Problem Solving

Problem solving is a multiple-step process that purposefully analyzes an issue, generates alternatives, evaluates and implements selected choices, and monitors progress. For the purposes of this entry, it will be assumed that a team approach to problem solving will be used. At an early point, the importance of the problem should be evaluated in comparison to the values of a possible solution. The following types of questions need to be addressed: Is this problem important for the school or the district, or what will happen if the problem is unresolved? Is it best that the problem remain unsolved? Some problems can remain unresolved without significant impact on the mission and strategic plan. At a basic level, the steps include the following: identify the problem, generate solutions, evaluate the alternatives, implement the selected alternative, and evaluate progress.

At the first stage, identification and clarification of the problem are essential; describe the problem but avoid potential solutions—solutions will come later. The following types of questions will help the team keep on task: What is the problem, and is the problem relevant to the mission and strategic plan of the organization? What are the symptoms associated with the problem? It must be understood that symptoms, root causes, and the problem are confused but must be kept separate. Do not assume that these differences are understood by the person who presented them or that you totally understand the problem. Collect data that [Page 805]describe the problem and define the impact the problem has had or will have on the organization. In some cases, restating the problem in general terms or providing illustrative examples can clarify the issues.

During the definition of the problem, ambiguous issues should be clarified. To illustrate, “reading scores are too low” is unclear and is an ill-defined statement of a problem. Does this mean all students or selected students? What type of assessment was used to determine reading level? What is an acceptable reading level? When will assessments occur? When will the problem be judged as resolved? The criteria for success should be clearly stated as a part of the definition of the problem; this information is needed at all steps in the problem-solving process.

After the problem is defined and understood, the next step is to generate as many alternative solutions as possible. Because educators are very intent on developing solutions to immediate problems, and complex educational problems have multiple root causes, the team should be encouraged to consider all possible alternatives without judging the value of the alternatives. The generation of multiple possible solutions is time consuming and can produce many false starts, but the process is necessary to identify potential solutions with merit. Often, when complex problems are discussed, assumptions, symptoms, solutions, and subjective data are intermixed and confused.

Teamwork and brainstorming are beneficial skills that can be used to generate alternative approaches to the problem. Alternatives should not be evaluated and assessed; however, avoid blame for the problem, because blame is unproductive and destructive to the process. The goal is to generate a wide variety of solutions: some realistic, some analytical, and some very creative. Traditional rules for brainstorming should guide the brainstorming process. Open discussion that is not personalized encourages communication and supports team building.

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