“Do I really have no access to transport?”
“Can I really not afford to buy a car?”
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:
Goal | Barrier 1 | Barrier 2 |
Take the job | No transport | No money |
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.
Visual and verbal representations include:
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:
TAKE JOB |
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 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.
1. Get money |
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
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.
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...
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:
Let’s look at each of those stages in detail.
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.
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!
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.
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.
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.
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:
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.
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 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!
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!
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.
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.
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Effective problem solving is all about using the right process and following a plan tailored to the issue at hand. Recognizing your team or organization has an issue isn’t enough to come up with effective problem solving strategies.
To truly understand a problem and develop appropriate solutions, you will want to follow a solid process, follow the necessary problem solving steps, and bring all of your problem solving skills to the table. We’ll forst look at what problem solving strategies you can employ with your team when looking for a way to approach the process. We’ll then discuss the problem solving skills you need to be more effective at solving problems, complete with an activity from the SessionLab library you can use to develop that skill in your team.
Let’s get to it!
What skills do i need to be an effective problem solver, how can i improve my problem solving skills.
Problem solving strategies are methods of approaching and facilitating the process of problem-solving with a set of techniques , actions, and processes. Different strategies are more effective if you are trying to solve broad problems such as achieving higher growth versus more focused problems like, how do we improve our customer onboarding process?
Broadly, the problem solving steps outlined above should be included in any problem solving strategy though choosing where to focus your time and what approaches should be taken is where they begin to differ. You might find that some strategies ask for the problem identification to be done prior to the session or that everything happens in the course of a one day workshop.
The key similarity is that all good problem solving strategies are structured and designed. Four hours of open discussion is never going to be as productive as a four-hour workshop designed to lead a group through a problem solving process.
Good problem solving strategies are tailored to the team, organization and problem you will be attempting to solve. Here are some example problem solving strategies you can learn from or use to get started.
Often, the first step to solving problems or organizational challenges is bringing a group together effectively. Most teams have the tools, knowledge, and expertise necessary to solve their challenges – they just need some guidance in how to use leverage those skills and a structure and format that allows people to focus their energies.
Facilitated workshops are one of the most effective ways of solving problems of any scale. By designing and planning your workshop carefully, you can tailor the approach and scope to best fit the needs of your team and organization.
Workshops are an effective strategy for solving problems. By using tried and test facilitation techniques and methods, you can design and deliver a workshop that is perfectly suited to the unique variables of your organization. You may only have the capacity for a half-day workshop and so need a problem solving process to match.
By using our session planner tool and importing methods from our library of 700+ facilitation techniques, you can create the right problem solving workshop for your team. It might be that you want to encourage creative thinking or look at things from a new angle to unblock your groups approach to problem solving. By tailoring your workshop design to the purpose, you can help ensure great results.
One of the main benefits of a workshop is the structured approach to problem solving. Not only does this mean that the workshop itself will be successful, but many of the methods and techniques will help your team improve their working processes outside of the workshop.
We believe that workshops are one of the best tools you can use to improve the way your team works together. Start with a problem solving workshop and then see what team building, culture or design workshops can do for your organization!
Great for:
By using design thinking principles and methods, a design sprint is a great way of identifying, prioritizing and prototyping solutions to long term challenges that can help solve major organizational problems with quick action and measurable results.
Some familiarity with design thinking is useful, though not integral, and this strategy can really help a team align if there is some discussion around which problems should be approached first.
The stage-based structure of the design sprint is also very useful for teams new to design thinking. The inspiration phase, where you look to competitors that have solved your problem, and the rapid prototyping and testing phases are great for introducing new concepts that will benefit a team in all their future work.
It can be common for teams to look inward for solutions and so looking to the market for solutions you can iterate on can be very productive. Instilling an agile prototyping and testing mindset can also be great when helping teams move forwards – generating and testing solutions quickly can help save time in the long run and is also pretty exciting!
Organizational challenges and problems are often complicated and large scale in nature. Sometimes, trying to resolve such an issue in one swoop is simply unachievable or overwhelming. Try breaking down such problems into smaller issues that you can work on step by step. You may not be able to solve the problem of churning customers off the bat, but you can work with your team to identify smaller effort but high impact elements and work on those first.
This problem solving strategy can help a team generate momentum, prioritize and get some easy wins. It’s also a great strategy to employ with teams who are just beginning to learn how to approach the problem solving process. If you want some insight into a way to employ this strategy, we recommend looking at our design sprint template below!
Some problems are best solved by introducing a major shift in perspective or by using new methodologies that encourage your team to think differently.
Props and tools such as Methodkit , which uses a card-based toolkit for facilitation, or Lego Serious Play can be great ways to engage your team and find an inclusive, democratic problem solving strategy. Remember that play and creativity are great tools for achieving change and whatever the challenge, engaging your participants can be very effective where other strategies may have failed.
LEGO Serious Play is a problem solving methodology designed to get participants thinking differently by using 3D models and kinesthetic learning styles. By physically building LEGO models based on questions and exercises, participants are encouraged to think outside of the box and create their own responses.
Collaborate LEGO Serious Play exercises are also used to encourage communication and build problem solving skills in a group. By using this problem solving process, you can often help different kinds of learners and personality types contribute and unblock organizational problems with creative thinking.
Problem solving strategies like LEGO Serious Play are super effective at helping a team solve more skills-based problems such as communication between teams or a lack of creative thinking. Some problems are not suited to LEGO Serious Play and require a different problem solving strategy.
Card decks and method kids are great tools for those new to facilitation or for whom facilitation is not the primary role. Card decks such as the emotional culture deck can be used for complete workshops and in many cases, can be used right out of the box. Methodkit has a variety of kits designed for scenarios ranging from personal development through to personas and global challenges so you can find the right deck for your particular needs.
Having an easy to use framework that encourages creativity or a new approach can take some of the friction or planning difficulties out of the workshop process and energize a team in any setting. Simplicity is the key with these methods. By ensuring everyone on your team can get involved and engage with the process as quickly as possible can really contribute to the success of your problem solving strategy.
Looking to peers, experts and external facilitators can be a great way of approaching the problem solving process. Your team may not have the necessary expertise, insights of experience to tackle some issues, or you might simply benefit from a fresh perspective. Some problems may require bringing together an entire team, and coaching managers or team members individually might be the right approach. Remember that not all problems are best resolved in the same manner.
If you’re a solo entrepreneur, peer groups, coaches and mentors can also be invaluable at not only solving specific business problems, but in providing a support network for resolving future challenges. One great approach is to join a Mastermind Group and link up with like-minded individuals and all grow together. Remember that however you approach the sourcing of external advice, do so thoughtfully, respectfully and honestly. Reciprocate where you can and prepare to be surprised by just how kind and helpful your peers can be!
Problem solving in large organizations with lots of skilled team members is one thing, but how about if you work for yourself or in a very small team without the capacity to get the most from a design sprint or LEGO Serious Play session?
A mastermind group – sometimes known as a peer advisory board – is where a group of people come together to support one another in their own goals, challenges, and businesses. Each participant comes to the group with their own purpose and the other members of the group will help them create solutions, brainstorm ideas, and support one another.
Mastermind groups are very effective in creating an energized, supportive atmosphere that can deliver meaningful results. Learning from peers from outside of your organization or industry can really help unlock new ways of thinking and drive growth. Access to the experience and skills of your peers can be invaluable in helping fill the gaps in your own ability, particularly in young companies.
A mastermind group is a great solution for solo entrepreneurs, small teams, or for organizations that feel that external expertise or fresh perspectives will be beneficial for them. It is worth noting that Mastermind groups are often only as good as the participants and what they can bring to the group. Participants need to be committed, engaged and understand how to work in this context.
Receiving advice from a business coach or building a mentor/mentee relationship can be an effective way of resolving certain challenges. The one-to-one format of most coaching and mentor relationships can really help solve the challenges those individuals are having and benefit the organization as a result.
A great mentor can be invaluable when it comes to spotting potential problems before they arise and coming to understand a mentee very well has a host of other business benefits. You might run an internal mentorship program to help develop your team’s problem solving skills and strategies or as part of a large learning and development program. External coaches can also be an important part of your problem solving strategy, filling skills gaps for your management team or helping with specific business issues.
Now we’ve explored the problem solving process and the steps you will want to go through in order to have an effective session, let’s look at the skills you and your team need to be more effective problem solvers.
Problem solving skills are highly sought after, whatever industry or team you work in. Organizations are keen to employ people who are able to approach problems thoughtfully and find strong, realistic solutions. Whether you are a facilitator , a team leader or a developer, being an effective problem solver is a skill you’ll want to develop.
Problem solving skills form a whole suite of techniques and approaches that an individual uses to not only identify problems but to discuss them productively before then developing appropriate solutions.
Here are some of the most important problem solving skills everyone from executives to junior staff members should learn. We’ve also included an activity or exercise from the SessionLab library that can help you and your team develop that skill.
If you’re running a workshop or training session to try and improve problem solving skills in your team, try using these methods to supercharge your process!
Active listening is one of the most important skills anyone who works with people can possess. In short, active listening is a technique used to not only better understand what is being said by an individual, but also to be more aware of the underlying message the speaker is trying to convey. When it comes to problem solving, active listening is integral for understanding the position of every participant and to clarify the challenges, ideas and solutions they bring to the table.
Some active listening skills include:
Active Listening #hyperisland #skills #active listening #remote-friendly This activity supports participants to reflect on a question and generate their own solutions using simple principles of active listening and peer coaching. It’s an excellent introduction to active listening but can also be used with groups that are already familiar with it. Participants work in groups of three and take turns being: “the subject”, the listener, and the observer.
All problem solving models require strong analytical skills, particularly during the beginning of the process and when it comes to analyzing how solutions have performed.
Analytical skills are primarily focused on performing an effective analysis by collecting, studying and parsing data related to a problem or opportunity.
It often involves spotting patterns, being able to see things from different perspectives and using observable facts and data to make suggestions or produce insight.
Analytical skills are also important at every stage of the problem solving process and by having these skills, you can ensure that any ideas or solutions you create or backed up analytically and have been sufficiently thought out.
Nine Whys #innovation #issue analysis #liberating structures With breathtaking simplicity, you can rapidly clarify for individuals and a group what is essentially important in their work. You can quickly reveal when a compelling purpose is missing in a gathering and avoid moving forward without clarity. When a group discovers an unambiguous shared purpose, more freedom and more responsibility are unleashed. You have laid the foundation for spreading and scaling innovations with fidelity.
Trying to solve problems on your own is difficult. Being able to collaborate effectively, with a free exchange of ideas, to delegate and be a productive member of a team is hugely important to all problem solving strategies.
Remember that whatever your role, collaboration is integral, and in a problem solving process, you are all working together to find the best solution for everyone.
Marshmallow challenge with debriefing #teamwork #team #leadership #collaboration In eighteen minutes, teams must build the tallest free-standing structure out of 20 sticks of spaghetti, one yard of tape, one yard of string, and one marshmallow. The marshmallow needs to be on top. The Marshmallow Challenge was developed by Tom Wujec, who has done the activity with hundreds of groups around the world. Visit the Marshmallow Challenge website for more information. This version has an extra debriefing question added with sample questions focusing on roles within the team.
Being an effective communicator means being empathetic, clear and succinct, asking the right questions, and demonstrating active listening skills throughout any discussion or meeting.
In a problem solving setting, you need to communicate well in order to progress through each stage of the process effectively. As a team leader, it may also fall to you to facilitate communication between parties who may not see eye to eye. Effective communication also means helping others to express themselves and be heard in a group.
Bus Trip #feedback #communication #appreciation #closing #thiagi #team This is one of my favourite feedback games. I use Bus Trip at the end of a training session or a meeting, and I use it all the time. The game creates a massive amount of energy with lots of smiles, laughs, and sometimes even a teardrop or two.
Creative problem solving skills can be some of the best tools in your arsenal. Thinking creatively, being able to generate lots of ideas and come up with out of the box solutions is useful at every step of the process.
The kinds of problems you will likely discuss in a problem solving workshop are often difficult to solve, and by approaching things in a fresh, creative manner, you can often create more innovative solutions.
Having practical creative skills is also a boon when it comes to problem solving. If you can help create quality design sketches and prototypes in record time, it can help bring a team to alignment more quickly or provide a base for further iteration.
The paper clip method #sharing #creativity #warm up #idea generation #brainstorming The power of brainstorming. A training for project leaders, creativity training, and to catalyse getting new solutions.
Critical thinking is one of the fundamental problem solving skills you’ll want to develop when working on developing solutions. Critical thinking is the ability to analyze, rationalize and evaluate while being aware of personal bias, outlying factors and remaining open-minded.
Defining and analyzing problems without deploying critical thinking skills can mean you and your team go down the wrong path. Developing solutions to complex issues requires critical thinking too – ensuring your team considers all possibilities and rationally evaluating them.
Agreement-Certainty Matrix #issue analysis #liberating structures #problem solving You can help individuals or groups avoid the frequent mistake of trying to solve a problem with methods that are not adapted to the nature of their challenge. The combination of two questions makes it possible to easily sort challenges into four categories: simple, complicated, complex , and chaotic . A problem is simple when it can be solved reliably with practices that are easy to duplicate. It is complicated when experts are required to devise a sophisticated solution that will yield the desired results predictably. A problem is complex when there are several valid ways to proceed but outcomes are not predictable in detail. Chaotic is when the context is too turbulent to identify a path forward. A loose analogy may be used to describe these differences: simple is like following a recipe, complicated like sending a rocket to the moon, complex like raising a child, and chaotic is like the game “Pin the Tail on the Donkey.” The Liberating Structures Matching Matrix in Chapter 5 can be used as the first step to clarify the nature of a challenge and avoid the mismatches between problems and solutions that are frequently at the root of chronic, recurring problems.
Though it shares lots of space with general analytical skills, data analysis skills are something you want to cultivate in their own right in order to be an effective problem solver.
Being good at data analysis doesn’t just mean being able to find insights from data, but also selecting the appropriate data for a given issue, interpreting it effectively and knowing how to model and present that data. Depending on the problem at hand, it might also include a working knowledge of specific data analysis tools and procedures.
Having a solid grasp of data analysis techniques is useful if you’re leading a problem solving workshop but if you’re not an expert, don’t worry. Bring people into the group who has this skill set and help your team be more effective as a result.
All problems need a solution and all solutions require that someone make the decision to implement them. Without strong decision making skills, teams can become bogged down in discussion and less effective as a result.
Making decisions is a key part of the problem solving process. It’s important to remember that decision making is not restricted to the leadership team. Every staff member makes decisions every day and developing these skills ensures that your team is able to solve problems at any scale. Remember that making decisions does not mean leaping to the first solution but weighing up the options and coming to an informed, well thought out solution to any given problem that works for the whole team.
Lightning Decision Jam (LDJ) #action #decision making #problem solving #issue analysis #innovation #design #remote-friendly The problem with anything that requires creative thinking is that it’s easy to get lost—lose focus and fall into the trap of having useless, open-ended, unstructured discussions. Here’s the most effective solution I’ve found: Replace all open, unstructured discussion with a clear process. What to use this exercise for: Anything which requires a group of people to make decisions, solve problems or discuss challenges. It’s always good to frame an LDJ session with a broad topic, here are some examples: The conversion flow of our checkout Our internal design process How we organise events Keeping up with our competition Improving sales flow
Most complex organizational problems require multiple people to be involved in delivering the solution. Ensuring that the team and organization can depend on you to take the necessary actions and communicate where necessary is key to ensuring problems are solved effectively.
Being dependable also means working to deadlines and to brief. It is often a matter of creating trust in a team so that everyone can depend on one another to complete the agreed actions in the agreed time frame so that the team can move forward together. Being undependable can create problems of friction and can limit the effectiveness of your solutions so be sure to bear this in mind throughout a project.
Team Purpose & Culture #team #hyperisland #culture #remote-friendly This is an essential process designed to help teams define their purpose (why they exist) and their culture (how they work together to achieve that purpose). Defining these two things will help any team to be more focused and aligned. With support of tangible examples from other companies, the team members work as individuals and a group to codify the way they work together. The goal is a visual manifestation of both the purpose and culture that can be put up in the team’s work space.
Emotional intelligence is an important skill for any successful team member, whether communicating internally or with clients or users. In the problem solving process, emotional intelligence means being attuned to how people are feeling and thinking, communicating effectively and being self-aware of what you bring to a room.
There are often differences of opinion when working through problem solving processes, and it can be easy to let things become impassioned or combative. Developing your emotional intelligence means being empathetic to your colleagues and managing your own emotions throughout the problem and solution process. Be kind, be thoughtful and put your points across care and attention.
Being emotionally intelligent is a skill for life and by deploying it at work, you can not only work efficiently but empathetically. Check out the emotional culture workshop template for more!
As we’ve clarified in our facilitation skills post, facilitation is the art of leading people through processes towards agreed-upon objectives in a manner that encourages participation, ownership, and creativity by all those involved. While facilitation is a set of interrelated skills in itself, the broad definition of facilitation can be invaluable when it comes to problem solving. Leading a team through a problem solving process is made more effective if you improve and utilize facilitation skills – whether you’re a manager, team leader or external stakeholder.
The Six Thinking Hats #creative thinking #meeting facilitation #problem solving #issue resolution #idea generation #conflict resolution The Six Thinking Hats are used by individuals and groups to separate out conflicting styles of thinking. They enable and encourage a group of people to think constructively together in exploring and implementing change, rather than using argument to fight over who is right and who is wrong.
Being flexible is a vital skill when it comes to problem solving. This does not mean immediately bowing to pressure or changing your opinion quickly: instead, being flexible is all about seeing things from new perspectives, receiving new information and factoring it into your thought process.
Flexibility is also important when it comes to rolling out solutions. It might be that other organizational projects have greater priority or require the same resources as your chosen solution. Being flexible means understanding needs and challenges across the team and being open to shifting or arranging your own schedule as necessary. Again, this does not mean immediately making way for other projects. It’s about articulating your own needs, understanding the needs of others and being able to come to a meaningful compromise.
The Creativity Dice #creativity #problem solving #thiagi #issue analysis Too much linear thinking is hazardous to creative problem solving. To be creative, you should approach the problem (or the opportunity) from different points of view. You should leave a thought hanging in mid-air and move to another. This skipping around prevents premature closure and lets your brain incubate one line of thought while you consciously pursue another.
Working in any group can lead to unconscious elements of groupthink or situations in which you may not wish to be entirely honest. Disagreeing with the opinions of the executive team or wishing to save the feelings of a coworker can be tricky to navigate, but being honest is absolutely vital when to comes to developing effective solutions and ensuring your voice is heard.
Remember that being honest does not mean being brutally candid. You can deliver your honest feedback and opinions thoughtfully and without creating friction by using other skills such as emotional intelligence.
Explore your Values #hyperisland #skills #values #remote-friendly Your Values is an exercise for participants to explore what their most important values are. It’s done in an intuitive and rapid way to encourage participants to follow their intuitive feeling rather than over-thinking and finding the “correct” values. It is a good exercise to use to initiate reflection and dialogue around personal values.
The problem solving process is multi-faceted and requires different approaches at certain points of the process. Taking initiative to bring problems to the attention of the team, collect data or lead the solution creating process is always valuable. You might even roadtest your own small scale solutions or brainstorm before a session. Taking initiative is particularly effective if you have good deal of knowledge in that area or have ownership of a particular project and want to get things kickstarted.
That said, be sure to remember to honor the process and work in service of the team. If you are asked to own one part of the problem solving process and you don’t complete that task because your initiative leads you to work on something else, that’s not an effective method of solving business challenges.
15% Solutions #action #liberating structures #remote-friendly You can reveal the actions, however small, that everyone can do immediately. At a minimum, these will create momentum, and that may make a BIG difference. 15% Solutions show that there is no reason to wait around, feel powerless, or fearful. They help people pick it up a level. They get individuals and the group to focus on what is within their discretion instead of what they cannot change. With a very simple question, you can flip the conversation to what can be done and find solutions to big problems that are often distributed widely in places not known in advance. Shifting a few grains of sand may trigger a landslide and change the whole landscape.
A particularly useful problem solving skill for product owners or managers is the ability to remain impartial throughout much of the process. In practice, this means treating all points of view and ideas brought forward in a meeting equally and ensuring that your own areas of interest or ownership are not favored over others.
There may be a stage in the process where a decision maker has to weigh the cost and ROI of possible solutions against the company roadmap though even then, ensuring that the decision made is based on merit and not personal opinion.
Empathy map #frame insights #create #design #issue analysis An empathy map is a tool to help a design team to empathize with the people they are designing for. You can make an empathy map for a group of people or for a persona. To be used after doing personas when more insights are needed.
Being a good leader means getting a team aligned, energized and focused around a common goal. In the problem solving process, strong leadership helps ensure that the process is efficient, that any conflicts are resolved and that a team is managed in the direction of success.
It’s common for managers or executives to assume this role in a problem solving workshop, though it’s important that the leader maintains impartiality and does not bulldoze the group in a particular direction. Remember that good leadership means working in service of the purpose and team and ensuring the workshop is a safe space for employees of any level to contribute. Take a look at our leadership games and activities post for more exercises and methods to help improve leadership in your organization.
Leadership Pizza #leadership #team #remote-friendly This leadership development activity offers a self-assessment framework for people to first identify what skills, attributes and attitudes they find important for effective leadership, and then assess their own development and initiate goal setting.
In the context of problem solving, mediation is important in keeping a team engaged, happy and free of conflict. When leading or facilitating a problem solving workshop, you are likely to run into differences of opinion. Depending on the nature of the problem, certain issues may be brought up that are emotive in nature.
Being an effective mediator means helping those people on either side of such a divide are heard, listen to one another and encouraged to find common ground and a resolution. Mediating skills are useful for leaders and managers in many situations and the problem solving process is no different.
Conflict Responses #hyperisland #team #issue resolution A workshop for a team to reflect on past conflicts, and use them to generate guidelines for effective conflict handling. The workshop uses the Thomas-Killman model of conflict responses to frame a reflective discussion. Use it to open up a discussion around conflict with a team.
Solving organizational problems is much more effective when following a process or problem solving model. Planning skills are vital in order to structure, deliver and follow-through on a problem solving workshop and ensure your solutions are intelligently deployed.
Planning skills include the ability to organize tasks and a team, plan and design the process and take into account any potential challenges. Taking the time to plan carefully can save time and frustration later in the process and is valuable for ensuring a team is positioned for success.
3 Action Steps #hyperisland #action #remote-friendly This is a small-scale strategic planning session that helps groups and individuals to take action toward a desired change. It is often used at the end of a workshop or programme. The group discusses and agrees on a vision, then creates some action steps that will lead them towards that vision. The scope of the challenge is also defined, through discussion of the helpful and harmful factors influencing the group.
As organisations grow, the scale and variation of problems they face multiplies. Your team or is likely to face numerous challenges in different areas and so having the skills to analyze and prioritize becomes very important, particularly for those in leadership roles.
A thorough problem solving process is likely to deliver multiple solutions and you may have several different problems you wish to solve simultaneously. Prioritization is the ability to measure the importance, value, and effectiveness of those possible solutions and choose which to enact and in what order. The process of prioritization is integral in ensuring the biggest challenges are addressed with the most impactful solutions.
Impact and Effort Matrix #gamestorming #decision making #action #remote-friendly In this decision-making exercise, possible actions are mapped based on two factors: effort required to implement and potential impact. Categorizing ideas along these lines is a useful technique in decision making, as it obliges contributors to balance and evaluate suggested actions before committing to them.
Some problem solving skills are utilized in a workshop or ideation phases, while others come in useful when it comes to decision making. Overseeing an entire problem solving process and ensuring its success requires strong project management skills.
While project management incorporates many of the other skills listed here, it is important to note the distinction of considering all of the factors of a project and managing them successfully. Being able to negotiate with stakeholders, manage tasks, time and people, consider costs and ROI, and tie everything together is massively helpful when going through the problem solving process.
Working out meaningful solutions to organizational challenges is only one part of the process. Thoughtfully documenting and keeping records of each problem solving step for future consultation is important in ensuring efficiency and meaningful change.
For example, some problems may be lower priority than others but can be revisited in the future. If the team has ideated on solutions and found some are not up to the task, record those so you can rule them out and avoiding repeating work. Keeping records of the process also helps you improve and refine your problem solving model next time around!
Personal Kanban #gamestorming #action #agile #project planning Personal Kanban is a tool for organizing your work to be more efficient and productive. It is based on agile methods and principles.
Conducting research to support both the identification of problems and the development of appropriate solutions is important for an effective process. Knowing where to go to collect research, how to conduct research efficiently, and identifying pieces of research are relevant are all things a good researcher can do well.
In larger groups, not everyone has to demonstrate this ability in order for a problem solving workshop to be effective. That said, having people with research skills involved in the process, particularly if they have existing area knowledge, can help ensure the solutions that are developed with data that supports their intention. Remember that being able to deliver the results of research efficiently and in a way the team can easily understand is also important. The best data in the world is only as effective as how it is delivered and interpreted.
Customer experience map #ideation #concepts #research #design #issue analysis #remote-friendly Customer experience mapping is a method of documenting and visualizing the experience a customer has as they use the product or service. It also maps out their responses to their experiences. To be used when there is a solution (even in a conceptual stage) that can be analyzed.
Managing risk is an often overlooked part of the problem solving process. Solutions are often developed with the intention of reducing exposure to risk or solving issues that create risk but sometimes, great solutions are more experimental in nature and as such, deploying them needs to be carefully considered.
Managing risk means acknowledging that there may be risks associated with more out of the box solutions or trying new things, but that this must be measured against the possible benefits and other organizational factors.
Be informed, get the right data and stakeholders in the room and you can appropriately factor risk into your decision making process.
Decisions, Decisions… #communication #decision making #thiagi #action #issue analysis When it comes to decision-making, why are some of us more prone to take risks while others are risk-averse? One explanation might be the way the decision and options were presented. This exercise, based on Kahneman and Tversky’s classic study , illustrates how the framing effect influences our judgement and our ability to make decisions . The participants are divided into two groups. Both groups are presented with the same problem and two alternative programs for solving them. The two programs both have the same consequences but are presented differently. The debriefing discussion examines how the framing of the program impacted the participant’s decision.
No single person is as good at problem solving as a team. Building an effective team and helping them come together around a common purpose is one of the most important problem solving skills, doubly so for leaders. By bringing a team together and helping them work efficiently, you pave the way for team ownership of a problem and the development of effective solutions.
In a problem solving workshop, it can be tempting to jump right into the deep end, though taking the time to break the ice, energize the team and align them with a game or exercise will pay off over the course of the day.
Remember that you will likely go through the problem solving process multiple times over an organization’s lifespan and building a strong team culture will make future problem solving more effective. It’s also great to work with people you know, trust and have fun with. Working on team building in and out of the problem solving process is a hallmark of successful teams that can work together to solve business problems.
9 Dimensions Team Building Activity #ice breaker #teambuilding #team #remote-friendly 9 Dimensions is a powerful activity designed to build relationships and trust among team members. There are 2 variations of this icebreaker. The first version is for teams who want to get to know each other better. The second version is for teams who want to explore how they are working together as a team.
The problem solving process is designed to lead a team from identifying a problem through to delivering a solution and evaluating its effectiveness. Without effective time management skills or timeboxing of tasks, it can be easy for a team to get bogged down or be inefficient.
By using a problem solving model and carefully designing your workshop, you can allocate time efficiently and trust that the process will deliver the results you need in a good timeframe.
Time management also comes into play when it comes to rolling out solutions, particularly those that are experimental in nature. Having a clear timeframe for implementing and evaluating solutions is vital for ensuring their success and being able to pivot if necessary.
Improving your skills at problem solving is often a career-long pursuit though there are methods you can use to make the learning process more efficient and to supercharge your problem solving skillset.
Remember that the skills you need to be a great problem solver have a large overlap with those skills you need to be effective in any role. Investing time and effort to develop your active listening or critical thinking skills is valuable in any context. Here are 7 ways to improve your problem solving skills.
Remember that your team is an excellent source of skills, wisdom, and techniques and that you should all take advantage of one another where possible. Best practices that one team has for solving problems, conducting research or making decisions should be shared across the organization. If you have in-house staff that have done active listening training or are data analysis pros, have them lead a training session.
Your team is one of your best resources. Create space and internal processes for the sharing of skills so that you can all grow together.
Once you’ve figured out you have a skills gap, the next step is to take action to fill that skills gap. That might be by asking your superior for training or coaching, or liaising with team members with that skill set. You might even attend specialized training for certain skills – active listening or critical thinking, for example, are business-critical skills that are regularly offered as part of a training scheme.
Whatever method you choose, remember that taking action of some description is necessary for growth. Whether that means practicing, getting help, attending training or doing some background reading, taking active steps to improve your skills is the way to go.
Problem solving can be complicated, particularly when attempting to solve large problems for the first time. Using a problem solving process helps give structure to your problem solving efforts and focus on creating outcomes, rather than worrying about the format.
Tools such as the seven-step problem solving process above are effective because not only do they feature steps that will help a team solve problems, they also develop skills along the way. Each step asks for people to engage with the process using different skills and in doing so, helps the team learn and grow together. Group processes of varying complexity and purpose can also be found in the SessionLab library of facilitation techniques . Using a tried and tested process and really help ease the learning curve for both those leading such a process, as well as those undergoing the purpose.
Effective teams make decisions about where they should and shouldn’t expend additional effort. By using a problem solving process, you can focus on the things that matter, rather than stumbling towards a solution haphazardly.
Some skills gaps are more obvious than others. It’s possible that your perception of your active listening skills differs from those of your colleagues.
It’s valuable to create a system where team members can provide feedback in an ordered and friendly manner so they can all learn from one another. Only by identifying areas of improvement can you then work to improve them.
Remember that feedback systems require oversight and consideration so that they don’t turn into a place to complain about colleagues. Design the system intelligently so that you encourage the creation of learning opportunities, rather than encouraging people to list their pet peeves.
While practice might not make perfect, it does make the problem solving process easier. If you are having trouble with critical thinking, don’t shy away from doing it. Get involved where you can and stretch those muscles as regularly as possible.
Problem solving skills come more naturally to some than to others and that’s okay. Take opportunities to get involved and see where you can practice your skills in situations outside of a workshop context. Try collaborating in other circumstances at work or conduct data analysis on your own projects. You can often develop those skills you need for problem solving simply by doing them. Get involved!
Learn from the best. Our library of 700+ facilitation techniques is full of activities and methods that help develop the skills you need to be an effective problem solver. Check out our templates to see how to approach problem solving and other organizational challenges in a structured and intelligent manner.
There is no single approach to improving problem solving skills, but by using the techniques employed by others you can learn from their example and develop processes that have seen proven results.
Using tried and tested exercises that you know well can help deliver results, but you do run the risk of missing out on the learning opportunities offered by new approaches. As with the problem solving process, changing your mindset can remove blockages and be used to develop your problem solving skills.
Most teams have members with mixed skill sets and specialties. Mix people from different teams and share skills and different points of view. Teach your customer support team how to use design thinking methods or help your developers with conflict resolution techniques. Try switching perspectives with facilitation techniques like Flip It! or by using new problem solving methodologies or models. Give design thinking, liberating structures or lego serious play a try if you want to try a new approach. You will find that framing problems in new ways and using existing skills in new contexts can be hugely useful for personal development and improving your skillset. It’s also a lot of fun to try new things. Give it a go!
Encountering business challenges and needing to find appropriate solutions is not unique to your organization. Lots of very smart people have developed methods, theories and approaches to help develop problem solving skills and create effective solutions. Learn from them!
Books like The Art of Thinking Clearly , Think Smarter, or Thinking Fast, Thinking Slow are great places to start, though it’s also worth looking at blogs related to organizations facing similar problems to yours, or browsing for success stories. Seeing how Dropbox massively increased growth and working backward can help you see the skills or approach you might be lacking to solve that same problem. Learning from others by reading their stories or approaches can be time-consuming but ultimately rewarding.
A tired, distracted mind is not in the best position to learn new skills. It can be tempted to burn the candle at both ends and develop problem solving skills outside of work. Absolutely use your time effectively and take opportunities for self-improvement, though remember that rest is hugely important and that without letting your brain rest, you cannot be at your most effective.
Creating distance between yourself and the problem you might be facing can also be useful. By letting an idea sit, you can find that a better one presents itself or you can develop it further. Take regular breaks when working and create a space for downtime. Remember that working smarter is preferable to working harder and that self-care is important for any effective learning or improvement process.
Now we’ve explored some of the key problem solving skills and the problem solving steps necessary for an effective process, you’re ready to begin developing more effective solutions and leading problem solving workshops.
Need more inspiration? Check out our post on problem solving activities you can use when guiding a group towards a great solution in your next workshop or meeting. Have questions? Did you have a great problem solving technique you use with your team? Get in touch in the comments below. We’d love to chat!
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Going from a mere idea to a workshop that delivers results for your clients can feel like a daunting task. In this piece, we will shine a light on all the work behind the scenes and help you learn how to plan a workshop from start to finish. On a good day, facilitation can feel like effortless magic, but that is mostly the result of backstage work, foresight, and a lot of careful planning. Read on to learn a step-by-step approach to breaking the process of planning a workshop into small, manageable chunks. The flow starts with the first meeting with a client to define the purposes of a workshop.…
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This module is about how a solid working knowledge of psychological principles can help you to think more effectively, so you can succeed in school and life. You might be inclined to believe that—because you have been thinking for as long as you can remember, because you are able to figure out the solution to many problems, because you feel capable of using logic to argue a point, because you can evaluate whether the things you read and hear make sense—you do not need any special training in thinking. But this, of course, is one of the key barriers to helping people think better. If you do not believe that there is anything wrong, why try to fix it?
The human brain is indeed a remarkable thinking machine, capable of amazing, complex, creative, logical thoughts. Why, then, are we telling you that you need to learn how to think? Mainly because one major lesson from cognitive psychology is that these capabilities of the human brain are relatively infrequently realized. Many psychologists believe that people are essentially “cognitive misers.” It is not that we are lazy, but that we have a tendency to expend the least amount of mental effort necessary. Although you may not realize it, it actually takes a great deal of energy to think. Careful, deliberative reasoning and critical thinking are very difficult. Because we seem to be successful without going to the trouble of using these skills well, it feels unnecessary to develop them. As you shall see, however, there are many pitfalls in the cognitive processes described in this module. When people do not devote extra effort to learning and improving reasoning, problem solving, and critical thinking skills, they make many errors.
As is true for memory, if you develop the cognitive skills presented in this module, you will be more successful in school. It is important that you realize, however, that these skills will help you far beyond school, even more so than a good memory will. Although it is somewhat useful to have a good memory, ten years from now no potential employer will care how many questions you got right on multiple choice exams during college. All of them will, however, recognize whether you are a logical, analytical, critical thinker. With these thinking skills, you will be an effective, persuasive communicator and an excellent problem solver.
The module begins by describing different kinds of thought and knowledge, especially conceptual knowledge and critical thinking. An understanding of these differences will be valuable as you progress through school and encounter different assignments that require you to tap into different kinds of knowledge. The second section covers deductive and inductive reasoning, which are processes we use to construct and evaluate strong arguments. They are essential skills to have whenever you are trying to persuade someone (including yourself) of some point, or to respond to someone’s efforts to persuade you. The module ends with a section about problem solving. A solid understanding of the key processes involved in problem solving will help you to handle many daily challenges.
7.1. Different kinds of thought
7.2. Reasoning and Judgment
7.3. Problem Solving
Remember and understand.
By reading and studying Module 7, you should be able to remember and describe:
By reading and thinking about how the concepts in Module 6 apply to real life, you should be able to:
By reading and thinking about Module 6, participating in classroom activities, and completing out-of-class assignments, you should be able to:
On what do you base your belief or disbelief for the questions above?
Of course, we all know what is meant by the words think and knowledge . You probably also realize that they are not unitary concepts; there are different kinds of thought and knowledge. In this section, let us look at some of these differences. If you are familiar with these different kinds of thought and pay attention to them in your classes, it will help you to focus on the right goals, learn more effectively, and succeed in school. Different assignments and requirements in school call on you to use different kinds of knowledge or thought, so it will be very helpful for you to learn to recognize them (Anderson, et al. 2001).
Module 5 introduced the idea of declarative memory, which is composed of facts and episodes. If you have ever played a trivia game or watched Jeopardy on TV, you realize that the human brain is able to hold an extraordinary number of facts. Likewise, you realize that each of us has an enormous store of episodes, essentially facts about events that happened in our own lives. It may be difficult to keep that in mind when we are struggling to retrieve one of those facts while taking an exam, however. Part of the problem is that, in contradiction to the advice from Module 5, many students continue to try to memorize course material as a series of unrelated facts (picture a history student simply trying to memorize history as a set of unrelated dates without any coherent story tying them together). Facts in the real world are not random and unorganized, however. It is the way that they are organized that constitutes a second key kind of knowledge, conceptual.
Concepts are nothing more than our mental representations of categories of things in the world. For example, think about dogs. When you do this, you might remember specific facts about dogs, such as they have fur and they bark. You may also recall dogs that you have encountered and picture them in your mind. All of this information (and more) makes up your concept of dog. You can have concepts of simple categories (e.g., triangle), complex categories (e.g., small dogs that sleep all day, eat out of the garbage, and bark at leaves), kinds of people (e.g., psychology professors), events (e.g., birthday parties), and abstract ideas (e.g., justice). Gregory Murphy (2002) refers to concepts as the “glue that holds our mental life together” (p. 1). Very simply, summarizing the world by using concepts is one of the most important cognitive tasks that we do. Our conceptual knowledge is our knowledge about the world. Individual concepts are related to each other to form a rich interconnected network of knowledge. For example, think about how the following concepts might be related to each other: dog, pet, play, Frisbee, chew toy, shoe. Or, of more obvious use to you now, how these concepts are related: working memory, long-term memory, declarative memory, procedural memory, and rehearsal? Because our minds have a natural tendency to organize information conceptually, when students try to remember course material as isolated facts, they are working against their strengths.
One last important point about concepts is that they allow you to instantly know a great deal of information about something. For example, if someone hands you a small red object and says, “here is an apple,” they do not have to tell you, “it is something you can eat.” You already know that you can eat it because it is true by virtue of the fact that the object is an apple; this is called drawing an inference , assuming that something is true on the basis of your previous knowledge (for example, of category membership or of how the world works) or logical reasoning.
Physical skills, such as tying your shoes, doing a cartwheel, and driving a car (or doing all three at the same time, but don’t try this at home) are certainly a kind of knowledge. They are procedural knowledge, the same idea as procedural memory that you saw in Module 5. Mental skills, such as reading, debating, and planning a psychology experiment, are procedural knowledge, as well. In short, procedural knowledge is the knowledge how to do something (Cohen & Eichenbaum, 1993).
Floyd used to think that he had a great memory. Now, he has a better memory. Why? Because he finally realized that his memory was not as great as he once thought it was. Because Floyd eventually learned that he often forgets where he put things, he finally developed the habit of putting things in the same place. (Unfortunately, he did not learn this lesson before losing at least 5 watches and a wedding ring.) Because he finally realized that he often forgets to do things, he finally started using the To Do list app on his phone. And so on. Floyd’s insights about the real limitations of his memory have allowed him to remember things that he used to forget.
All of us have knowledge about the way our own minds work. You may know that you have a good memory for people’s names and a poor memory for math formulas. Someone else might realize that they have difficulty remembering to do things, like stopping at the store on the way home. Others still know that they tend to overlook details. This knowledge about our own thinking is actually quite important; it is called metacognitive knowledge, or metacognition . Like other kinds of thinking skills, it is subject to error. For example, in unpublished research, one of the authors surveyed about 120 General Psychology students on the first day of the term. Among other questions, the students were asked them to predict their grade in the class and report their current Grade Point Average. Two-thirds of the students predicted that their grade in the course would be higher than their GPA. (The reality is that at our college, students tend to earn lower grades in psychology than their overall GPA.) Another example: Students routinely report that they thought they had done well on an exam, only to discover, to their dismay, that they were wrong (more on that important problem in a moment). Both errors reveal a breakdown in metacognition.
In general, most college students probably do not study enough. For example, using data from the National Survey of Student Engagement, Fosnacht, McCormack, and Lerma (2018) reported that first-year students at 4-year colleges in the U.S. averaged less than 14 hours per week preparing for classes. The typical suggestion is that you should spend two hours outside of class for every hour in class, or 24 – 30 hours per week for a full-time student. Clearly, students in general are nowhere near that recommended mark. Many observers, including some faculty, believe that this shortfall is a result of students being too busy or lazy. Now, it may be true that many students are too busy, with work and family obligations, for example. Others, are not particularly motivated in school, and therefore might correctly be labeled lazy. A third possible explanation, however, is that some students might not think they need to spend this much time. And this is a matter of metacognition. Consider the scenario that we mentioned above, students thinking they had done well on an exam only to discover that they did not. Justin Kruger and David Dunning examined scenarios very much like this in 1999. Kruger and Dunning gave research participants tests measuring humor, logic, and grammar. Then, they asked the participants to assess their own abilities and test performance in these areas. They found that participants in general tended to overestimate their abilities, already a problem with metacognition. Importantly, the participants who scored the lowest overestimated their abilities the most. Specifically, students who scored in the bottom quarter (averaging in the 12th percentile) thought they had scored in the 62nd percentile. This has become known as the Dunning-Kruger effect . Many individual faculty members have replicated these results with their own student on their course exams, including the authors of this book. Think about it. Some students who just took an exam and performed poorly believe that they did well before seeing their score. It seems very likely that these are the very same students who stopped studying the night before because they thought they were “done.” Quite simply, it is not just that they did not know the material. They did not know that they did not know the material. That is poor metacognition.
In order to develop good metacognitive skills, you should continually monitor your thinking and seek frequent feedback on the accuracy of your thinking (Medina, Castleberry, & Persky 2017). For example, in classes get in the habit of predicting your exam grades. As soon as possible after taking an exam, try to find out which questions you missed and try to figure out why. If you do this soon enough, you may be able to recall the way it felt when you originally answered the question. Did you feel confident that you had answered the question correctly? Then you have just discovered an opportunity to improve your metacognition. Be on the lookout for that feeling and respond with caution.
concept : a mental representation of a category of things in the world
Dunning-Kruger effect : individuals who are less competent tend to overestimate their abilities more than individuals who are more competent do
inference : an assumption about the truth of something that is not stated. Inferences come from our prior knowledge and experience, and from logical reasoning
metacognition : knowledge about one’s own cognitive processes; thinking about your thinking
One particular kind of knowledge or thinking skill that is related to metacognition is critical thinking (Chew, 2020). You may have noticed that critical thinking is an objective in many college courses, and thus it could be a legitimate topic to cover in nearly any college course. It is particularly appropriate in psychology, however. As the science of (behavior and) mental processes, psychology is obviously well suited to be the discipline through which you should be introduced to this important way of thinking.
More importantly, there is a particular need to use critical thinking in psychology. We are all, in a way, experts in human behavior and mental processes, having engaged in them literally since birth. Thus, perhaps more than in any other class, students typically approach psychology with very clear ideas and opinions about its subject matter. That is, students already “know” a lot about psychology. The problem is, “it ain’t so much the things we don’t know that get us into trouble. It’s the things we know that just ain’t so” (Ward, quoted in Gilovich 1991). Indeed, many of students’ preconceptions about psychology are just plain wrong. Randolph Smith (2002) wrote a book about critical thinking in psychology called Challenging Your Preconceptions, highlighting this fact. On the other hand, many of students’ preconceptions about psychology are just plain right! But wait, how do you know which of your preconceptions are right and which are wrong? And when you come across a research finding or theory in this class that contradicts your preconceptions, what will you do? Will you stick to your original idea, discounting the information from the class? Will you immediately change your mind? Critical thinking can help us sort through this confusing mess.
But what is critical thinking? The goal of critical thinking is simple to state (but extraordinarily difficult to achieve): it is to be right, to draw the correct conclusions, to believe in things that are true and to disbelieve things that are false. We will provide two definitions of critical thinking (or, if you like, one large definition with two distinct parts). First, a more conceptual one: Critical thinking is thinking like a scientist in your everyday life (Schmaltz, Jansen, & Wenckowski, 2017). Our second definition is more operational; it is simply a list of skills that are essential to be a critical thinker. Critical thinking entails solid reasoning and problem solving skills; skepticism; and an ability to identify biases, distortions, omissions, and assumptions. Excellent deductive and inductive reasoning, and problem solving skills contribute to critical thinking. So, you can consider the subject matter of sections 7.2 and 7.3 to be part of critical thinking. Because we will be devoting considerable time to these concepts in the rest of the module, let us begin with a discussion about the other aspects of critical thinking.
Let’s address that first part of the definition. Scientists form hypotheses, or predictions about some possible future observations. Then, they collect data, or information (think of this as making those future observations). They do their best to make unbiased observations using reliable techniques that have been verified by others. Then, and only then, they draw a conclusion about what those observations mean. Oh, and do not forget the most important part. “Conclusion” is probably not the most appropriate word because this conclusion is only tentative. A scientist is always prepared that someone else might come along and produce new observations that would require a new conclusion be drawn. Wow! If you like to be right, you could do a lot worse than using a process like this.
Now for the second part of the definition. Good critical thinkers (and scientists) rely on a variety of tools to evaluate information. Perhaps the most recognizable tool for critical thinking is skepticism (and this term provides the clearest link to the thinking like a scientist definition, as you are about to see). Some people intend it as an insult when they call someone a skeptic. But if someone calls you a skeptic, if they are using the term correctly, you should consider it a great compliment. Simply put, skepticism is a way of thinking in which you refrain from drawing a conclusion or changing your mind until good evidence has been provided. People from Missouri should recognize this principle, as Missouri is known as the Show-Me State. As a skeptic, you are not inclined to believe something just because someone said so, because someone else believes it, or because it sounds reasonable. You must be persuaded by high quality evidence.
Of course, if that evidence is produced, you have a responsibility as a skeptic to change your belief. Failure to change a belief in the face of good evidence is not skepticism; skepticism has open mindedness at its core. M. Neil Browne and Stuart Keeley (2018) use the term weak sense critical thinking to describe critical thinking behaviors that are used only to strengthen a prior belief. Strong sense critical thinking, on the other hand, has as its goal reaching the best conclusion. Sometimes that means strengthening your prior belief, but sometimes it means changing your belief to accommodate the better evidence.
Many times, a failure to think critically or weak sense critical thinking is related to a bias , an inclination, tendency, leaning, or prejudice. Everybody has biases, but many people are unaware of them. Awareness of your own biases gives you the opportunity to control or counteract them. Unfortunately, however, many people are happy to let their biases creep into their attempts to persuade others; indeed, it is a key part of their persuasive strategy. To see how these biases influence messages, just look at the different descriptions and explanations of the same events given by people of different ages or income brackets, or conservative versus liberal commentators, or by commentators from different parts of the world. Of course, to be successful, these people who are consciously using their biases must disguise them. Even undisguised biases can be difficult to identify, so disguised ones can be nearly impossible.
Here are some common sources of biases:
Knowing that these types of biases exist will help you evaluate evidence more critically. Do not forget, though, that people are not always keen to let you discover the sources of biases in their arguments. For example, companies or political organizations can sometimes disguise their support of a research study by contracting with a university professor, who comes complete with a seemingly unbiased institutional affiliation, to conduct the study.
People’s biases, conscious or unconscious, can lead them to make omissions, distortions, and assumptions that undermine our ability to correctly evaluate evidence. It is essential that you look for these elements. Always ask, what is missing, what is not as it appears, and what is being assumed here? For example, consider this (fictional) chart from an ad reporting customer satisfaction at 4 local health clubs.
Clearly, from the results of the chart, one would be tempted to give Club C a try, as customer satisfaction is much higher than for the other 3 clubs.
There are so many distortions and omissions in this chart, however, that it is actually quite meaningless. First, how was satisfaction measured? Do the bars represent responses to a survey? If so, how were the questions asked? Most importantly, where is the missing scale for the chart? Although the differences look quite large, are they really?
Well, here is the same chart, with a different scale, this time labeled:
Club C is not so impressive any more, is it? In fact, all of the health clubs have customer satisfaction ratings (whatever that means) between 85% and 88%. In the first chart, the entire scale of the graph included only the percentages between 83 and 89. This “judicious” choice of scale—some would call it a distortion—and omission of that scale from the chart make the tiny differences among the clubs seem important, however.
Also, in order to be a critical thinker, you need to learn to pay attention to the assumptions that underlie a message. Let us briefly illustrate the role of assumptions by touching on some people’s beliefs about the criminal justice system in the US. Some believe that a major problem with our judicial system is that many criminals go free because of legal technicalities. Others believe that a major problem is that many innocent people are convicted of crimes. The simple fact is, both types of errors occur. A person’s conclusion about which flaw in our judicial system is the greater tragedy is based on an assumption about which of these is the more serious error (letting the guilty go free or convicting the innocent). This type of assumption is called a value assumption (Browne and Keeley, 2018). It reflects the differences in values that people develop, differences that may lead us to disregard valid evidence that does not fit in with our particular values.
Oh, by the way, some students probably noticed this, but the seven tips for evaluating information that we shared in Module 1 are related to this. Actually, they are part of this section. The tips are, to a very large degree, set of ideas you can use to help you identify biases, distortions, omissions, and assumptions. If you do not remember this section, we strongly recommend you take a few minutes to review it.
skepticism : a way of thinking in which you refrain from drawing a conclusion or changing your mind until good evidence has been provided
bias : an inclination, tendency, leaning, or prejudice
An essential set of procedural thinking skills is reasoning , the ability to generate and evaluate solid conclusions from a set of statements or evidence. You should note that these conclusions (when they are generated instead of being evaluated) are one key type of inference that we described in Section 7.1. There are two main types of reasoning, deductive and inductive.
Suppose your teacher tells you that if you get an A on the final exam in a course, you will get an A for the whole course. Then, you get an A on the final exam. What will your final course grade be? Most people can see instantly that you can conclude with certainty that you will get an A for the course. This is a type of reasoning called deductive reasoning , which is defined as reasoning in which a conclusion is guaranteed to be true as long as the statements leading to it are true. The three statements can be listed as an argument , with two beginning statements and a conclusion:
Statement 1: If you get an A on the final exam, you will get an A for the course
Statement 2: You get an A on the final exam
Conclusion: You will get an A for the course
This particular arrangement, in which true beginning statements lead to a guaranteed true conclusion, is known as a deductively valid argument . Although deductive reasoning is often the subject of abstract, brain-teasing, puzzle-like word problems, it is actually an extremely important type of everyday reasoning. It is just hard to recognize sometimes. For example, imagine that you are looking for your car keys and you realize that they are either in the kitchen drawer or in your book bag. After looking in the kitchen drawer, you instantly know that they must be in your book bag. That conclusion results from a simple deductive reasoning argument. In addition, solid deductive reasoning skills are necessary for you to succeed in the sciences, philosophy, math, computer programming, and any endeavor involving the use of logic to persuade others to your point of view or to evaluate others’ arguments.
Cognitive psychologists, and before them philosophers, have been quite interested in deductive reasoning, not so much for its practical applications, but for the insights it can offer them about the ways that human beings think. One of the early ideas to emerge from the examination of deductive reasoning is that people learn (or develop) mental versions of rules that allow them to solve these types of reasoning problems (Braine, 1978; Braine, Reiser, & Rumain, 1984). The best way to see this point of view is to realize that there are different possible rules, and some of them are very simple. For example, consider this rule of logic:
therefore q
Logical rules are often presented abstractly, as letters, in order to imply that they can be used in very many specific situations. Here is a concrete version of the of the same rule:
I’ll either have pizza or a hamburger for dinner tonight (p or q)
I won’t have pizza (not p)
Therefore, I’ll have a hamburger (therefore q)
This kind of reasoning seems so natural, so easy, that it is quite plausible that we would use a version of this rule in our daily lives. At least, it seems more plausible than some of the alternative possibilities—for example, that we need to have experience with the specific situation (pizza or hamburger, in this case) in order to solve this type of problem easily. So perhaps there is a form of natural logic (Rips, 1990) that contains very simple versions of logical rules. When we are faced with a reasoning problem that maps onto one of these rules, we use the rule.
But be very careful; things are not always as easy as they seem. Even these simple rules are not so simple. For example, consider the following rule. Many people fail to realize that this rule is just as valid as the pizza or hamburger rule above.
if p, then q
therefore, not p
Concrete version:
If I eat dinner, then I will have dessert
I did not have dessert
Therefore, I did not eat dinner
The simple fact is, it can be very difficult for people to apply rules of deductive logic correctly; as a result, they make many errors when trying to do so. Is this a deductively valid argument or not?
Students who like school study a lot
Students who study a lot get good grades
Jane does not like school
Therefore, Jane does not get good grades
Many people are surprised to discover that this is not a logically valid argument; the conclusion is not guaranteed to be true from the beginning statements. Although the first statement says that students who like school study a lot, it does NOT say that students who do not like school do not study a lot. In other words, it may very well be possible to study a lot without liking school. Even people who sometimes get problems like this right might not be using the rules of deductive reasoning. Instead, they might just be making judgments for examples they know, in this case, remembering instances of people who get good grades despite not liking school.
Making deductive reasoning even more difficult is the fact that there are two important properties that an argument may have. One, it can be valid or invalid (meaning that the conclusion does or does not follow logically from the statements leading up to it). Two, an argument (or more correctly, its conclusion) can be true or false. Here is an example of an argument that is logically valid, but has a false conclusion (at least we think it is false).
Either you are eleven feet tall or the Grand Canyon was created by a spaceship crashing into the earth.
You are not eleven feet tall
Therefore the Grand Canyon was created by a spaceship crashing into the earth
This argument has the exact same form as the pizza or hamburger argument above, making it is deductively valid. The conclusion is so false, however, that it is absurd (of course, the reason the conclusion is false is that the first statement is false). When people are judging arguments, they tend to not observe the difference between deductive validity and the empirical truth of statements or conclusions. If the elements of an argument happen to be true, people are likely to judge the argument logically valid; if the elements are false, they will very likely judge it invalid (Markovits & Bouffard-Bouchard, 1992; Moshman & Franks, 1986). Thus, it seems a stretch to say that people are using these logical rules to judge the validity of arguments. Many psychologists believe that most people actually have very limited deductive reasoning skills (Johnson-Laird, 1999). They argue that when faced with a problem for which deductive logic is required, people resort to some simpler technique, such as matching terms that appear in the statements and the conclusion (Evans, 1982). This might not seem like a problem, but what if reasoners believe that the elements are true and they happen to be wrong; they will would believe that they are using a form of reasoning that guarantees they are correct and yet be wrong.
deductive reasoning : a type of reasoning in which the conclusion is guaranteed to be true any time the statements leading up to it are true
argument : a set of statements in which the beginning statements lead to a conclusion
deductively valid argument : an argument for which true beginning statements guarantee that the conclusion is true
Every day, you make many judgments about the likelihood of one thing or another. Whether you realize it or not, you are practicing inductive reasoning on a daily basis. In inductive reasoning arguments, a conclusion is likely whenever the statements preceding it are true. The first thing to notice about inductive reasoning is that, by definition, you can never be sure about your conclusion; you can only estimate how likely the conclusion is. Inductive reasoning may lead you to focus on Memory Encoding and Recoding when you study for the exam, but it is possible the instructor will ask more questions about Memory Retrieval instead. Unlike deductive reasoning, the conclusions you reach through inductive reasoning are only probable, not certain. That is why scientists consider inductive reasoning weaker than deductive reasoning. But imagine how hard it would be for us to function if we could not act unless we were certain about the outcome.
Inductive reasoning can be represented as logical arguments consisting of statements and a conclusion, just as deductive reasoning can be. In an inductive argument, you are given some statements and a conclusion (or you are given some statements and must draw a conclusion). An argument is inductively strong if the conclusion would be very probable whenever the statements are true. So, for example, here is an inductively strong argument:
Think of the statements as evidence, on the basis of which you will draw a conclusion. So, based on the evidence presented in the four statements, it is very likely that it will rain today. Will it definitely rain today? Certainly not. We can all think of times that the weather forecaster was wrong.
A true story: Some years ago psychology student was watching a baseball playoff game between the St. Louis Cardinals and the Los Angeles Dodgers. A graphic on the screen had just informed the audience that the Cardinal at bat, (Hall of Fame shortstop) Ozzie Smith, a switch hitter batting left-handed for this plate appearance, had never, in nearly 3000 career at-bats, hit a home run left-handed. The student, who had just learned about inductive reasoning in his psychology class, turned to his companion (a Cardinals fan) and smugly said, “It is an inductively strong argument that Ozzie Smith will not hit a home run.” He turned back to face the television just in time to watch the ball sail over the right field fence for a home run. Although the student felt foolish at the time, he was not wrong. It was an inductively strong argument; 3000 at-bats is an awful lot of evidence suggesting that the Wizard of Ozz (as he was known) would not be hitting one out of the park (think of each at-bat without a home run as a statement in an inductive argument). Sadly (for the die-hard Cubs fan and Cardinals-hating student), despite the strength of the argument, the conclusion was wrong.
Given the possibility that we might draw an incorrect conclusion even with an inductively strong argument, we really want to be sure that we do, in fact, make inductively strong arguments. If we judge something probable, it had better be probable. If we judge something nearly impossible, it had better not happen. Think of inductive reasoning, then, as making reasonably accurate judgments of the probability of some conclusion given a set of evidence.
We base many decisions in our lives on inductive reasoning. For example:
Statement #1: Psychology is not my best subject
Statement #2: My psychology instructor has a reputation for giving difficult exams
Statement #3: My first psychology exam was much harder than I expected
Judgment: The next exam will probably be very difficult.
Decision: I will study tonight instead of watching Netflix.
Some other examples of judgments that people commonly make in a school context include judgments of the likelihood that:
Tversky and Kahneman (1983) recognized that there are two general ways that we might make these judgments; they termed them extensional (i.e., following the laws of probability) and intuitive (i.e., using shortcuts or heuristics, see below). We will use a similar distinction between Type 1 and Type 2 thinking, as described by Keith Stanovich and his colleagues (Evans and Stanovich, 2013; Stanovich and West, 2000). Type 1 thinking is fast, automatic, effortful, and emotional. In fact, it is hardly fair to call it reasoning at all, as judgments just seem to pop into one’s head. Type 2 thinking , on the other hand, is slow, effortful, and logical. So obviously, it is more likely to lead to a correct judgment, or an optimal decision. The problem is, we tend to over-rely on Type 1. Now, we are not saying that Type 2 is the right way to go for every decision or judgment we make. It seems a bit much, for example, to engage in a step-by-step logical reasoning procedure to decide whether we will have chicken or fish for dinner tonight.
Many bad decisions in some very important contexts, however, can be traced back to poor judgments of the likelihood of certain risks or outcomes that result from the use of Type 1 when a more logical reasoning process would have been more appropriate. For example:
Statement #1: It is late at night.
Statement #2: Albert has been drinking beer for the past five hours at a party.
Statement #3: Albert is not exactly sure where he is or how far away home is.
Judgment: Albert will have no difficulty walking home.
Decision: He walks home alone.
As you can see in this example, the three statements backing up the judgment do not really support it. In other words, this argument is not inductively strong because it is based on judgments that ignore the laws of probability. What are the chances that someone facing these conditions will be able to walk home alone easily? And one need not be drunk to make poor decisions based on judgments that just pop into our heads.
The truth is that many of our probability judgments do not come very close to what the laws of probability say they should be. Think about it. In order for us to reason in accordance with these laws, we would need to know the laws of probability, which would allow us to calculate the relationship between particular pieces of evidence and the probability of some outcome (i.e., how much likelihood should change given a piece of evidence), and we would have to do these heavy math calculations in our heads. After all, that is what Type 2 requires. Needless to say, even if we were motivated, we often do not even know how to apply Type 2 reasoning in many cases.
So what do we do when we don’t have the knowledge, skills, or time required to make the correct mathematical judgment? Do we hold off and wait until we can get better evidence? Do we read up on probability and fire up our calculator app so we can compute the correct probability? Of course not. We rely on Type 1 thinking. We “wing it.” That is, we come up with a likelihood estimate using some means at our disposal. Psychologists use the term heuristic to describe the type of “winging it” we are talking about. A heuristic is a shortcut strategy that we use to make some judgment or solve some problem (see Section 7.3). Heuristics are easy and quick, think of them as the basic procedures that are characteristic of Type 1. They can absolutely lead to reasonably good judgments and decisions in some situations (like choosing between chicken and fish for dinner). They are, however, far from foolproof. There are, in fact, quite a lot of situations in which heuristics can lead us to make incorrect judgments, and in many cases the decisions based on those judgments can have serious consequences.
Let us return to the activity that begins this section. You were asked to judge the likelihood (or frequency) of certain events and risks. You were free to come up with your own evidence (or statements) to make these judgments. This is where a heuristic crops up. As a judgment shortcut, we tend to generate specific examples of those very events to help us decide their likelihood or frequency. For example, if we are asked to judge how common, frequent, or likely a particular type of cancer is, many of our statements would be examples of specific cancer cases:
Statement #1: Andy Kaufman (comedian) had lung cancer.
Statement #2: Colin Powell (US Secretary of State) had prostate cancer.
Statement #3: Bob Marley (musician) had skin and brain cancer
Statement #4: Sandra Day O’Connor (Supreme Court Justice) had breast cancer.
Statement #5: Fred Rogers (children’s entertainer) had stomach cancer.
Statement #6: Robin Roberts (news anchor) had breast cancer.
Statement #7: Bette Davis (actress) had breast cancer.
Judgment: Breast cancer is the most common type.
Your own experience or memory may also tell you that breast cancer is the most common type. But it is not (although it is common). Actually, skin cancer is the most common type in the US. We make the same types of misjudgments all the time because we do not generate the examples or evidence according to their actual frequencies or probabilities. Instead, we have a tendency (or bias) to search for the examples in memory; if they are easy to retrieve, we assume that they are common. To rephrase this in the language of the heuristic, events seem more likely to the extent that they are available to memory. This bias has been termed the availability heuristic (Kahneman and Tversky, 1974).
The fact that we use the availability heuristic does not automatically mean that our judgment is wrong. The reason we use heuristics in the first place is that they work fairly well in many cases (and, of course that they are easy to use). So, the easiest examples to think of sometimes are the most common ones. Is it more likely that a member of the U.S. Senate is a man or a woman? Most people have a much easier time generating examples of male senators. And as it turns out, the U.S. Senate has many more men than women (74 to 26 in 2020). In this case, then, the availability heuristic would lead you to make the correct judgment; it is far more likely that a senator would be a man.
In many other cases, however, the availability heuristic will lead us astray. This is because events can be memorable for many reasons other than their frequency. Section 5.2, Encoding Meaning, suggested that one good way to encode the meaning of some information is to form a mental image of it. Thus, information that has been pictured mentally will be more available to memory. Indeed, an event that is vivid and easily pictured will trick many people into supposing that type of event is more common than it actually is. Repetition of information will also make it more memorable. So, if the same event is described to you in a magazine, on the evening news, on a podcast that you listen to, and in your Facebook feed; it will be very available to memory. Again, the availability heuristic will cause you to misperceive the frequency of these types of events.
Most interestingly, information that is unusual is more memorable. Suppose we give you the following list of words to remember: box, flower, letter, platypus, oven, boat, newspaper, purse, drum, car. Very likely, the easiest word to remember would be platypus, the unusual one. The same thing occurs with memories of events. An event may be available to memory because it is unusual, yet the availability heuristic leads us to judge that the event is common. Did you catch that? In these cases, the availability heuristic makes us think the exact opposite of the true frequency. We end up thinking something is common because it is unusual (and therefore memorable). Yikes.
The misapplication of the availability heuristic sometimes has unfortunate results. For example, if you went to K-12 school in the US over the past 10 years, it is extremely likely that you have participated in lockdown and active shooter drills. Of course, everyone is trying to prevent the tragedy of another school shooting. And believe us, we are not trying to minimize how terrible the tragedy is. But the truth of the matter is, school shootings are extremely rare. Because the federal government does not keep a database of school shootings, the Washington Post has maintained their own running tally. Between 1999 and January 2020 (the date of the most recent school shooting with a death in the US at of the time this paragraph was written), the Post reported a total of 254 people died in school shootings in the US. Not 254 per year, 254 total. That is an average of 12 per year. Of course, that is 254 people who should not have died (particularly because many were children), but in a country with approximately 60,000,000 students and teachers, this is a very small risk.
But many students and teachers are terrified that they will be victims of school shootings because of the availability heuristic. It is so easy to think of examples (they are very available to memory) that people believe the event is very common. It is not. And there is a downside to this. We happen to believe that there is an enormous gun violence problem in the United States. According the the Centers for Disease Control and Prevention, there were 39,773 firearm deaths in the US in 2017. Fifteen of those deaths were in school shootings, according to the Post. 60% of those deaths were suicides. When people pay attention to the school shooting risk (low), they often fail to notice the much larger risk.
And examples like this are by no means unique. The authors of this book have been teaching psychology since the 1990’s. We have been able to make the exact same arguments about the misapplication of the availability heuristics and keep them current by simply swapping out for the “fear of the day.” In the 1990’s it was children being kidnapped by strangers (it was known as “stranger danger”) despite the facts that kidnappings accounted for only 2% of the violent crimes committed against children, and only 24% of kidnappings are committed by strangers (US Department of Justice, 2007). This fear overlapped with the fear of terrorism that gripped the country after the 2001 terrorist attacks on the World Trade Center and US Pentagon and still plagues the population of the US somewhat in 2020. After a well-publicized, sensational act of violence, people are extremely likely to increase their estimates of the chances that they, too, will be victims of terror. Think about the reality, however. In October of 2001, a terrorist mailed anthrax spores to members of the US government and a number of media companies. A total of five people died as a result of this attack. The nation was nearly paralyzed by the fear of dying from the attack; in reality the probability of an individual person dying was 0.00000002.
The availability heuristic can lead you to make incorrect judgments in a school setting as well. For example, suppose you are trying to decide if you should take a class from a particular math professor. You might try to make a judgment of how good a teacher she is by recalling instances of friends and acquaintances making comments about her teaching skill. You may have some examples that suggest that she is a poor teacher very available to memory, so on the basis of the availability heuristic you judge her a poor teacher and decide to take the class from someone else. What if, however, the instances you recalled were all from the same person, and this person happens to be a very colorful storyteller? The subsequent ease of remembering the instances might not indicate that the professor is a poor teacher after all.
Although the availability heuristic is obviously important, it is not the only judgment heuristic we use. Amos Tversky and Daniel Kahneman examined the role of heuristics in inductive reasoning in a long series of studies. Kahneman received a Nobel Prize in Economics for this research in 2002, and Tversky would have certainly received one as well if he had not died of melanoma at age 59 in 1996 (Nobel Prizes are not awarded posthumously). Kahneman and Tversky demonstrated repeatedly that people do not reason in ways that are consistent with the laws of probability. They identified several heuristic strategies that people use instead to make judgments about likelihood. The importance of this work for economics (and the reason that Kahneman was awarded the Nobel Prize) is that earlier economic theories had assumed that people do make judgments rationally, that is, in agreement with the laws of probability.
Another common heuristic that people use for making judgments is the representativeness heuristic (Kahneman & Tversky 1973). Suppose we describe a person to you. He is quiet and shy, has an unassuming personality, and likes to work with numbers. Is this person more likely to be an accountant or an attorney? If you said accountant, you were probably using the representativeness heuristic. Our imaginary person is judged likely to be an accountant because he resembles, or is representative of the concept of, an accountant. When research participants are asked to make judgments such as these, the only thing that seems to matter is the representativeness of the description. For example, if told that the person described is in a room that contains 70 attorneys and 30 accountants, participants will still assume that he is an accountant.
inductive reasoning : a type of reasoning in which we make judgments about likelihood from sets of evidence
inductively strong argument : an inductive argument in which the beginning statements lead to a conclusion that is probably true
heuristic : a shortcut strategy that we use to make judgments and solve problems. Although they are easy to use, they do not guarantee correct judgments and solutions
availability heuristic : judging the frequency or likelihood of some event type according to how easily examples of the event can be called to mind (i.e., how available they are to memory)
representativeness heuristic: judging the likelihood that something is a member of a category on the basis of how much it resembles a typical category member (i.e., how representative it is of the category)
Type 1 thinking : fast, automatic, and emotional thinking.
Type 2 thinking : slow, effortful, and logical thinking.
Many people get these questions wrong. The answers are 10%; stairs; skin; 6%. How close were your answers? Explain how the availability heuristic might have led you to make the incorrect judgments.
Mary has a problem. Her daughter, ordinarily quite eager to please, appears to delight in being the last person to do anything. Whether getting ready for school, going to piano lessons or karate class, or even going out with her friends, she seems unwilling or unable to get ready on time. Other people have different kinds of problems. For example, many students work at jobs, have numerous family commitments, and are facing a course schedule full of difficult exams, assignments, papers, and speeches. How can they find enough time to devote to their studies and still fulfill their other obligations? Speaking of students and their problems: Show that a ball thrown vertically upward with initial velocity v0 takes twice as much time to return as to reach the highest point (from Spiegel, 1981).
These are three very different situations, but we have called them all problems. What makes them all the same, despite the differences? A psychologist might define a problem as a situation with an initial state, a goal state, and a set of possible intermediate states. Somewhat more meaningfully, we might consider a problem a situation in which you are in here one state (e.g., daughter is always late), you want to be there in another state (e.g., daughter is not always late), and with no obvious way to get from here to there. Defined this way, each of the three situations we outlined can now be seen as an example of the same general concept, a problem. At this point, you might begin to wonder what is not a problem, given such a general definition. It seems that nearly every non-routine task we engage in could qualify as a problem. As long as you realize that problems are not necessarily bad (it can be quite fun and satisfying to rise to the challenge and solve a problem), this may be a useful way to think about it.
Can we identify a set of problem-solving skills that would apply to these very different kinds of situations? That task, in a nutshell, is a major goal of this section. Let us try to begin to make sense of the wide variety of ways that problems can be solved with an important observation: the process of solving problems can be divided into two key parts. First, people have to notice, comprehend, and represent the problem properly in their minds (called problem representation ). Second, they have to apply some kind of solution strategy to the problem. Psychologists have studied both of these key parts of the process in detail.
When you first think about the problem-solving process, you might guess that most of our difficulties would occur because we are failing in the second step, the application of strategies. Although this can be a significant difficulty much of the time, the more important source of difficulty is probably problem representation. In short, we often fail to solve a problem because we are looking at it, or thinking about it, the wrong way.
problem : a situation in which we are in an initial state, have a desired goal state, and there is a number of possible intermediate states (i.e., there is no obvious way to get from the initial to the goal state)
problem representation : noticing, comprehending and forming a mental conception of a problem
So, the main obstacle to solving a problem is that we do not clearly understand exactly what the problem is. Recall the problem with Mary’s daughter always being late. One way to represent, or to think about, this problem is that she is being defiant. She refuses to get ready in time. This type of representation or definition suggests a particular type of solution. Another way to think about the problem, however, is to consider the possibility that she is simply being sidetracked by interesting diversions. This different conception of what the problem is (i.e., different representation) suggests a very different solution strategy. For example, if Mary defines the problem as defiance, she may be tempted to solve the problem using some kind of coercive tactics, that is, to assert her authority as her mother and force her to listen. On the other hand, if Mary defines the problem as distraction, she may try to solve it by simply removing the distracting objects.
As you might guess, when a problem is represented one way, the solution may seem very difficult, or even impossible. Seen another way, the solution might be very easy. For example, consider the following problem (from Nasar, 1998):
Two bicyclists start 20 miles apart and head toward each other, each going at a steady rate of 10 miles per hour. At the same time, a fly that travels at a steady 15 miles per hour starts from the front wheel of the southbound bicycle and flies to the front wheel of the northbound one, then turns around and flies to the front wheel of the southbound one again, and continues in this manner until he is crushed between the two front wheels. Question: what total distance did the fly cover?
Please take a few minutes to try to solve this problem.
Most people represent this problem as a question about a fly because, well, that is how the question is asked. The solution, using this representation, is to figure out how far the fly travels on the first leg of its journey, then add this total to how far it travels on the second leg of its journey (when it turns around and returns to the first bicycle), then continue to add the smaller distance from each leg of the journey until you converge on the correct answer. You would have to be quite skilled at math to solve this problem, and you would probably need some time and pencil and paper to do it.
If you consider a different representation, however, you can solve this problem in your head. Instead of thinking about it as a question about a fly, think about it as a question about the bicycles. They are 20 miles apart, and each is traveling 10 miles per hour. How long will it take for the bicycles to reach each other? Right, one hour. The fly is traveling 15 miles per hour; therefore, it will travel a total of 15 miles back and forth in the hour before the bicycles meet. Represented one way (as a problem about a fly), the problem is quite difficult. Represented another way (as a problem about two bicycles), it is easy. Changing your representation of a problem is sometimes the best—sometimes the only—way to solve it.
Unfortunately, however, changing a problem’s representation is not the easiest thing in the world to do. Often, problem solvers get stuck looking at a problem one way. This is called fixation . Most people who represent the preceding problem as a problem about a fly probably do not pause to reconsider, and consequently change, their representation. A parent who thinks her daughter is being defiant is unlikely to consider the possibility that her behavior is far less purposeful.
Problem-solving fixation was examined by a group of German psychologists called Gestalt psychologists during the 1930’s and 1940’s. Karl Dunker, for example, discovered an important type of failure to take a different perspective called functional fixedness . Imagine being a participant in one of his experiments. You are asked to figure out how to mount two candles on a door and are given an assortment of odds and ends, including a small empty cardboard box and some thumbtacks. Perhaps you have already figured out a solution: tack the box to the door so it forms a platform, then put the candles on top of the box. Most people are able to arrive at this solution. Imagine a slight variation of the procedure, however. What if, instead of being empty, the box had matches in it? Most people given this version of the problem do not arrive at the solution given above. Why? Because it seems to people that when the box contains matches, it already has a function; it is a matchbox. People are unlikely to consider a new function for an object that already has a function. This is functional fixedness.
Mental set is a type of fixation in which the problem solver gets stuck using the same solution strategy that has been successful in the past, even though the solution may no longer be useful. It is commonly seen when students do math problems for homework. Often, several problems in a row require the reapplication of the same solution strategy. Then, without warning, the next problem in the set requires a new strategy. Many students attempt to apply the formerly successful strategy on the new problem and therefore cannot come up with a correct answer.
The thing to remember is that you cannot solve a problem unless you correctly identify what it is to begin with (initial state) and what you want the end result to be (goal state). That may mean looking at the problem from a different angle and representing it in a new way. The correct representation does not guarantee a successful solution, but it certainly puts you on the right track.
A bit more optimistically, the Gestalt psychologists discovered what may be considered the opposite of fixation, namely insight . Sometimes the solution to a problem just seems to pop into your head. Wolfgang Kohler examined insight by posing many different problems to chimpanzees, principally problems pertaining to their acquisition of out-of-reach food. In one version, a banana was placed outside of a chimpanzee’s cage and a short stick inside the cage. The stick was too short to retrieve the banana, but was long enough to retrieve a longer stick also located outside of the cage. This second stick was long enough to retrieve the banana. After trying, and failing, to reach the banana with the shorter stick, the chimpanzee would try a couple of random-seeming attempts, react with some apparent frustration or anger, then suddenly rush to the longer stick, the correct solution fully realized at this point. This sudden appearance of the solution, observed many times with many different problems, was termed insight by Kohler.
Lest you think it pertains to chimpanzees only, Karl Dunker demonstrated that children also solve problems through insight in the 1930s. More importantly, you have probably experienced insight yourself. Think back to a time when you were trying to solve a difficult problem. After struggling for a while, you gave up. Hours later, the solution just popped into your head, perhaps when you were taking a walk, eating dinner, or lying in bed.
fixation : when a problem solver gets stuck looking at a problem a particular way and cannot change his or her representation of it (or his or her intended solution strategy)
functional fixedness : a specific type of fixation in which a problem solver cannot think of a new use for an object that already has a function
mental set : a specific type of fixation in which a problem solver gets stuck using the same solution strategy that has been successful in the past
insight : a sudden realization of a solution to a problem
Correctly identifying the problem and your goal for a solution is a good start, but recall the psychologist’s definition of a problem: it includes a set of possible intermediate states. Viewed this way, a problem can be solved satisfactorily only if one can find a path through some of these intermediate states to the goal. Imagine a fairly routine problem, finding a new route to school when your ordinary route is blocked (by road construction, for example). At each intersection, you may turn left, turn right, or go straight. A satisfactory solution to the problem (of getting to school) is a sequence of selections at each intersection that allows you to wind up at school.
If you had all the time in the world to get to school, you might try choosing intermediate states randomly. At one corner you turn left, the next you go straight, then you go left again, then right, then right, then straight. Unfortunately, trial and error will not necessarily get you where you want to go, and even if it does, it is not the fastest way to get there. For example, when a friend of ours was in college, he got lost on the way to a concert and attempted to find the venue by choosing streets to turn onto randomly (this was long before the use of GPS). Amazingly enough, the strategy worked, although he did end up missing two out of the three bands who played that night.
Trial and error is not all bad, however. B.F. Skinner, a prominent behaviorist psychologist, suggested that people often behave randomly in order to see what effect the behavior has on the environment and what subsequent effect this environmental change has on them. This seems particularly true for the very young person. Picture a child filling a household’s fish tank with toilet paper, for example. To a child trying to develop a repertoire of creative problem-solving strategies, an odd and random behavior might be just the ticket. Eventually, the exasperated parent hopes, the child will discover that many of these random behaviors do not successfully solve problems; in fact, in many cases they create problems. Thus, one would expect a decrease in this random behavior as a child matures. You should realize, however, that the opposite extreme is equally counterproductive. If the children become too rigid, never trying something unexpected and new, their problem solving skills can become too limited.
Effective problem solving seems to call for a happy medium that strikes a balance between using well-founded old strategies and trying new ground and territory. The individual who recognizes a situation in which an old problem-solving strategy would work best, and who can also recognize a situation in which a new untested strategy is necessary is halfway to success.
For many problems there is a possible strategy available that will guarantee a correct solution. For example, think about math problems. Math lessons often consist of step-by-step procedures that can be used to solve the problems. If you apply the strategy without error, you are guaranteed to arrive at the correct solution to the problem. This approach is called using an algorithm , a term that denotes the step-by-step procedure that guarantees a correct solution. Because algorithms are sometimes available and come with a guarantee, you might think that most people use them frequently. Unfortunately, however, they do not. As the experience of many students who have struggled through math classes can attest, algorithms can be extremely difficult to use, even when the problem solver knows which algorithm is supposed to work in solving the problem. In problems outside of math class, we often do not even know if an algorithm is available. It is probably fair to say, then, that algorithms are rarely used when people try to solve problems.
Because algorithms are so difficult to use, people often pass up the opportunity to guarantee a correct solution in favor of a strategy that is much easier to use and yields a reasonable chance of coming up with a correct solution. These strategies are called problem solving heuristics . Similar to what you saw in section 6.2 with reasoning heuristics, a problem solving heuristic is a shortcut strategy that people use when trying to solve problems. It usually works pretty well, but does not guarantee a correct solution to the problem. For example, one problem solving heuristic might be “always move toward the goal” (so when trying to get to school when your regular route is blocked, you would always turn in the direction you think the school is). A heuristic that people might use when doing math homework is “use the same solution strategy that you just used for the previous problem.”
By the way, we hope these last two paragraphs feel familiar to you. They seem to parallel a distinction that you recently learned. Indeed, algorithms and problem-solving heuristics are another example of the distinction between Type 1 thinking and Type 2 thinking.
Although it is probably not worth describing a large number of specific heuristics, two observations about heuristics are worth mentioning. First, heuristics can be very general or they can be very specific, pertaining to a particular type of problem only. For example, “always move toward the goal” is a general strategy that you can apply to countless problem situations. On the other hand, “when you are lost without a functioning gps, pick the most expensive car you can see and follow it” is specific to the problem of being lost. Second, all heuristics are not equally useful. One heuristic that many students know is “when in doubt, choose c for a question on a multiple-choice exam.” This is a dreadful strategy because many instructors intentionally randomize the order of answer choices. Another test-taking heuristic, somewhat more useful, is “look for the answer to one question somewhere else on the exam.”
You really should pay attention to the application of heuristics to test taking. Imagine that while reviewing your answers for a multiple-choice exam before turning it in, you come across a question for which you originally thought the answer was c. Upon reflection, you now think that the answer might be b. Should you change the answer to b, or should you stick with your first impression? Most people will apply the heuristic strategy to “stick with your first impression.” What they do not realize, of course, is that this is a very poor strategy (Lilienfeld et al, 2009). Most of the errors on exams come on questions that were answered wrong originally and were not changed (so they remain wrong). There are many fewer errors where we change a correct answer to an incorrect answer. And, of course, sometimes we change an incorrect answer to a correct answer. In fact, research has shown that it is more common to change a wrong answer to a right answer than vice versa (Bruno, 2001).
The belief in this poor test-taking strategy (stick with your first impression) is based on the confirmation bias (Nickerson, 1998; Wason, 1960). You first saw the confirmation bias in Module 1, but because it is so important, we will repeat the information here. People have a bias, or tendency, to notice information that confirms what they already believe. Somebody at one time told you to stick with your first impression, so when you look at the results of an exam you have taken, you will tend to notice the cases that are consistent with that belief. That is, you will notice the cases in which you originally had an answer correct and changed it to the wrong answer. You tend not to notice the other two important (and more common) cases, changing an answer from wrong to right, and leaving a wrong answer unchanged.
Because heuristics by definition do not guarantee a correct solution to a problem, mistakes are bound to occur when we employ them. A poor choice of a specific heuristic will lead to an even higher likelihood of making an error.
algorithm : a step-by-step procedure that guarantees a correct solution to a problem
problem solving heuristic : a shortcut strategy that we use to solve problems. Although they are easy to use, they do not guarantee correct judgments and solutions
confirmation bias : people’s tendency to notice information that confirms what they already believe
You may be left with a big question: If algorithms are hard to use and heuristics often don’t work, how am I supposed to solve problems? Robert Sternberg (1996), as part of his theory of what makes people successfully intelligent (Module 8) described a problem-solving sequence that has been shown to work rather well:
Please note that this as an effective problem-solving sequence, not the effective problem solving sequence. Just as you can become fixated and end up representing the problem incorrectly or trying an inefficient solution, you can become stuck applying the problem-solving sequence in an inflexible way. Clearly there are problem situations that can be solved without using these skills in this order.
Additionally, many real-world problems may require that you go back and redefine a problem several times as the situation changes (Sternberg et al. 2000). For example, consider the problem with Mary’s daughter one last time. At first, Mary did represent the problem as one of defiance. When her early strategy of pleading and threatening punishment was unsuccessful, Mary began to observe her daughter more carefully. She noticed that, indeed, her daughter’s attention would be drawn by an irresistible distraction or book. Fresh with a re-representation of the problem, she began a new solution strategy. She began to remind her daughter every few minutes to stay on task and remind her that if she is ready before it is time to leave, she may return to the book or other distracting object at that time. Fortunately, this strategy was successful, so Mary did not have to go back and redefine the problem again.
Pick one or two of the problems that you listed when you first started studying this section and try to work out the steps of Sternberg’s problem solving sequence for each one.
a mental representation of a category of things in the world
an assumption about the truth of something that is not stated. Inferences come from our prior knowledge and experience, and from logical reasoning
knowledge about one’s own cognitive processes; thinking about your thinking
individuals who are less competent tend to overestimate their abilities more than individuals who are more competent do
Thinking like a scientist in your everyday life for the purpose of drawing correct conclusions. It entails skepticism; an ability to identify biases, distortions, omissions, and assumptions; and excellent deductive and inductive reasoning, and problem solving skills.
a way of thinking in which you refrain from drawing a conclusion or changing your mind until good evidence has been provided
an inclination, tendency, leaning, or prejudice
a type of reasoning in which the conclusion is guaranteed to be true any time the statements leading up to it are true
a set of statements in which the beginning statements lead to a conclusion
an argument for which true beginning statements guarantee that the conclusion is true
a type of reasoning in which we make judgments about likelihood from sets of evidence
an inductive argument in which the beginning statements lead to a conclusion that is probably true
fast, automatic, and emotional thinking
slow, effortful, and logical thinking
a shortcut strategy that we use to make judgments and solve problems. Although they are easy to use, they do not guarantee correct judgments and solutions
udging the frequency or likelihood of some event type according to how easily examples of the event can be called to mind (i.e., how available they are to memory)
judging the likelihood that something is a member of a category on the basis of how much it resembles a typical category member (i.e., how representative it is of the category)
a situation in which we are in an initial state, have a desired goal state, and there is a number of possible intermediate states (i.e., there is no obvious way to get from the initial to the goal state)
noticing, comprehending and forming a mental conception of a problem
when a problem solver gets stuck looking at a problem a particular way and cannot change his or her representation of it (or his or her intended solution strategy)
a specific type of fixation in which a problem solver cannot think of a new use for an object that already has a function
a specific type of fixation in which a problem solver gets stuck using the same solution strategy that has been successful in the past
a sudden realization of a solution to a problem
a step-by-step procedure that guarantees a correct solution to a problem
The tendency to notice and pay attention to information that confirms your prior beliefs and to ignore information that disconfirms them.
a shortcut strategy that we use to solve problems. Although they are easy to use, they do not guarantee correct judgments and solutions
Introduction to Psychology Copyright © 2020 by Ken Gray; Elizabeth Arnott-Hill; and Or'Shaundra Benson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.
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Everything happening in this world has its problems. This is because no system in this world has 100% efficiency. But this is not a big issue for the people who are prepared to deal with any kind of problem. The field that is heavily affected by the problems in the field of companies and organizations.
This is because a lot of employees are working in different departments under the same name. The problem for one employee or one department can cause issues for others. This is why the employees are given special problem-solving training. Here we will discuss what is problem-solving and some effective steps involved.
Problem-solving isa process of solving any kind of problem. This process is acted upon in some steps. These steps start from identifying the problem and determining the cause of the problem. After the problem and its cause are identified, the next step is to select alternatives for the solution and implement the solutions.
All of these steps are collectively known as a problem-solving process.
As the problem-solving process comprises different steps that collectively help in getting id of the problem. So, here we will have a detailed discussion about the steps that are involved in problem-solving.
Defining the problem means that you are diagnosing the situation. This helps take the further steps for solving the problem. This is not just as simple as defining the problem. Here you take effective measures to keep track of the situation of the problem. Some of the most effective and easy to implement ways of defining the problem are listed below.
· Flowcharts of the process and the problem init.
· Cause and effect diagram.
With the help of these steps, you can easily identify the root causes of the problem. However, for these ways of defining the problem, you must involve the factual information and then compare the expectations to reality. Apart from this, you also need to stay focused on the root cause of the problem as eradicating this will be your main objective here.
To create a successful deduction for problem-solving in this step, you will first need to review different sectors of your system. Then you will have to evaluate things on the base of how something will affect the system.
Once you have gone through the first step, the next step will be to get the solution for the problem. It is in our psyche that once we think of an idea or solution, then we keep on thinking that it will be effective. But in reality, this will not happen every time and you will waste a lot of time coming up with another effective solution.
So, here the best thing to do is to come up with more than more solutions at a time. For this, you can do the following things.
· Take ideas from different employees.
· Mold your original idea according to different aspects of the problem.
· Think of other than one effective idea.
When you are going with a set of ideas for the backup, you will be very efficient in solving the problem. This is because if one idea fails, you can implement another one and this can be carried on until you have solved the problem.
So, now you know that you have to come up with more than one idea, but how will you know if the ideas are effective or not. For this, you can easily evaluate the ideas that come up in your mind. This will help in filtering out only the best and the most effective ideas. Here is how this works.
· Will this solution be able to solve the specific problem without causing other problems in the system?
· Will all the people and stakeholders of the system accept the solution?
· Is the solution that I have come up with possible and easy to implement?
· Will the solution and the alternatives be in the constraints of the organization?
When you think of all the ideas and their alternatives, you will be very efficiently filtering out the ideas that do not seem to be working.
Now you are in the state where you have the ideas, the solutions, and the alternatives of these solutions. The only step left to get the problem solved is to implement the solution. This is also not a very simple step. Here are some things that you must include in this step to increase the efficiency of your solution.
One of the best things to do is to involve others in the implementation of your solution. This will not only reduce the stress that you will have to bear. But this will also add other innovative ideas that come in their minds. This can be very helpful in making the solution to the problem better.
When you are implementing or you have implemented the solution, it is very important to keep constantly monitoring the solution and its working. For this, you can test the solutions’ working at different events. Testing the outcomes and comparing when with the expectations will also give you the idea of how well the solution is performing.
When you have implemented the solution, the role that you will play in the future will be lower than the role of other employees. So, you must take feedback after sometime. The feedback system will tell you about the feelings of people about your solution and its working. This will also help in improving the solution.
Above in the article, we discussed the significance of each step involved in problem-solving. Here we will discuss some additional things that you must be aware of. This is because they will not only make your problem-solving experience better, but they will also make your problem-solving techniques more efficient.
If you are thinking about what is problem solving and how important it is to define the problem. Then we will tell you here the importance of defining the problem and some of the best ways to implement it. It is a must for solving any problem that you must know the real cause and the root of the problem.
This is because the smaller problems can be identified and solved easily. But when we are dealing with the problems on the level of different organizations, then it is very important to get rid of the problem from the start. This is because if the problem is not fully identified, then it will never be truly eradicated.
And this will keep on damaging the company in several ways. For the problem identifying methods we mentioned above, the initiative for any of the methods can be taken for different tools. Some of the tools are the 5 W’s, the root cause analysis, and appreciation. This is also very important that you consider each of them carefully from different perspectives.
This is because the cause of the problem could be an unreasonable workload or lack of training but if unidentified, this can be extremely bad.
While you are solving any problem, you must understand that every problem will not have the same scope and the time required for every problem will be different. This is because the complexity of each problem is different. There are a lot of tools and methods to know about the complexity of the problem. Some of them are listed below.
· Affinity diagrams.
· Swim Lane diagram.
· System diagram.
· Flow charts.
· Bottleneck method.
After identifying different factors of the problem, you can implement any of these tools and this will tell you about the complexity of the problem. Sometimes a problem that seems to be a single problem is a collection of different smaller problems.
This is the point where the drill-down technique can be very helpful. It will easily and efficiently breakdown the problem into smaller parts.
So, there can be a case that the problem is very small, and it can easily be dealt with. But inmost of the cases, the problem is not that simple, and it is a collection of several complex problems related to different departments.
In this case, the head of the problem-solving team must take different members from different departments that will help in solving that problem using the tools, tricks methods, and tips we mentioned above.
With the increasing complexities in different organizations, many people are asking what is problem solving. If you are also uncertain about what is problem solving, then this will be the article that will tell you all about what is problem solving.
This is because it will not only tell you about some of the most effective techniques for solving different problems, but the tips, tools, and methods we mentioned here can also be very helpful for everyone in dealing with complex problems.
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Today, we use computers in every field for various purposes. But, we know that they cannot solve the problems all by themselves. Furthermore, we have to give step by step instructions to the computer for solving the problem. We can define problem-solving as a process of understanding the problem, designing an algorithm for it, and finally implementing the solution to it.
Therefore, we can say that a successful problem-solving process depends on the following factors:
When the problems are easy we can easily search out a solution. Whereas, complex problems require step by step process to solve. Hence, this means that we have to apply problem-solving techniques to solve the problem. Furthermore, this starts with finding a precise definition of the problem and ends with a successful solution. Here, we will study understanding the problem in detail.
It is very obvious that before finding the solution we should understand the problem well. Moreover, if we fail to understand the problem we may end up with a useless solution for it. Hence, a wrong solution will not solve our purpose of problem-solving. Therefore, we need to read the problem carefully and decide the different functions which the solution will contain.
Moreover, we need to understand that what is the required output and how we can generate it. Besides, for proper output, we surely need an input. The input can be single or multiple as per the problem. Hence, it is quite important to maintain the necessary relationship between the input and the output.
Furthermore, we need to keep in mind that there should be all the number of inputs required to produce the output. At the same time, the programmer should make sure that the number of inputs should be limited. Moreover, any irrelevant input will result in consuming more space and time. Hence, unnecessary inputs should be avoided. Therefore, we can say that spotting the minimum number of input for the correct output is an important point in understanding the problem.
Some of the important points that we should keep in mind while understanding the problem are as follows:
After understanding the problem, the further steps are as follows:
After understanding the relationship between input and output and the functionalities required we have to design an algorithm. Furthermore, the algorithm should contain all the necessary functions to solve the problem. Moreover, it should produce a proper output for every input.
After designing the algorithm we should implement and design a program to solve the problem. We can develop the program using any programming language.
After developing the program we should run and test if it produces the correct output.
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Or, “What seems to be the problem?”
In this blog post, I will attempt to share some of my current thoughts and related ideas on “problem-solving”.
Problem-solving begins with problem-understanding
Anyone who has visited a doctor may have heard them ask, “What seems to be the problem?”. I have.
To me, one of the interesting things about that question are the words “seems to be”. Those 3 little words can mean a lot of different things. They might be intended and/or interpreted as polite, detached, reassuring, derogatory, and more.
However, when a doctor asks “What seems to be the problem?”, it might mean that they are just beginning to probe in order to discover the problem symptoms, uncover the problem causes, and diagnose the true nature of the problem so that they can provide the best treatment or cure. The doctor recognizes that 1) what seems to be the problem might not actually be the problem, and 2) before attempting to solve the problem, they should first understand the problem.
There are many strategies and techniques for understanding a problem. However, at a high-level, problem-understanding is simply spending time and effort to deeply and sufficiently investigate, analyze, and truly comprehend a problem.
Problem-understanding is important part of problem-solving and is recognized by scientists, engineers, and many more professional problem solvers. And, in my opinion, problem-understanding should be an important part (and start) of any software professionals approach to problem-solving, as well.
However, in my experience, problem-understanding is frequently neglected.
Purported and Primary Problems
In my experience, problem-solving often begins by asking “What is the problem?” (or worse, claiming “I have a solution!” - both of which suggest that problem-understanding is complete), and ends with shallow and insufficient problem-understanding.
Sometimes, what seems to be the problem isn’t really the problem, at all. Sometimes, what seems to be the problem is actually , only superficial symptoms, signs, manifestations, or indicators (what I call “Purported Problems”) of other underlying, causal, or root problems (what I call “Primary Problems”).
Neglecting problem-understanding is a problem itself because it can put focus on only addressing Purported Problems, rather than Primary Problems, which could result in Specious Solutions.
Specious Solutions and Real Resolutions
In my experience, when problem-understanding is neglected, and focus is put on addressing only Purported Problems rather than Primary Problems, it usually results in ineffective, temporary, or sub-optimal solutions (what I call “Specious Solutions”).
These Specious Solutions are referred to by other names, as well, like “quick-fixes” (expedient but temporary solutions which fail to address underlying problems), “kludges” (hastily improvised and poorly thought-out solutions to a fault or ‘bug’), or “band-aids” (makeshift or temporary solutions to a problem).
Sometimes, Specious Solutions can actually be harmful, counter-productive, and exacerbate a problem. However, other times, Specious Solutions can be ok. Ineffective, temporary, or sub-optimal solutions might be reasonable goals in some contexts.
However, if more effective, permanent, and optimal solutions that address Primary Problems (what I call “Real Resolutions”) are the goal, then more deep and sufficient problem-understanding may be necessary.
For Example?
Purported Problems are myriad, as are their Specious Solutions. I’ve encountered many of each throughout my software testing career, such as “We’re finding too many bugs”, “The tool doesn’t allow multiple work assignments”, “We’re running out of money”, and “There is a bottleneck in the process during review”.
On the surface, each of these problems might seem to be evident, and the solutions might seem to be obvious. However, in each case, problem-understanding was neglected which put focus on only addressing Purported Problems, and resulted in Specious Solutions (“reduce testing”, “find a new tool”, “borrow more money”, and “eschew review”, respectively and sadly, all true). Perhaps had problem-understanding not been neglected, it might have instead led to the discovery and address of Primary Problems, and resulted in Real Resolutions.
Fundamental Concepts
In my experience, many Purported Problems are caused by just a few Primary Problems that are often related to some very fundamental concepts. Focusing on and addressing these Primary Problems through increased understanding of these fundamental concepts has led me to more Real Resolutions.
Purpose : Is considering “why” before “what”, “how”, “who”, or “when” important?
Models : What are models? What are their characteristics, benefits, and limitations?
Knowledge : What is explicit, implicit, and tacit knowledge? How are they different and why does it matter?
Wants, Needs, Expectations, and more : What does it really mean to want something? To need something? What is the difference? What are different types of expectations? And what about ability, justifications, appropriateness, deservedness, and other considerations?
Trade-offs : Why is compromise important? What should you balance, and how?
Relativism : Why should you consider perspective?
Context : Do circumstances matter? And if so, why?
Algorithms and heuristics : What are different problem-solving approaches and when are they appropriate and useful?
Cognitive Biases : What are these mistakes in reasoning? How do they work, what are their effects, and how can you learn, identify, and manage them?
Communication : What are the technical and social aspects of imparting and exchanging information?
Miscommunication : What causes it? What are the effects? And how can you identify and avoid it?
Linguistics : Words matter. How can language help you better understand others and be better understood?
Semantics : Why is the relationship of words and meaning so important?
Who makes the rules? Which dictionary should you use? Is there a difference?
How are words made? How do they change?
What are literal and figurative meanings, and how can you identify each?
Why are some words/meaning disputed, and why is it important?
What are the advantages and disadvantages of labels (names, categories, stereotypes)?
What is reification, and how can it be harmful?
Shared language : What are the benefits and limitations of a common language, and how is one created and shared?
Metaphor and analogy : How can understanding something in one context help understanding in another?
Improv : How can principles of improvisation help in non-improv contexts?
Oops-ortunity : What is the value of looking for and finding the good in the bad? How do you do it and how should you react?
Today is the Day : How and when can focusing on the present be advantageous?
Create a Shared Reality : How can you effectively create a useful model?
Share a Created Reality : How can you best communicate a model with others?
Yes, And : How can agreeing and building on ideas be beneficial?
Explore & Heighten : How can reasonable & unreasonable reactions inspire?
Listen : What is the importance of listening? What is “whole body” listening?
No Driving : What are cognitive biases? How can you identify them, how do they affect you, and how can you manage them?
Wait for it… : What are the benefits of “pausing” and reflection, and when should you do it?
Questions : What are the advantages and disadvantages of different types and timing of questions?
The Spice of Life : What is visible and invisible diversity, and how can it help make a stronger team?
Know the Performers : What are the benefits of empathy and truly knowing your coworkers?
Know the Characters : What are the benefits of knowing your customer archetypes , and how to do it?
Focus on the Relationship : Why is emphasizing the relationship between characters essential?
Know the Audience : What are the benefits of perspective and knowing your customers?
Know the Environment : How can considering your physical and virtual working space help?
Get Ideas : What are different ways to generate ideas?
Contemplate Death : What are indicators of a good/bad performance, and what can you do about it?
Rehearsal : How important is practice to developing knowledge and skills
I've found that better understanding of these fundamental concepts has helped me 1) more deeply and sufficiently investigate, analyze, and truly comprehend problems (problem-understanding), 2) address underlying, causal, root problems (Primary Problems), and 3) provide more effective, permanent, and optimal solutions (Real Resolutions).
And so, much of my study, offerings, and work are focused on these fundamental concepts in an effort to help others, as well.
Whether learning, training, or consulting, I always try to begin with “What seems to be the problem?”
Unlock the meanings behind words and concepts.
Defining a problem is an essential step in problem-solving and finding effective solutions. Here is a step-by-step guide on how to define a problem:
Remember, defining a problem is an iterative process. As you move forward with implementing solutions, you may discover new insights that require re-evaluating and refining the initial problem definition. Flexibility and adaptability are key throughout the problem-solving journey.
You might have read the headline of this article and wondered, “what is a conceptual skill—and do I have them already?” Chances are, you do—it’s just a matter of practicing them and highlighting them in your professional life. Conceptual skills allow you to understand complex situations, see the bigger picture, and develop innovative solutions. They are essential for effective leadership, strategic planning, and successful project management.
You can use these abilities to enhance your problem-solving skills and contribute significantly to your team and company. Keep reading to find out how conceptual skills can take your resume and your career to the next level.
Conceptual skills involve the ability to think abstractly, understand complex concepts, and develop strategic plans. These skills help individuals see how various parts of an organization or project fit together and influence each other. Conceptual leadership skills are crucial for managers and leaders who need to navigate complex situations and make informed decisions that benefit the entire organization.
For individuals, having strong conceptual skills means being able to identify potential solutions and opportunities, enhancing problem-solving abilities and improving overall performance. For organizations, employees with well-developed conceptual skills can drive innovation, lead teams effectively, and contribute to long-term success. In management roles, these skills are crucial for strategic planning and decision-making, ensuring the organization remains competitive and adaptable.
Highlight your problem-solving skills and get that resume out there —b rowse open jobs on The Muse and land your next interview»
Whereas conceptual skills involve strategic planning, technical skills are more about specific knowledge and expertise in a particular area. Technical skills are often acquired and improved through education and training. Both types of skills are important, but they serve different purposes.
“With the rise of automation, the need for conceptual skills is likely to shift toward a greater need for data interpretation and strategic insights,” says Stephen Greet, CEO and Co-founder of BeamJobs . “People will be valued more and more for their ability to make sense of large amounts of data, find patterns, and draw conclusions that are useful as machines take over routine tasks.”
Now that you know the conceptual skills definition, let's dive into the specific attributes that make them up. Here are 8 examples of conceptual skills:
Analytical thinking involves examining complex problems, breaking them down into manageable parts, and identifying effective solutions. For instance, in project management, analytical thinking helps in identifying potential risks and creating plans to mitigate them.
Strategic planning is about envisioning the future and creating actionable plans to achieve long-term goals . This skill involves understanding the context in which an organization operates and aligning its resources and efforts to meet its goals. It helps a team or organization remain focused and guides it toward its destination.
Critical thinking is evaluating the relevance and reliability of information, weighing pros and cons, and making well-informed decisions. This skill is essential for managers and leaders who need to navigate complex situations and ensure their decisions are based on sound analysis and evidence.
Problem-solving is about approaching challenges with creativity and finding innovative solutions. This ability is crucial in dynamic environments where new, unforeseen issues frequently emerge. Strong problem-solving skills allow individuals to adapt quickly and find practical solutions to keep projects and teams on track.
Communication skills involve expressing ideas, strategies, and plans clearly and concisely. Effective communication helps everyone on a team understand their roles, responsibilities, and overall direction. It’s also important to motivate team members and create a collaborative environment.
Leadership skills motivate and guide teams toward achieving shared goals. It involves inspiring confidence, providing direction, and keeping a positive and productive team culture. Good leaders use their conceptual skills to understand the broader vision and share it with their teams.
Innovation and creativity are about thinking outside the box and generating new, valuable ideas. These skills are essential for driving progress and staying competitive in any industry. Innovators challenge the status quo and come up with unique solutions that can lead to significant improvements.
The ability to adapt to new circumstances is crucial in changing businesses and industries. Adaptable individuals are resilient, open to new ideas, and capable of adjusting their plans to meet evolving challenges and opportunities.
Sharpening your conceptual skills requires engaging in regular problem-solving and data analysis exercises to identify patterns and break down complex issues. Staying up-to-date on industry trends and new technologies is crucial for maintaining and enhancing your conceptual skills.
For example, you might participate in hackathons or coding competitions. “They give people from different backgrounds the chance to work together on new projects,” Greet says. “Participants have to quickly grasp difficult issues, come up with creative solutions, and clearly explain their thoughts. People step back from technical details and think about bigger effects and possibilities.”
Additionally, taking on leadership roles and participating in project management opportunities, even in volunteer settings, can improve your conceptual skills. These experiences allow you to practice strategic planning, team building, and decision-making in real-world scenarios, giving you a deeper understanding of how different components of a business or project interact and influence each other.
Refining communication skills is also essential for strong conceptual thinking, especially for people who want to become managers. “Synthesis is the ability to put together different kinds of information to come up with new ideas. When managers use synthesis well, they can find patterns, make connections between ideas that don't seem to go together, and come up with new ways to solve problems,” Greet says.
Consider enrolling in writing courses or public speaking workshops to improve your ability to express complex ideas concisely. Effective communication ensures your strategies and plans are understood and embraced by your team members and stakeholders.
When it comes to showing your conceptual skills on your resume, it's essential to personalize it to specific job descriptions. Start by using your professional summary to briefly highlight your ability to see the big picture. “For example, you could talk about successful strategic initiatives or new solutions you’ve come up with,” Greet says. “Use words that draw attention to skills like systemic thinking, creative problem-solving, or strategic planning.”
Using compelling action verbs is key to making your resume stand out. Replace generic phrases like “responsible for” with dynamic verbs such as “led, “ “developed,” or “implemented.” Describe specific situations where you used these conceptual skills to achieve success and quantify your achievements. You might say, “Developed a long-term strategic plan that increased market share by 15%” or “Implemented innovative problem-solving techniques that reduced operational costs by 20%.”
This approach ensures your resume gives clear evidence of your ability to contribute to the success of an organization. By focusing on these strategies, you can effectively make yourself a more attractive candidate to potential employers.
Conceptual skills are crucial because they enable managers and leaders to understand and address complex situations, foresee potential challenges, and develop innovative solutions. They help create a clear vision for the organization, aligning teams with strategic goals, and driving long-term success. By using their conceptual skills, managers can make informed decisions, foster a culture of creativity and innovation, and navigate the organization through changing environments, enhancing efficiency and productivity .
Conceptual skills are essential at all levels of management, but they become increasingly important as you move up the hierarchy. Top-level managers, such as CEOs and executives, rely heavily on conceptual skills to create long-term strategies, envision the future of the organization, and make decisions that affect the entire company.
Middle managers also use these skills to translate strategic goals into operational plans and ensure that their teams understand and work toward the company's vision. Even at the supervisory level, conceptual skills help in problem-solving.
Improving your conceptual skills involves practical experience. Engage in activities that challenge your strategic thinking and problem-solving abilities, such as taking on complex projects or participating in strategy development sessions. Reading industry reports, attending workshops, and enrolling in courses related to business strategy, critical thinking, and leadership can also enhance these skills.
Domenico Montanaro
President Biden speaks during an address to the nation about his decision to not seek reelection in the Oval Office at the White House on Wednesday. Evan Vucci/Pool/AFP via Getty Images hide caption
For the latest on race for president, head to NPR's Election 2024 page.
It’s not often that a politician takes a step back.
They are often their own biggest champions. But in rare cases, when the writing is on the wall, because of age, health — or politics, they do.
In an address to the nation from the Oval Office Wednesday night, President Biden said he will serve out his term as president, noting there are still things he wants to accomplish. But he explained that he is not seeking reelection, in part, because he wants to “pass the torch to a new generation.”
Here are four takeaways from what Biden had to say:
“Nothing can come in the way of saving our democracy,” Biden said. “That includes personal ambition.”
It was a remarkable statement for Biden, 81, who has held public office for more than half a century and ran for president multiple times — unsuccessfully until Donald Trump came along — and was ushered into office at 78 years old, the oldest person ever to be elected president.
Biden invoked past presidents — Abraham Lincoln, he said, urged Americans to “reject malice;” Franklin Delano Roosevelt implored the country to “reject fear.” He cited George Washington, who, by stepping aside after two terms despite his popularity, “showed us presidents are not kings.”
“I revere this office,” Biden said, “but I love my country more. It's been the honor of my life to serve as your president, but in the defense of democracy, which is at stake, I think it's more important than any title.”
In other words, Vice President Harris gives those who see former President Trump as an existential threat to that democracy the best chance to win because of Biden’s diminished capabilities to prosecute the case against him.
It's a case that Biden sees as necessary for someone to make effectively, considering Trump's unwillingness to accept the results of the 2020 election and his refusal to agree to accept the results of the upcoming election.
In Washington’s farewell address on Sept. 19, 1796, he also warned that “cunning, ambitious, and unprincipled men will be enabled to subvert the power of the people and to usurp for themselves the reins of government, destroying afterwards the very engines which have lifted them to unjust dominion.”
“The great thing about America is,” Biden said, “here, kings and dictators do not rule; the people do.”
Biden and others see that foundational American principle as lost on someone like Trump, who, when he visited Mount Vernon, Washington’s estate in Virginia, in 2019 with French President Emmanuel Macron, said of the nation’s first president, per Politico :
“If he was smart, he would’ve put his name on it. You’ve got to put your name on stuff or no one remembers you.”
President Joe Biden pauses before he addresses the nation from the Oval Office of the White House in Washington on Wednesday about his decision to drop his Democratic presidential reelection bid. Evan Vucci/Pool/via AP hide caption
The president cited the need for unity among Americans multiple times:
“America is going to have to choose between moving forward or backward, between hope and hate, between unity and division.” “In this moment, we can see those we disagree with not as enemies, but as fellow Americans.” “The sacred cause of this country is larger than any one of us, and those of us who cherish that cause … a cause of American democracy itself, [we] must unite to protect it.” “So I've decided the best way forward is to pass the torch to a new generation. That's the best way to unite our nation.” “Let's act together, preserve our democracy.”
The idea of uniting the country is something Biden ran on in 2020. But it hasn’t worked out that way. He’s been sharply criticized by the right and views of him — in this hyperpolarized environment where people get their information largely from sources that reinforce their previously held beliefs — are as partisan as any president before him, including Trump.
Just 43% said they had a favorable view of Biden, according to an NPR/PBS News/Marist poll taken before the debate between him and Trump. That included just 38% of independents and only 10% of Republicans.
Biden defended his legacy and laid out what he believes he’s accomplished and what he still hopes to do.
“I believe my record as president, my leadership in the world, my vision for America's future, all merited a second term,” he said, “but nothing, nothing can come in the way of saving our democracy. That includes personal ambition.”
The latest NPR poll , taken this week after Biden said he would not continue to run for reelection, tested what people think of his presidency. It showed most, right now, are unimpressed.
Despite the record of legislative accomplishments Biden cited, only slightly more than a quarter of respondents said he would be remembered as an above average president or one of the best presidents in U.S. history. Half said he would be remembered as below average or one of the worst.
Those views can change with time, especially when a president is no longer in the political arena. President Obama’s favorability, for example, has improved since leaving office and views of his signature legislative achievement, the Affordable Care Act, have hit record highs.
A 2022 survey of historians found Biden rated as the 19th best president of the 46 that have served. Trump was in the bottom five at No. 43. But, at this point, Americans overall, feel differently.
Vice President Harris speaks to supporters during a campaign rally at West Allis Central High School on Tuesday in West Allis, Wis. Jim Vondruska/Getty Images hide caption
Biden could have made the determination years ago, after saying he would be a “transitional” president during the 2020 election, that he would not run for reelection.
But the realities of his personal limitations after his dismal debate performance last month, and how his political support had cratered in swing states led to this moment.
For years now, Democrats have been holding their breath with every public appearance he made. They crossed their fingers that he would acquit himself at least decently well, but they knew one bad speech, interview or… debate… could sink his — and their party’s — chances to hold onto the White House.
After watching Harris' first couple of days of campaigning, from her first speech before staffers to her first official campaign rally in Wisconsin, Democrats have been breathing a bit easier.
She has spoken clearly and coherently, and there has been energy from the grassroots. Whether that lasts or if it resonates with swing voters is still to be decided.
Biden didn’t explicitly lay out Wednesday night why he stepped aside, but watching what was an, at times, halting address, the contrast was like night and day.
It was very much a moment in history with a president, who appeared in many ways, to be delivering something of his own farewell. He was recognizing he cannot be as effective a campaigner as he would have liked, so he is taking a step back from the public eye, handing over the reins of the campaign to his vice president for the next 103 critical days in American democracy.
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Internationalization of small and medium-sized enterprises: best practices and the emerging concept of foreign champion, an empirical investigation.
2. literature review, 3.1. data collection procedure, 3.2. participants, 3.3. data analysis procedure, 5. discussion, 5.1. theoretical contribution, 5.2. political and management implications, 5.3. future implications, 5.4. limitations and future research, 6. conclusions, author contributions, institutional review board statement, informed consent statement, data availability statement, conflicts of interest.
Click here to enlarge figure
Name | Company | Share Capital | Industry | Employees | Turnover | Foundation | Head Office | Number of Partners |
---|---|---|---|---|---|---|---|---|
E4 | C3 | - | Association | - | - | 1979 | H3 | S.A. |
E11 | C8 | EUR 70,500,000 | Wines | 300 | EUR 50,000,000 | 1922 | H8 | S.A. |
E2 | C1 | EUR 1,500,000 | Automation | 110 | EUR 20,000,000 | 1983 | H1 | 3 |
E12 | C7 | - | Education | - | - | 1973 | H7 | N/A |
E1 | C1 | EUR 1,500,000 | Automation | 110 | EUR 20,000,000 | 1983 | H1 | 3 |
E10 | C4 | EUR 5000 | Venture capital | 3 | NA | 2007 | H4 | - |
E9 | C5 | EUR 114,927,980 | State agency | 152 | NA | 2002 | H5 | 100% Government |
E8 | C10 | EUR 1,032,032,868 | State agency | 450 | NA | 1975 | H10 | 100% Government |
E6 | C9 | EUR 1000 | Consultancy | 1 | EUR 200,000 | 2019 | H9 | - |
E3 | C2 | EUR 782,734 | Toys | - | EUR 10,000,000 | 2008 | H2 | - |
E5 | C6 | - | Camera | 36 | - | 1835 | H6 | - |
E7 | C11 | Lawyers | 15 | ND | 1968 | H11 | 4 |
Name | Sex | Age | Education | Type of Entrepreneur |
---|---|---|---|---|
E4 | Male | - | - | - |
E11 | Female | 56 | MBA | Natural innovator |
E2 | Female | 35 | MBA | - |
E12 | Female | - | Doctoral Program | Natural innovator |
E1 | Male | 37 | - | - |
E10 | Male | 58 | Master | Natural innovator |
E9 | Male | - | - | - |
E8 | Male | 63 | MBA | |
E6 | Female | 50 | MBA | Both |
E3 | Male | - | - | - |
E5 | Male | - | - | - |
E7 | Female | 61 | Graduate | Natural innovator |
Construct | Questions | Adapted |
---|---|---|
CHARACTERIZATION Entity Equity Industry Number of Employees Turnover Date of Incorporation Headquarters/Contacts Number of Shareholders Profile of President/CEO/Manager/Key Executive Sex Age Education Entrepreneurial Type (Innovative or Traditional) INTERNATIONALIZATION Date of First Internationalization Mode of Internationalization (Exporting, Commercial Subsidiary, Merger and Acquisition, Foreign Production) What percentage does internationalization represent of your total Turnover? Or the average Turnover of your clients? What is your most internationalized product? What was your best decision, so far, in terms of internationalization? What opportunities did this open up for you, that you are most grateful for? Would this strategy be applicable in any other company? What do you think would prevent it from achieving the same success? By the way, what was your first external market and why did you choose it? What factors do you consider when selecting a new market? And what is the biggest mistake entrepreneurs often make when starting to export or expanding their exports? Are trade fairs still worthwhile? With a booth or just visiting? May I quote you? |
Authors | Article | Year | Source | Citations | DOI |
---|---|---|---|---|---|
Dabić M., Maley J., Dana L.-P., Novak I., Pellegrini M.M., Caputo A. | Pathways of SME internationalization: a bibliometric and systematic review | 2020 | Small Business Economics, 55 (3), pp. 705–725 | 198 | DOI: 10.1007/s11187-019-00181-6; |
Child J., Hsieh L.H.Y. | Decision mode, information and network attachment in the internationalization of SMEs: A configurational and contingency analysis | 2014 | Journal of World Business, 49 (4), pp. 598–610 | 147 | DOI: 10.1016/j.jwb.2013.12.012; |
D’Angelo A., Majocchi A., Buck T. | External managers, family ownership and the scope of SME internationalization | 2016 | Journal of World Business, 51 (4), pp. 534–547 | 125 | DOI: 10.1016/j.jwb.2016.01.004; |
Karami M., Wooliscroft B., McNeill L. | Effectuation and internationalisation: a review and agenda for future research | 2020 | Small Business Economics, 55 (3), pp. 777–811 | 42 | DOI: 10.1007/s11187-019-00183-4; |
Cho J., Lee J. | The impact of ownership structure on internationalization: An empirical study of Korean SMEs | 2017 | Global Business and Finance Review, 22 (1), pp. 51–66 | 12 | DOI: 10.17549/gbfr.2017.22.1.51; |
Davidkov T.P., Yordanova D.I. | Exploring the Bulgarian family SMEs’ reluctance to internationalise | 2016 | International Journal of Business and Globalisation, 17 (1), pp. 123–148 | 9 | DOI: 10.1504/IJBG.2016.077570; |
Calheiros-Lobo N., Vasconcelos Ferreira J., Au-Yong-Oliveira M. | SME Internationalization and Export Performance: A Systematic Review with Bibliometric Analysis | 2023 | Sustainability (Switzerland), 15 (11), art. no. 8473 | 1 | DOI: 10.3390/su15118473; |
Interviewee | Variables | Errors |
---|---|---|
E4 | 0 | 0 |
E11 | 0 | 0 |
E2 | 73 | 78 |
E1 | 50 | 43 |
E12 | 42 | 0 |
E10 | 98 | 68 |
E8 | 4 | 0 |
E9 | 10 | 34 |
E7 | 176 | 0 |
E3 | 0 | 1 |
E5 | 476 | 539 |
E6 | 272 | 163 |
Int. | Org. | Sector | Type of Company | Gender | Function | Strategy |
---|---|---|---|---|---|---|
E1 | C1 | Automation | SME | M | EXECUTIVE DIRECTOR | Native partners |
E2 | C1 | Automation | SME | F | Member of the Board of Directors | Human resources |
E3 | C2 | Toys | SME | M | EXECUTIVE DIRECTOR | Part-time top executive |
E4 | C3 | Cars | Association | M | General Secretary | No reply |
E5 | C6 | Chamber of Commerce | Camera | M | Director | Business missions |
E6 | C9 | Consultancy | SME | F | Owner | Brand builder |
E7 | C11 | Lawyers | SME | F | Lawyer | Contracts |
E8 | C10 | Government | State agency | M | Director | Exports |
E9 | C5 | Government | State agency | M | Director | IDE |
E10 | C4 | Venture capital | Business angel | M | Partner | MNE Client |
E11 | C8 | Wines | SME | M | Director | Brand builder |
E12 | C7 | Education | University | F | Academic | Visits to countries |
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Calheiros-Lobo, N.; Palma-Moreira, A.; Au-Yong-Oliveira, M.; Ferreira, J.V. Internationalization of Small and Medium-Sized Enterprises: Best Practices and the Emerging Concept of Foreign Champion, an Empirical Investigation. Adm. Sci. 2024 , 14 , 159. https://doi.org/10.3390/admsci14080159
Calheiros-Lobo N, Palma-Moreira A, Au-Yong-Oliveira M, Ferreira JV. Internationalization of Small and Medium-Sized Enterprises: Best Practices and the Emerging Concept of Foreign Champion, an Empirical Investigation. Administrative Sciences . 2024; 14(8):159. https://doi.org/10.3390/admsci14080159
Calheiros-Lobo, Nuno, Ana Palma-Moreira, Manuel Au-Yong-Oliveira, and José Vasconcelos Ferreira. 2024. "Internationalization of Small and Medium-Sized Enterprises: Best Practices and the Emerging Concept of Foreign Champion, an Empirical Investigation" Administrative Sciences 14, no. 8: 159. https://doi.org/10.3390/admsci14080159
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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 ...
Define Every Problem. The first step in solving a problem is understanding what that problem actually is. You need to be sure that you're dealing with the real problem - not its symptoms. For example, if performance in your department is substandard, you might think that the problem lies with the individuals submitting work.
Finding a suitable solution for issues can be accomplished by following the basic four-step problem-solving process and methodology outlined below. Step. Characteristics. 1. Define the problem. Differentiate fact from opinion. Specify underlying causes. Consult each faction involved for information. State the problem specifically.
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 ...
In this article, we will explore the concept of problem solving, the stages involved, various problem-solving techniques, common barriers, and ways to enhance this critical skill. The Concept of Problem Solving. At its core, problem solving can be defined as the process of finding solutions to issues or challenges that arise in different ...
Recognize that a problem exists. If you are facing a problem, there are generally signs. For instance, if you have a mental illness, you may experience excessive fear or sadness, mood changes, and changes in sleeping or eating habits. Recognizing these signs can help you realize that an issue exists. Decide to solve the problem. Make a ...
In insight problem-solving, the cognitive processes that help you solve a problem happen outside your conscious awareness. 4. Working backward. Working backward is a problem-solving approach often ...
Additional Problem Solving Strategies:. Abstraction - refers to solving the problem within a model of the situation before applying it to reality.; Analogy - is using a solution that solves a similar problem.; Brainstorming - refers to collecting an analyzing a large amount of solutions, especially within a group of people, to combine the solutions and developing them until an optimal ...
Problem solving is the process of achieving a goal by overcoming obstacles, a frequent part of most activities. Problems in need of solutions range from simple personal tasks (e.g. how to turn on an appliance) to complex issues in business and technical fields. ... The ability to understand what the end goal of the problem is, and what rules ...
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.
The Problem-Definition Process encourages you to define and understand the problem that you're trying to solve, in detail. It also helps you confirm that solving the problem contributes towards your organization's objectives. This stops you spending time, energy, and resources on unimportant problems, or on initiatives that don't align with ...
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.
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.
Problem-solving is an important skill to develop because life will always throw you curveballs. Being able to respond to these problems with flexibility and calmness will generate much better results than if you respond to the problem with resistance or avoidance. Also, research has shown that increasing problem-solving skills through problem-solving therapy is beneficial for several physical ...
We'll outline that process here and then follow with techniques you can use to explore and work on that step of the problem solving process with a group. The seven-step problem solving process is: 1. Problem identification. The first stage of any problem solving process is to identify the problem (s) you need to solve.
Here are the seven steps of the rational approach: Define the problem. Identify possible causes. Brainstorm options to solve the problem. Select an option. Create an implementation plan. Execute the plan and monitor the results. Evaluate the solution. Read more: Effective Problem Solving Steps in the Workplace.
Being an effective communicator means being empathetic, clear and succinct, asking the right questions, and demonstrating active listening skills throughout any discussion or meeting. In a problem solving setting, you need to communicate well in order to progress through each stage of the process effectively.
Module 7: Thinking, Reasoning, and Problem-Solving. This module is about how a solid working knowledge of psychological principles can help you to think more effectively, so you can succeed in school and life. You might be inclined to believe that—because you have been thinking for as long as you can remember, because you are able to figure ...
Problem-solving involves identifying an issue, finding causes, asking questions and brainstorming solutions. Gathering facts helps make the solution more obvious. Decision-making is the process of choosing a solution based on your judgment, situation, facts, knowledge or a combination of available data.
Problem-solving isa process of solving any kind of problem. This process is acted upon in some steps. These steps start from identifying the problem and determining the cause of the problem. After the problem and its cause are identified, the next step is to select alternatives for the solution and implement the solutions.
We can define problem-solving as a process of understanding the problem, designing an algorithm for it, and finally implementing the solution to it. Therefore, we can say that a successful problem-solving process depends on the following factors: understanding the problem and defining it precisely. designing a proper algorithm (solution) for it.
Rehearsal: How important is practice to developing knowledge and skills. I've found that better understanding of these fundamental concepts has helped me 1) more deeply and sufficiently investigate, analyze, and truly comprehend problems (problem-understanding), 2) address underlying, causal, root problems (Primary Problems), and 3) provide ...
Unlock the meanings behind words and concepts. Problem. Defining a problem is an essential step in problem-solving and finding effective solutions. Here is a step-by-step guide on how to define a problem: Identify the Issue: Clearly identify and understand the problem you want to define. Be specific and focus on a single problem at a time.
4. Problem-solving. Problem-solving is about approaching challenges with creativity and finding innovative solutions. This ability is crucial in dynamic environments where new, unforeseen issues frequently emerge. Strong problem-solving skills allow individuals to adapt quickly and find practical solutions to keep projects and teams on track. 5.
It's not often that a politician takes a step back. They are often their own biggest champions. But in rare cases, when the writing is on the wall, because of age, health — or politics, they do.
This article introduces a new theoretical concept, the "foreign champion", which attempts to solve the principal-agent problem and improve academic understanding of foreign market entry decisions by analyzing what experts in the field consider to be best practices. Based on empirical research into the determinants of SME internationalization success, semi-structured interviews (n = 12, t ...