in test scores. The traditional teaching methods are not effectively capturing students’ attention, and there’s a need for innovative solutions to rekindle interest in mathematics.

Steps in Problem-Solving

Identify the problem:.

• Clearly define the issue: declining student engagement and performance in mathematics classes.
• Gather data on student performance, attendance, and feedback from teachers and students.

Root Cause Analysis

• Conduct surveys, interviews, and classroom observations to identify the root causes of disengagement.
• Identify potential factors such as teaching methods, curriculum relevance, or lack of real-world applications.

Brainstorm Solutions

• Organize a team of educators, administrators, and even students to brainstorm creative solutions.
• Consider integrating technology, real-world applications, project-based learning, or other interactive teaching methods.

Evaluate and Prioritize Solutions

• Evaluate each solution based on feasibility, cost, and potential impact.
• Prioritize solutions that are likely to address the root causes and have a positive impact on student engagement.

Implement the Chosen Solution

• Develop an action plan for implementing the chosen solution.
• Provide training and resources for teachers to adapt to new teaching methods or technologies.

Monitor and Evaluate

• Continuously monitor the implementation of the solution.
• Collect feedback from teachers and students to assess the effectiveness of the changes.

Adjust as Needed

• Be willing to make adjustments based on ongoing feedback and data analysis.
• Fine-tune the solution to address any unforeseen challenges or issues.

Example Solution

• Introduce a project-based learning approach in mathematics classes, where students work on real-world problems that require mathematical skills.
• Incorporate technology, such as educational apps or interactive simulations, to make learning more engaging.
• Provide professional development for teachers to enhance their skills in implementing these new teaching methods.

Expected Outcomes:

• Increased student engagement and interest in mathematics.
• Improvement in test scores and overall academic performance.
• Positive feedback from both teachers and students.

Final Words

This problem-solving approach in education involves a systematic process of identifying, analyzing, and addressing issues to enhance the learning experience for students.

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