In my last post, I delved into a real-life example of how we go about looking for the answers to our problems and how barriers we erect can keep us from making the right decision. In this month’s post, I am going to shift the focus a bit away from the barriers and into some of the basic models used for problem-solving. As Jozwiak (2004) suggests, the key to success in problem-solving is finding a method that works and then using it consistently.
No discussion of problem-solving could really begin without reflecting on the work of George Polya. He is credited with first devising the problem-solving method to help students who were struggling with math problems. To help them work through and find the answers, he devised a four-step method.
- Comprehend the problem
- Create the plan
- Carry out plan
- Reflection (Jozwiak, 2004)
Each of the steps builds upon the other and everything begins with step one. In order to create a plan to solve a problem, the person needs to comprehend the problem in as much detail as possible. After all, how can you solve a math problem if you do not understand the elements and all the definitions? This holds true for any problem. We need to understand the issue as much as possible because this will help us to not overlook a possible solution or misinterpret the problem altogether.
The second step is creating a plan or pathway to the solution. In mathematics, this might be worked out using steps that include the formulas. In other areas of our lives, we might create a plan to save money for retirement, find a new job, or buy a new automobile. Planning can be tricky though because this is the stage where we must understand how our barriers might be keeping us from finding the solution that we need to solve the problem. For a nice overview of barriers, you can review Barriers to Critical Thinking.
The third step seems straightforward and this is to simply carry through on the plan that has been devised. This can be another place where barriers will appear though because there are times when we do not really like the options or the plan that we had to create. So many good plans go to waste because they are simply never implemented.
Finally, there is a reflection where we can look back at the process and how we worked through it to see if it worked well and what we might need to change going forward. Overall, this is a nice open-ended approach with enough room to fit a wide array of issues while allowing for some creativity in the problem-solving process.
Paul and Elder (2012) take a slightly different view and add one more step as they work out a 5-step process for problem-solving. This process is geared towards solving problems in all areas of our lives. One of the reasons I selected this method was because of how easily it can be used with a bit of practice. It can be used in both the workplace and at home. Below is a brief list of the steps:
- Discovery
- Analysis
- Evaluation
- Adopt and Act
- Monitor and revise
This method is similar to the first, with a bit of a shift in how the process is worked through.
Discovery covers everything that helps a person to understand an issue. It includes research when needed so that the best possible information relating to the issue is uncovered. This might be anything from researching the information on automobiles to the best school district when looking at housing options. The key though is in gathering what we know and then seeking out the answers for information that we need to know.
The second step includes the analysis of all of the information that has been collected. This can help the person to explore an issue from different perspectives and gain insight into the possible solutions that might be crafted. This step, though often overlooked, is very important to the process because looking at the problem from the differing perspectives allows the person to gain insight into how each of the options might be best crafted to meet the overall goal and solve the problem.
The next step does just that because a person can look at his or her goals and how the plan can be implemented to address both the short-term and long-term outcomes. In this step, the actual plan is crafted. More than one plan might be drafted if there is more than one good alternative to consider. The steps are put into place so that the outcomes can be measured, and this also gives the person the opportunity for one more review of the path to the goal and how each milestone will be met.
In step 4, the person will adopt the strategy best suited to solve the problem. This stage can be a bit difficult because barriers may be present which will keep a person from selecting the best option. This is why Paul and Elder suggest that a person should explore their own limitations as they work on this part of the process. This can include barriers to thinking or other environmental limitations that could affect the outcome of a plan.
In the final step, the process is monitored to make sure that things stay on track. If something does not seem to be working, then it can be explored again for corrections to the path and milestones can be added that will help get the process back on track. Loomis (1998) uses a similar framework for organizational problem-solving. For more information, you can review his thesis titled “Development of a strategic problem-solving process.”
We all have problems in life we need to solve. As I wind down this discussion on a few of the problem-solving methods, I hope it provides some insight into two of the methods used to solve problems. Research has suggested that finding a method that works and then sticking with that method can help a person to become a better problem solver. So, keep exploring and if you find one of these methods do not work for you, then find another one that will help you to work through the issues that arise in daily life.
References
Loomis, S. (1998). Development of a strategic problem-solving process. Thesis for a Master of Science in Instructional Technology. Boise, Idaho.: Boise State University.
Jozwiak, J. (2004). Teaching problem-solving skills to adults. Journal of Adult Education, 33(1), 19-34. Retrieved from https://search.proquest.com/docview/204583669?accountid=35812
Paul, R., & Elder, L. (2012). Critical thinking: Tools for taking charge of your learning and your life (3rd ed.). Boston, MA: Pearson.