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Problem Solving in Nursing: Strategies for Your Staff

4 min read • September, 15 2023

Problem solving is in a nurse manager’s DNA. As leaders, nurse managers solve problems every day on an individual level and with their teams. Effective leaders find innovative solutions to problems and encourage their staff to nurture their own critical thinking skills and see problems as opportunities rather than obstacles.

Health care constantly evolves, so problem solving and ingenuity are skills often used out of necessity. Tackling a problem requires considering multiple options to develop a solution. Problem solving in nursing requires a solid strategy.

Nurse problem solving

Nurse managers face challenges ranging from patient care matters to maintaining staff satisfaction. Encourage your staff to develop problem-solving nursing skills to cultivate new methods of improving patient care and to promote  nurse-led innovation .

Critical thinking skills are fostered throughout a nurse’s education, training, and career. These skills help nurses make informed decisions based on facts, data, and evidence to determine the best solution to a problem.

Problem-Solving Examples in Nursing

To solve a problem, begin by identifying it. Then analyze the problem, formulate possible solutions, and determine the best course of action. Remind staff that nurses have been solving problems since Florence Nightingale invented the nurse call system.

Nurses can implement the  original nursing process  to guide patient care for problem solving in nursing. These steps include:

• Assessment . Use critical thinking skills to brainstorm and gather information.
• Diagnosis . Identify the problem and any triggers or obstacles.
• Planning . Collaborate to formulate the desired outcome based on proven methods and resources.
• Implementation . Carry out the actions identified to resolve the problem.
• Evaluation . Reflect on the results and determine if the issue was resolved.

How to Develop Problem-Solving Strategies

Staff look to nurse managers to solve a problem, even when there’s not always an obvious solution. Leaders focused on problem solving encourage their team to work collaboratively to find an answer. Core leadership skills are a good way to nurture a health care environment that supports sharing concerns and  innovation .

Here are some essentials for building a culture of innovation that encourages problem solving:

• Present problems as opportunities instead of obstacles.
• Strive to be a positive role model. Support creative thinking and staff collaboration.
• Encourage feedback and embrace new ideas.
• Respect staff knowledge and abilities.
• Match competencies with specific needs and inspire effective decision-making.
• Offer opportunities for  continual learning and career growth.
• Promote research and analysis opportunities.
• Provide support and necessary resources.
• Recognize contributions and reward efforts .

Embrace Innovation to Find Solutions

Try this exercise:

Consider an ongoing departmental issue and encourage everyone to participate in brainstorming a solution. The team will:

• Define the problem, including triggers or obstacles.
• Determine methods that worked in the past to resolve similar issues.
• Explore innovative solutions.
• Develop a plan to implement a solution and monitor and evaluate results.

Problems arise unexpectedly in the fast-paced health care environment. Nurses must be able to react using critical thinking and quick decision-making skills to implement practical solutions. By employing problem-solving strategies, nurse leaders and their staff can  improve patient outcomes  and refine their nursing skills.

Images sourced from Getty Images

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• Introduction

Characteristics and process

Applications.

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• Where was science invented?

means-ends analysis

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• Table Of Contents

means-ends analysis , heuristic , or trial-and-error, problem-solving strategy in which an end goal is identified and then fulfilled via the generation of subgoals and action plans that help overcome obstacles encountered along the way. Solving a problem with means-ends analysis typically begins by examining the end goal and breaking it down into subgoals. Actions needed to achieve each subgoal are then developed. In some cases, subgoals are further broken down into sub-subgoals. When all of the subgoals have been achieved (or obstacles eliminated), the end goal has been met.

The idea of problem solving by means-ends analysis was introduced in 1972 by American computer scientists Allen Newell and Herbert A. Simon in their book Human Problem Solving . They developed the theory in the late 1950s and early ’60s while generating a computer model capable of simulating human problem solving, working with John Clifford Shaw, a scientist and computer expert at the RAND Corporation , where beginning in 1950 Newell also worked as a researcher. The scientists called their model the General Problem Solver (GPS). GPS would recursively apply heuristic techniques in solving a given problem and conduct a means-ends assessment after each subproblem was solved to determine whether it was closer to the intended solution. Through this process, GPS could find solutions to mathematical theorems, logical proofs, word problems, and a wide variety of other well-defined problems. (Newell and Simon received the 1975 Turing Award for their research pertaining to human cognition and artificial intelligence .)

Means-ends analysis is unique among problem-solving algorithms in that it emphasizes the generation of subgoals that directly contribute to reaching the end goal. The subgoals are not necessarily of the same type. In other approaches, namely divide-and-conquer, subproblems are created that are then solved recursively and are finally combined to solve the end problem; with divide-and-conquer, the subproblems are always of the same type.

An example of the process of carrying out means-ends analysis can be illustrated by using the end goal of having a well-designed, well-functioning website. Possible subgoals and sub-subgoals include:

technical setup, such as choosing a web hosting service, registering a domain name , and setting up the hosting environment and linking the domain;

design, involving the creation of a layout for the homepage, the creation of landing pages and interior pages, the selection of a colour scheme and typography, and the design of menus, buttons, and other interactive elements;

coding, with a need to learn coding languages and the coding and implementation of interactive elements;

content development, such as writing content and gathering images and videos;

testing browser compatibility, with testing of the website on different browsers and on different devices; and

testing and debugging to make sure the website functions properly, test interactive elements, and fix formatting issues, bugs, or inconsistencies.

Means-ends analysis is frequently used in artificial intelligence (AI) systems. As a goal-based problem-solving technique, it plays a significant role in creating AI systems that exhibit humanlike behaviour, because the algorithmic steps involved in the analysis simulate aspects of human cognition and problem-solving skills. AI systems also use means-ends analysis for limiting searches in programs by evaluating the difference between the current state of a problem and the goal state, while using a combination of backward and forward search techniques.

Businesses and organizations use means-ends analysis for planning, project management, and transformation projects. In project management, for example, means-end analysis can be used to break down complex projects into subprojects and then to track the progress of those subprojects. It is used in transformation projects to implement changes to business processes by splitting new processes into subprocesses.

Research has been conducted on applying means-ends analysis to product marketing campaigns for brand persuasion purposes. For example, in the 1990s, researchers applied means-ends analysis to study how consumers link a product’s attributes with the consequences (benefits) of using the product and how the attributes and consequences align with personal values. Such studies supported the effectiveness of means-ends analysis in brand persuasion. Later research confirmed the effectiveness of means-ends analysis and its suitability for a wide range of marketing applications and suggested the development of additional methodologies for analyzing observations.

4 Main problem-solving strategies

In Psychology, you get to read about a ton of therapies. It’s mind-boggling how different theorists have looked at human nature differently and have come up with different, often somewhat contradictory, theoretical approaches.

Yet, you can’t deny the kernel of truth that’s there in all of them. All therapies, despite being different, have one thing in common- they all aim to solve people’s problems. They all aim to equip people with problem-solving strategies to help them deal with their life problems.

Problem-solving is really at the core of everything we do. Throughout our lives, we’re constantly trying to solve one problem or another. When we can’t, all sorts of psychological problems take hold. Getting good at solving problems is a fundamental life skill.

Problem-solving stages

What problem-solving does is take you from an initial state (A) where a problem exists to a final or goal state (B), where the problem no longer exists.

To move from A to B, you need to perform some actions called operators. Engaging in the right operators moves you from A to B. So, the stages of problem-solving are:

• Initial state

The problem itself can either be well-defined or ill-defined. A well-defined problem is one where you can clearly see where you are (A), where you want to go (B), and what you need to do to get there (engaging the right operators).

For example, feeling hungry and wanting to eat can be seen as a problem, albeit a simple one for many. Your initial state is hunger (A) and your final state is satisfaction or no hunger (B). Going to the kitchen and finding something to eat is using the right operator.

In contrast, ill-defined or complex problems are those where one or more of the three problem solving stages aren’t clear. For example, if your goal is to bring about world peace, what is it exactly that you want to do?

It’s been rightly said that a problem well-defined is a problem half-solved. Whenever you face an ill-defined problem, the first thing you need to do is get clear about all the three stages.

Often, people will have a decent idea of where they are (A) and where they want to be (B). What they usually get stuck on is finding the right operators.

Initial theory in problem-solving

When people first attempt to solve a problem, i.e. when they first engage their operators, they often have an initial theory of solving the problem. As I mentioned in my article on overcoming challenges for complex problems, this initial theory is often wrong.

But, at the time, it’s usually the result of the best information the individual can gather about the problem. When this initial theory fails, the problem-solver gets more data, and he refines the theory. Eventually, he finds an actual theory i.e. a theory that works. This finally allows him to engage the right operators to move from A to B.

Problem-solving strategies

These are operators that a problem solver tries to move from A to B. There are several problem-solving strategies but the main ones are:

• Trial and error

1. Algorithms

When you follow a step-by-step procedure to solve a problem or reach a goal, you’re using an algorithm. If you follow the steps exactly, you’re guaranteed to find the solution. The drawback of this strategy is that it can get cumbersome and time-consuming for large problems.

Say I hand you a 200-page book and ask you to read out to me what’s written on page 100. If you start from page 1 and keep turning the pages, you’ll eventually reach page 100. There’s no question about it. But the process is time-consuming. So instead you use what’s called a heuristic.

2. Heuristics

Heuristics are rules of thumb that people use to simplify problems. They’re often based on memories from past experiences. They cut down the number of steps needed to solve a problem, but they don’t always guarantee a solution. Heuristics save us time and effort if they work.

You know that page 100 lies in the middle of the book. Instead of starting from page one, you try to open the book in the middle. Of course, you may not hit page 100, but you can get really close with just a couple of tries.

If you open page 90, for instance, you can then algorithmically move from 90 to 100. Thus, you can use a combination of heuristics and algorithms to solve the problem. In real life, we often solve problems like this.

When police are looking for suspects in an investigation, they try to narrow down the problem similarly. Knowing the suspect is 6 feet tall isn’t enough, as there could be thousands of people out there with that height.

Knowing the suspect is 6 feet tall, male, wears glasses, and has blond hair narrows down the problem significantly.

3. Trial and error

When you have an initial theory to solve a problem, you try it out. If you fail, you refine or change your theory and try again. This is the trial-and-error process of solving problems. Behavioral and cognitive trial and error often go hand in hand, but for many problems, we start with behavioural trial and error until we’re forced to think.

Say you’re in a maze, trying to find your way out. You try one route without giving it much thought and you find it leads to nowhere. Then you try another route and fail again. This is behavioural trial and error because you aren’t putting any thought into your trials. You’re just throwing things at the wall to see what sticks.

This isn’t an ideal strategy but can be useful in situations where it’s impossible to get any information about the problem without doing some trials.

Then, when you have enough information about the problem, you shuffle that information in your mind to find a solution. This is cognitive trial and error or analytical thinking. Behavioral trial and error can take a lot of time, so using cognitive trial and error as much as possible is advisable. You got to sharpen your axe before you cut the tree.

When solving complex problems, people get frustrated after having tried several operators that didn’t work. They abandon their problem and go on with their routine activities. Suddenly, they get a flash of insight that makes them confident they can now solve the problem.

I’ve done an entire article on the underlying mechanics of insight . Long story short, when you take a step back from your problem, it helps you see things in a new light. You make use of associations that were previously unavailable to you.

You get more puzzle pieces to work with and this increases the odds of you finding a path from A to B, i.e. finding operators that work.

Pilot problem-solving

No matter what problem-solving strategy you employ, it’s all about finding out what works. Your actual theory tells you what operators will take you from A to B. Complex problems don’t reveal their actual theories easily solely because they are complex.

Therefore, the first step to solving a complex problem is getting as clear as you can about what you’re trying to accomplish- collecting as much information as you can about the problem.

This gives you enough raw materials to formulate an initial theory. We want our initial theory to be as close to an actual theory as possible. This saves time and resources.

Solving a complex problem can mean investing a lot of resources. Therefore, it is recommended you verify your initial theory if you can. I call this pilot problem-solving.

Before businesses invest in making a product, they sometimes distribute free versions to a small sample of potential customers to ensure their target audience will be receptive to the product.

Before making a series of TV episodes, TV show producers often release pilot episodes to figure out whether the show can take off.

Before conducting a large study, researchers do a pilot study to survey a small sample of the population to determine if the study is worth carrying out.

The same ‘testing the waters’ approach needs to be applied to solving any complex problem you might be facing. Is your problem worth investing a lot of resources in? In management, we’re constantly taught about Return On Investment (ROI). The ROI should justify the investment.

If the answer is yes, go ahead and formulate your initial theory based on extensive research. Find a way to verify your initial theory. You need this reassurance that you’re going in the right direction, especially for complex problems that take a long time to solve.

Getting your causal thinking right

Problem solving boils down to getting your causal thinking right. Finding solutions is all about finding out what works, i.e. finding operators that take you from A to B. To succeed, you need to be confident in your initial theory (If I do X and Y, they’ll lead me to B). You need to be sure that doing X and Y will lead you to B- doing X and Y will cause B.

All obstacles to problem-solving or goal-accomplishing are rooted in faulty causal thinking leading to not engaging the right operators. When your causal thinking is on point, you’ll have no problem engaging the right operators.

As you can imagine, for complex problems, getting our causal thinking right isn’t easy. That’s why we need to formulate an initial theory and refine it over time.

I like to think of problem-solving as the ability to project the present into the past or into the future. When you’re solving problems, you’re basically looking at your present situation and asking yourself two questions:

“What caused this?” (Projecting present into the past)

“What will this cause?” (Projecting present into the future)

The first question is more relevant to problem-solving and the second to goal-accomplishing.

If you find yourself in a mess , you need to answer the “What caused this?” question correctly. For the operators you’re currently engaging to reach your goal, ask yourself, “What will this cause?” If you think they cannot cause B, it’s time to refine your initial theory.

Hi, I’m Hanan Parvez (MA Psychology). I’ve published over 500 articles and authored one book. My work has been featured in Forbes , Business Insider , Reader’s Digest , and Entrepreneur .

7.3 Problem-Solving

Learning objectives.

By the end of this section, you will be able to:

• Describe problem solving strategies
• Define algorithm and heuristic
• Explain some common roadblocks to effective problem solving

   People face problems every day—usually, multiple problems throughout the day. Sometimes these problems are straightforward: To double a recipe for pizza dough, for example, all that is required is that each ingredient in the recipe be doubled. Sometimes, however, the problems we encounter are more complex. For example, say you have a work deadline, and you must mail a printed copy of a report to your supervisor by the end of the business day. The report is time-sensitive and must be sent overnight. You finished the report last night, but your printer will not work today. What should you do? First, you need to identify the problem and then apply a strategy for solving the problem.

The study of human and animal problem solving processes has provided much insight toward the understanding of our conscious experience and led to advancements in computer science and artificial intelligence. Essentially much of cognitive science today represents studies of how we consciously and unconsciously make decisions and solve problems. For instance, when encountered with a large amount of information, how do we go about making decisions about the most efficient way of sorting and analyzing all the information in order to find what you are looking for as in visual search paradigms in cognitive psychology. Or in a situation where a piece of machinery is not working properly, how do we go about organizing how to address the issue and understand what the cause of the problem might be. How do we sort the procedures that will be needed and focus attention on what is important in order to solve problems efficiently. Within this section we will discuss some of these issues and examine processes related to human, animal and computer problem solving.

PROBLEM-SOLVING STRATEGIES

   When people are presented with a problem—whether it is a complex mathematical problem or a broken printer, how do you solve it? Before finding a solution to the problem, the problem must first be clearly identified. After that, one of many problem solving strategies can be applied, hopefully resulting in a solution.

Problems themselves can be classified into two different categories known as ill-defined and well-defined problems (Schacter, 2009). Ill-defined problems represent issues that do not have clear goals, solution paths, or expected solutions whereas well-defined problems have specific goals, clearly defined solutions, and clear expected solutions. Problem solving often incorporates pragmatics (logical reasoning) and semantics (interpretation of meanings behind the problem), and also in many cases require abstract thinking and creativity in order to find novel solutions. Within psychology, problem solving refers to a motivational drive for reading a definite “goal” from a present situation or condition that is either not moving toward that goal, is distant from it, or requires more complex logical analysis for finding a missing description of conditions or steps toward that goal. Processes relating to problem solving include problem finding also known as problem analysis, problem shaping where the organization of the problem occurs, generating alternative strategies, implementation of attempted solutions, and verification of the selected solution. Various methods of studying problem solving exist within the field of psychology including introspection, behavior analysis and behaviorism, simulation, computer modeling, and experimentation.

A problem-solving strategy is a plan of action used to find a solution. Different strategies have different action plans associated with them (table below). For example, a well-known strategy is trial and error. The old adage, “If at first you don’t succeed, try, try again” describes trial and error. In terms of your broken printer, you could try checking the ink levels, and if that doesn’t work, you could check to make sure the paper tray isn’t jammed. Or maybe the printer isn’t actually connected to your laptop. When using trial and error, you would continue to try different solutions until you solved your problem. Although trial and error is not typically one of the most time-efficient strategies, it is a commonly used one.

   Another type of strategy is an algorithm. An algorithm is a problem-solving formula that provides you with step-by-step instructions used to achieve a desired outcome (Kahneman, 2011). You can think of an algorithm as a recipe with highly detailed instructions that produce the same result every time they are performed. Algorithms are used frequently in our everyday lives, especially in computer science. When you run a search on the Internet, search engines like Google use algorithms to decide which entries will appear first in your list of results. Facebook also uses algorithms to decide which posts to display on your newsfeed. Can you identify other situations in which algorithms are used?

A heuristic is another type of problem solving strategy. While an algorithm must be followed exactly to produce a correct result, a heuristic is a general problem-solving framework (Tversky & Kahneman, 1974). You can think of these as mental shortcuts that are used to solve problems. A “rule of thumb” is an example of a heuristic. Such a rule saves the person time and energy when making a decision, but despite its time-saving characteristics, it is not always the best method for making a rational decision. Different types of heuristics are used in different types of situations, but the impulse to use a heuristic occurs when one of five conditions is met (Pratkanis, 1989):

• When one is faced with too much information
• When the time to make a decision is limited
• When the decision to be made is unimportant
• When there is access to very little information to use in making the decision
• When an appropriate heuristic happens to come to mind in the same moment

Working backwards is a useful heuristic in which you begin solving the problem by focusing on the end result. Consider this example: You live in Washington, D.C. and have been invited to a wedding at 4 PM on Saturday in Philadelphia. Knowing that Interstate 95 tends to back up any day of the week, you need to plan your route and time your departure accordingly. If you want to be at the wedding service by 3:30 PM, and it takes 2.5 hours to get to Philadelphia without traffic, what time should you leave your house? You use the working backwards heuristic to plan the events of your day on a regular basis, probably without even thinking about it.

Another useful heuristic is the practice of accomplishing a large goal or task by breaking it into a series of smaller steps. Students often use this common method to complete a large research project or long essay for school. For example, students typically brainstorm, develop a thesis or main topic, research the chosen topic, organize their information into an outline, write a rough draft, revise and edit the rough draft, develop a final draft, organize the references list, and proofread their work before turning in the project. The large task becomes less overwhelming when it is broken down into a series of small steps.

Further problem solving strategies have been identified (listed below) that incorporate flexible and creative thinking in order to reach solutions efficiently.

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 solution is reached.
• Divide and conquer – breaking down large complex problems into smaller more manageable problems.
• Hypothesis testing – method used in experimentation where an assumption about what would happen in response to manipulating an independent variable is made, and analysis of the affects of the manipulation are made and compared to the original hypothesis.
• Lateral thinking – approaching problems indirectly and creatively by viewing the problem in a new and unusual light.
• Means-ends analysis – choosing and analyzing an action at a series of smaller steps to move closer to the goal.
• Method of focal objects – putting seemingly non-matching characteristics of different procedures together to make something new that will get you closer to the goal.
• Morphological analysis – analyzing the outputs of and interactions of many pieces that together make up a whole system.
• Proof – trying to prove that a problem cannot be solved. Where the proof fails becomes the starting point or solving the problem.
• Reduction – adapting the problem to be as similar problems where a solution exists.
• Research – using existing knowledge or solutions to similar problems to solve the problem.
• Root cause analysis – trying to identify the cause of the problem.

The strategies listed above outline a short summary of methods we use in working toward solutions and also demonstrate how the mind works when being faced with barriers preventing goals to be reached.

One example of means-end analysis can be found by using the Tower of Hanoi paradigm . This paradigm can be modeled as a word problems as demonstrated by the Missionary-Cannibal Problem :

Missionary-Cannibal Problem

Three missionaries and three cannibals are on one side of a river and need to cross to the other side. The only means of crossing is a boat, and the boat can only hold two people at a time. Your goal is to devise a set of moves that will transport all six of the people across the river, being in mind the following constraint: The number of cannibals can never exceed the number of missionaries in any location. Remember that someone will have to also row that boat back across each time.

Hint : At one point in your solution, you will have to send more people back to the original side than you just sent to the destination.

The actual Tower of Hanoi problem consists of three rods sitting vertically on a base with a number of disks of different sizes that can slide onto any rod. The puzzle starts with the disks in a neat stack in ascending order of size on one rod, the smallest at the top making a conical shape. The objective of the puzzle is to move the entire stack to another rod obeying the following rules:

• 1. Only one disk can be moved at a time.
• 2. Each move consists of taking the upper disk from one of the stacks and placing it on top of another stack or on an empty rod.
• 3. No disc may be placed on top of a smaller disk.

  Figure 7.02. Steps for solving the Tower of Hanoi in the minimum number of moves when there are 3 disks.

Figure 7.03. Graphical representation of nodes (circles) and moves (lines) of Tower of Hanoi.

The Tower of Hanoi is a frequently used psychological technique to study problem solving and procedure analysis. A variation of the Tower of Hanoi known as the Tower of London has been developed which has been an important tool in the neuropsychological diagnosis of executive function disorders and their treatment.

GESTALT PSYCHOLOGY AND PROBLEM SOLVING

As you may recall from the sensation and perception chapter, Gestalt psychology describes whole patterns, forms and configurations of perception and cognition such as closure, good continuation, and figure-ground. In addition to patterns of perception, Wolfgang Kohler, a German Gestalt psychologist traveled to the Spanish island of Tenerife in order to study animals behavior and problem solving in the anthropoid ape.

As an interesting side note to Kohler’s studies of chimp problem solving, Dr. Ronald Ley, professor of psychology at State University of New York provides evidence in his book A Whisper of Espionage  (1990) suggesting that while collecting data for what would later be his book  The Mentality of Apes (1925) on Tenerife in the Canary Islands between 1914 and 1920, Kohler was additionally an active spy for the German government alerting Germany to ships that were sailing around the Canary Islands. Ley suggests his investigations in England, Germany and elsewhere in Europe confirm that Kohler had served in the German military by building, maintaining and operating a concealed radio that contributed to Germany’s war effort acting as a strategic outpost in the Canary Islands that could monitor naval military activity approaching the north African coast.

While trapped on the island over the course of World War 1, Kohler applied Gestalt principles to animal perception in order to understand how they solve problems. He recognized that the apes on the islands also perceive relations between stimuli and the environment in Gestalt patterns and understand these patterns as wholes as opposed to pieces that make up a whole. Kohler based his theories of animal intelligence on the ability to understand relations between stimuli, and spent much of his time while trapped on the island investigation what he described as  insight , the sudden perception of useful or proper relations. In order to study insight in animals, Kohler would present problems to chimpanzee’s by hanging some banana’s or some kind of food so it was suspended higher than the apes could reach. Within the room, Kohler would arrange a variety of boxes, sticks or other tools the chimpanzees could use by combining in patterns or organizing in a way that would allow them to obtain the food (Kohler & Winter, 1925).

While viewing the chimpanzee’s, Kohler noticed one chimp that was more efficient at solving problems than some of the others. The chimp, named Sultan, was able to use long poles to reach through bars and organize objects in specific patterns to obtain food or other desirables that were originally out of reach. In order to study insight within these chimps, Kohler would remove objects from the room to systematically make the food more difficult to obtain. As the story goes, after removing many of the objects Sultan was used to using to obtain the food, he sat down ad sulked for a while, and then suddenly got up going over to two poles lying on the ground. Without hesitation Sultan put one pole inside the end of the other creating a longer pole that he could use to obtain the food demonstrating an ideal example of what Kohler described as insight. In another situation, Sultan discovered how to stand on a box to reach a banana that was suspended from the rafters illustrating Sultan’s perception of relations and the importance of insight in problem solving.

Grande (another chimp in the group studied by Kohler) builds a three-box structure to reach the bananas, while Sultan watches from the ground.  Insight , sometimes referred to as an “Ah-ha” experience, was the term Kohler used for the sudden perception of useful relations among objects during problem solving (Kohler, 1927; Radvansky & Ashcraft, 2013).

Solving puzzles.

   Problem-solving abilities can improve with practice. Many people challenge themselves every day with puzzles and other mental exercises to sharpen their problem-solving skills. Sudoku puzzles appear daily in most newspapers. Typically, a sudoku puzzle is a 9×9 grid. The simple sudoku below (see figure) is a 4×4 grid. To solve the puzzle, fill in the empty boxes with a single digit: 1, 2, 3, or 4. Here are the rules: The numbers must total 10 in each bolded box, each row, and each column; however, each digit can only appear once in a bolded box, row, and column. Time yourself as you solve this puzzle and compare your time with a classmate.

How long did it take you to solve this sudoku puzzle? (You can see the answer at the end of this section.)

   Here is another popular type of puzzle (figure below) that challenges your spatial reasoning skills. Connect all nine dots with four connecting straight lines without lifting your pencil from the paper:

Did you figure it out? (The answer is at the end of this section.) Once you understand how to crack this puzzle, you won’t forget.

   Take a look at the “Puzzling Scales” logic puzzle below (figure below). Sam Loyd, a well-known puzzle master, created and refined countless puzzles throughout his lifetime (Cyclopedia of Puzzles, n.d.).

What steps did you take to solve this puzzle? You can read the solution at the end of this section.

Pitfalls to problem solving.

   Not all problems are successfully solved, however. What challenges stop us from successfully solving a problem? Albert Einstein once said, “Insanity is doing the same thing over and over again and expecting a different result.” Imagine a person in a room that has four doorways. One doorway that has always been open in the past is now locked. The person, accustomed to exiting the room by that particular doorway, keeps trying to get out through the same doorway even though the other three doorways are open. The person is stuck—but she just needs to go to another doorway, instead of trying to get out through the locked doorway. A mental set is where you persist in approaching a problem in a way that has worked in the past but is clearly not working now.

Functional fixedness is a type of mental set where you cannot perceive an object being used for something other than what it was designed for. During the Apollo 13 mission to the moon, NASA engineers at Mission Control had to overcome functional fixedness to save the lives of the astronauts aboard the spacecraft. An explosion in a module of the spacecraft damaged multiple systems. The astronauts were in danger of being poisoned by rising levels of carbon dioxide because of problems with the carbon dioxide filters. The engineers found a way for the astronauts to use spare plastic bags, tape, and air hoses to create a makeshift air filter, which saved the lives of the astronauts.

   Researchers have investigated whether functional fixedness is affected by culture. In one experiment, individuals from the Shuar group in Ecuador were asked to use an object for a purpose other than that for which the object was originally intended. For example, the participants were told a story about a bear and a rabbit that were separated by a river and asked to select among various objects, including a spoon, a cup, erasers, and so on, to help the animals. The spoon was the only object long enough to span the imaginary river, but if the spoon was presented in a way that reflected its normal usage, it took participants longer to choose the spoon to solve the problem. (German & Barrett, 2005). The researchers wanted to know if exposure to highly specialized tools, as occurs with individuals in industrialized nations, affects their ability to transcend functional fixedness. It was determined that functional fixedness is experienced in both industrialized and nonindustrialized cultures (German & Barrett, 2005).

In order to make good decisions, we use our knowledge and our reasoning. Often, this knowledge and reasoning is sound and solid. Sometimes, however, we are swayed by biases or by others manipulating a situation. For example, let’s say you and three friends wanted to rent a house and had a combined target budget of $1,600. The realtor shows you only very run-down houses for $1,600 and then shows you a very nice house for $2,000. Might you ask each person to pay more in rent to get the $2,000 home? Why would the realtor show you the run-down houses and the nice house? The realtor may be challenging your anchoring bias. An anchoring bias occurs when you focus on one piece of information when making a decision or solving a problem. In this case, you’re so focused on the amount of money you are willing to spend that you may not recognize what kinds of houses are available at that price point.

The confirmation bias is the tendency to focus on information that confirms your existing beliefs. For example, if you think that your professor is not very nice, you notice all of the instances of rude behavior exhibited by the professor while ignoring the countless pleasant interactions he is involved in on a daily basis. Hindsight bias leads you to believe that the event you just experienced was predictable, even though it really wasn’t. In other words, you knew all along that things would turn out the way they did. Representative bias describes a faulty way of thinking, in which you unintentionally stereotype someone or something; for example, you may assume that your professors spend their free time reading books and engaging in intellectual conversation, because the idea of them spending their time playing volleyball or visiting an amusement park does not fit in with your stereotypes of professors.

Finally, the availability heuristic is a heuristic in which you make a decision based on an example, information, or recent experience that is that readily available to you, even though it may not be the best example to inform your decision . Biases tend to “preserve that which is already established—to maintain our preexisting knowledge, beliefs, attitudes, and hypotheses” (Aronson, 1995; Kahneman, 2011). These biases are summarized in the table below.

Were you able to determine how many marbles are needed to balance the scales in the figure below? You need nine. Were you able to solve the problems in the figures above? Here are the answers.

   Many different strategies exist for solving problems. Typical strategies include trial and error, applying algorithms, and using heuristics. To solve a large, complicated problem, it often helps to break the problem into smaller steps that can be accomplished individually, leading to an overall solution. Roadblocks to problem solving include a mental set, functional fixedness, and various biases that can cloud decision making skills.

References:

Openstax Psychology text by Kathryn Dumper, William Jenkins, Arlene Lacombe, Marilyn Lovett and Marion Perlmutter licensed under CC BY v4.0. https://openstax.org/details/books/psychology

Review Questions:

1. A specific formula for solving a problem is called ________.

a. an algorithm

b. a heuristic

c. a mental set

d. trial and error

2. Solving the Tower of Hanoi problem tends to utilize a  ________ strategy of problem solving.

a. divide and conquer

b. means-end analysis

d. experiment

3. A mental shortcut in the form of a general problem-solving framework is called ________.

4. Which type of bias involves becoming fixated on a single trait of a problem?

a. anchoring bias

b. confirmation bias

c. representative bias

d. availability bias

5. Which type of bias involves relying on a false stereotype to make a decision?

6. Wolfgang Kohler analyzed behavior of chimpanzees by applying Gestalt principles to describe ________.

a. social adjustment

b. student load payment options

c. emotional learning

d. insight learning

7. ________ is a type of mental set where you cannot perceive an object being used for something other than what it was designed for.

a. functional fixedness

c. working memory

Critical Thinking Questions:

1. What is functional fixedness and how can overcoming it help you solve problems?

2. How does an algorithm save you time and energy when solving a problem?

Personal Application Question:

1. Which type of bias do you recognize in your own decision making processes? How has this bias affected how you’ve made decisions in the past and how can you use your awareness of it to improve your decisions making skills in the future?

anchoring bias

availability heuristic

confirmation bias

functional fixedness

hindsight bias

problem-solving strategy

representative bias

trial and error

working backwards

Answers to Exercises

algorithm:  problem-solving strategy characterized by a specific set of instructions

anchoring bias:  faulty heuristic in which you fixate on a single aspect of a problem to find a solution

availability heuristic:  faulty heuristic in which you make a decision based on information readily available to you

confirmation bias:  faulty heuristic in which you focus on information that confirms your beliefs

functional fixedness:  inability to see an object as useful for any other use other than the one for which it was intended

heuristic:  mental shortcut that saves time when solving a problem

hindsight bias:  belief that the event just experienced was predictable, even though it really wasn’t

mental set:  continually using an old solution to a problem without results

problem-solving strategy:  method for solving problems

representative bias:  faulty heuristic in which you stereotype someone or something without a valid basis for your judgment

trial and error:  problem-solving strategy in which multiple solutions are attempted until the correct one is found

working backwards:  heuristic in which you begin to solve a problem by focusing on the end result

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• v.31(1); 2021 Feb

Teaching Critical Thinking and Problem-Solving Skills to Healthcare Professionals

Jessica a. chacon.

Department of Medical Education, Paul L Foster School of Medicine, Texas Tech University Health Sciences Center El Paso, El Paso, TX USA

Herb Janssen

Associated data, introduction.

Determining approaches that improve student learning is far more beneficial than determining what can improve a professor’s teaching. As previously stated, “Lecturing is that mysterious process by which the contents of the note-book of the professor are transferred through the instrumentation of the fountain-pen to the note-book of the student without passing through the mind of either” [ 1 ]. This process continues today, except that the professor’s note-book has been replaced with a PowerPoint lecture and the student’s note-book is now a computer.

In 1910, the Flexner report noted that didactic lectures were antiquated and should be left to a time when “professors knew and students learned” [ 2 ]. Approximately 100 years later, the Liaison Committee on Medical Education (LCME) affirmed Flexner’s comment and suggested that student learning must involve active components [ 3 ]: It seems somewhat obscured that almost 100 years separated these two statements.

Our strategy requires the following: student engagement in the learning process; a curriculum that develops a foundation for each student’s knowledge acquisition; focusing primarily on student learning instead of professor teaching; helping enable students develop critical thinking skills; and encouraging students to develop “expertise” in their chosen discipline.

Six fundamental topics that play a role in the development of a health sciences student’s critical thinking ability will be described. In “Section I,” these topics will be discussed independently, highlighting the importance of each. In “Section II: Proposed Curriculum and Pedagogy to Improve Student Learning,” the topics will be united into a practical approach that can be used to improve student learning, curriculum, pedagogy, and assessment.

Foundation Knowledge

Students use mnemonics to provide a foundation for new information. Although mnemonics help students associate information that they want to remember with something they already know, students learn tads of information that is not placed into a practical, meaningful framework developed by the student [ 4 , 5 ]. This commentary highlights the problem of recalling facts when these facts are presented in isolation. The responsibility for this resides not with the student, but with a curriculum that teaches isolated facts, instead of integrated concepts.

A taxonomy for significant learning presented by Dr. Fink emphasizes the need to develop foundational knowledge before additional information can be learned in an effective manner [ 6 ]. He provides suggestions on developing specific learning goals in given courses. Two of his most important criteria are (1) the development of a foundation of knowledge and (2) helping students “learn how to learn” [ 6 ].

Learning Approaches and Abilities

Howard Gardner introduced the concept of multiple intelligences in the 1980s [ 7 ]. Gardner expanded this idea to include intelligence in the areas of (1) Verbal-linguistic, (2) Logical-mathematical, (3) Spatial-visual, (4) Bodily-kinesthetic, (5) Musical, (6) Interpersonal, (7) Intrapersonal personal, (8) Naturalist, and (9) Existential. He concluded that students gifted in certain areas will be drawn in that direction due to the ease with which they excel. While it is important to recognize these differences, it is crucial to not ignore the need for student development in areas where they are less gifted. For example, students gifted in mathematics who fail to develop intrapersonal and interpersonal skills will more likely become recluse, limiting their success in real-world situations [ 7 , 8 ]. Similar examples can also be found in the medical world [ 7 , 8 ].

Based on Gardner’s work, it seems evident that students admitted to our health sciences schools will arrive with different skills and abilities. Despite this, educators are required to produce graduates who have mastered the competencies required by the various accrediting agencies. Accomplishing this task demands sensitivity to the students’ different abilities. While the curriculum remains focused on the competencies students must demonstrate when training is complete. Creating this transition using a traditional lecture format is difficult, if not impossible.

Active Engagement

In 1910, Flexner suggested that didactic lecture is important; however, it should be limited only to the introduction or conclusion of a given topic [ 2 ]. Flexner stated that students should be given the opportunity to experience learning in a context that allowed them to use scientific principles rather than empirical observations [ 2 ]. Active engagement of the student in their learning process has been recently promoted by the LCME [ 3 ]. This reaffirmation of Flexner’s 1910 report highlights the incredibly slow pace at which education changes.

Critical Thinking

Critical thinking is an active process that, when applied appropriately, allows each of us to evaluate our own activities and achievements. Critical thinking also allows an individual to make minor, mid-course corrections in thinking, instead of waiting until disastrous outcomes are unavoidable.

Educators in Allied Health and Nursing have included critical thinking as part of their curriculum for many years [ 9 ]. Medical educators, on the other hand, have not fully integrated critical thinking as part of their curriculum [ 10 , 11 ].

Bloom’s taxonomy has often been used to define curriculum [ 12 ]. The usefulness and importance of Bloom’s taxonomy is not to be underestimated; however, its limitations must also be addressed. As Bloom and his colleagues clearly stated, their taxonomy describes behavioral outcomes and is incapable of determining the logical steps through which this behavior was developed [ 12 ]. Bloom highlights this shortcoming in his initial book on the cognitive domain. He described two students who solved the same algebra problem. One student does this by rote memory, having been exposed to the problem previously, while the other student accomplishes the task by applying mathematical principles. The observer has no way of knowing which approach was used unless they have prior knowledge of the students’ background [ 12 ]. The importance of this distinction becomes apparent in medical problem-solving.

Contextual Learning

Enabling students to learn in context is critical; however, trying to teach everything in context results in a double-edged sword [ 13 ]. On the one hand, learning material in context helps the student develop a solid foundation in which the new information can be built. On the other hand, the educator will find it impossible to duplicate all situations the student will encounter throughout his or her career as a healthcare provider. This dilemma again challenges the educator to develop a variety of learning situations that simulate real-world situations. It seems that “in context” can at best be developed by presenting a variety of patients in a variety of different situations.

In the clinical setting, the physician cannot use a strict hypothesis-driven study on each patient, but must treat patients using the best, most logical treatment selected based on his or her knowledge and the most reliable information.

Development of Expertise

Several researchers have studied the characteristics required of expert performance, the time required to obtain these traits, and the steps that are followed as an individual’s performance progresses from novice to expert.

Studies involving expert physicians have provided data that can be directly used in our attempt to improve curriculum and pedagogy in the healthcare profession. Patel demonstrated that medical students and entry-level residents can recall a considerable amount of non-relevant data while the expert cannot [ 14 ]. Conversely, the expert physician has a much higher level of relevant recall, suggesting they have omitted the non-relevant information and retained only relevant information that is useful in their practice. Using these methods, the expert physicians produce accurate diagnosis in almost 100% of cases, while the medical students can achieve only patricianly correct or component diagnosis only [ 14 ].

In the healthcare setting, both methods are used. The expert physicians will use forward reasoning when the accuracy of the data allows this rapid problem-solving method. When the patient’s conditions cannot be accurately described using known information, the expert diagnostician will resort to the slower hypothesis-driven, backward reasoning approach. In this manner, the highest probability of achieving an accurate diagnosis in the shortest time will be realized [ 14 ].

Section II: Proposed Curriculum and Pedagogy to Improve Student Learning

The following section will outline several distinct but interrelated approaches to accomplish the six educational principles discussed above. The topics will be highlighted as they apply to the specific topic and each section will be comprised of curriculum, pedagogy, and assessment.

Developing a Knowledge Base Using Active Learning Sensitive to Students’ Abilities

Students admitted into healthcare training programs come from various backgrounds. This is both a strength for the program and a challenge for the educator. The strength is recognized in the diversity the varied backgrounds bring to the class and ultimately the profession. The challenge for the educator is attempting to provide each student with the material and a learning approach that will fit their individual ability and knowledge level. The educator can provide prerequisite objectives that identify the basic knowledge required before the student attempts the more advanced curriculum. Scaffolding questions can also be provided that allow students to determine their mastery of these prerequisite objectives. Briefly, scaffolding questions are categorized based on complexity. Simple, factual questions are identified with a subscript “0” (i.e. 1. 0 , 2. 0 , etc.). Advanced questions have a subscript suggesting the estimated number of basic concepts that must be included/combined to derive the answer.

Using technology to provide these individual learning opportunities online allows each student to address his or her own potential deficits. Obviously, those who find their knowledge lacking will need to spend additional time learning this information; however, using technology, this can be accomplished without requiring additional class time. This approach will decrease learning gaps for students, while excluding unnecessarily repeating material known by others.

The curriculum is divided into two parts: (1) content and (2) critical thinking/problem-solving skills. The basic knowledge and factual content can be provided online. Students are expected to learn this by actively engaging the material during independent study. This saves classroom or small-group sessions for interaction where students can actively learn critical thinking/problem-solving skills.

The curriculum should be designed so that students can start at their own level of understanding. The more advanced students can identify the level appropriate for themselves and/or review the more rudimentary information as needed. As shown by previous investigators, experts omit non-relevant information so that they can focus on appropriate problem-solving. Requiring students to learn by solving problems or exploring case studies will be emphasized when possible.

Technology can be used to deliver the “content” portion of the curriculum. Voice-over PowerPoints and/or video clips made available online through WebCT or PodCast will allow each student to study separately or in groups at their own rate, starting at their own level of knowledge. The content delivered in this fashion will complement the handout and/or textbook information recommended to the students. This will provide the needed basic information that will be used as a foundation for the development of critical thinking and problem-solving. The flipped classroom and/or team-based learning can both be used to help facilitate this type of learning. [ 15 ]

Student Assessments

It is imperative for students to know whether they have mastered the material to the extent needed. This can be accomplished by providing online formative evaluations. These will not be used to determine student performance; however, the results will be provided to the educator to determine the class’s progress and evaluation of the curriculum.

Developing Critical Thinking Skills in the Classroom or Small-Group Setting

Critical thinking skills are essential to the development of well-trained healthcare professionals. These skills are not “taught” but must be “learned” by the student. The educator provides learning experiences through which the students can gain the needed skills and experience. Mastery of the content should be a responsibility placed on the student. Information and assistance are given to the students, but students are held accountable for learning the content. This does not indicate that the educator is freed from responsibility. In fact, the educator will most likely spend more time planning and preparing, compared to when didactic lectures were given; however, the spotlight will be placed on the student. Once the learning modules are developed, they can be readily updated, allowing the educators to improve their sessions with each evaluation.

Curriculum designed to help student students develop critical thinking/problem-solving skills should be learned in context. During the introductory portions of the training, this can be accomplished by providing problem-based scenarios similar to what will be expected in the later clinical setting. The transition to competency-based evaluation in many disciplines has made this a virtual necessity. Critical thinking/problem-solving skills should emphasize self-examination. It should teach an individual to accomplish this using a series of steps that progress in a logical fashion, stressing that critical thinking is a progression of logical thought, not an unguided process.

The methods of teaching critical thinking can be traced back to the dialectic methods used by Socrates. Helping the students learn by posing questions remains an effective tool. Accomplishing this in a group setting also provides each student with the opportunity to learn, not only from their mistakes and accomplishments, but from the mistakes and accomplishments of others. Scenario questions can be presented in a manner similar to those found in many board and licensure exams. This exposes students to material in a format relevant to the clinical setting and to future exams. In larger groups, PowerPoint presentation of scenario questions can be used. Team-based learning (TBL) is useful in encouraging individual self-assessment and peer-peer instruction, while also providing an opportunity for the development of critical thinking and problem-solving skills. After the Individual Readiness Assurance Test (iRAT) exam, students work together to answer the Group Readiness Assurance Test (gRAT). Following this, relevant material is covered by clinicians and basic scientists working together and questions asked using an audience response system. This has been useful in encouraging individual self-assessment and peer-peer instruction while also providing an opportunity for the development of critical thinking and problem-solving skills.

Formative assessment of the students will be given in the class session. This can be accomplished using an audience response system. This gives each individual a chance to determine their own critical thinking skill level. It will prevent the “Oh, I knew that” response from students who are in denial of their own inabilities. Summative assessment in the class will be based on the critical thinking skills presented in the classroom or small-group setting. As mentioned earlier, the students will be evaluated on their ability to think critically and to problem-solve. This will by necessity include evaluation of content knowledge—but only as it pertains to the critical thinking and problem-solving skills. This will be made clear through the use of objectives that describe both content and critical thinking.

Enhancing Critical Thinking Skills in Simulation Centers and Clinics

The development of critical thinking skills in healthcare is somewhat unique. In chess, students can start playing using the same tools employed by the experts (the chess board); however, in healthcare, allowing students to make medical decisions is ethically inappropriate and irresponsible. Simulations centers allow students to gain needed experience and confidence without placing patients at risk. Once the students have mastered simulation center experiences and acquired the needed confidence, they can participate in patient diagnosis under the watchful eye of the expert healthcare professional.

The student’s curriculum now becomes the entire knowledge base of each healthcare discipline. This includes textbooks and journal articles. Students are required to come well prepared to the clinics and/or hospital having developed and in-depth understanding of each patient in their care.

Each day, the expert healthcare provider, serving as a mentor, will provide formative evaluation of the student and his/her performance. Mentors will guide the student, suggesting changes in the skills needed to evaluate the patients properly. In addition, standardized patients provide an excellent method of student/resident evaluation.

Summative evaluation is in the form of subject/board exams. These test the student’s or resident’s ability to accurately describe and evaluate the patient. The objective structured clinical examination (OSCE) is used to evaluate the student’s ability to correctly assess the patient’s condition. Thinking aloud had been previously shown as an effective tool for evaluating expert performance in such settings [ 16 ]. Briefly, think aloud strategies require the student to explain verbally the logic they are using to combine facts to arrive at correct answers. This approach helps the evaluator to determine both the accuracy of the answer and if the correct thought process was followed by the student.

If the time required to develop an expert is a minimum of ten years, what influence can education have on the process?

Education can:

• Provide the student with a foundation of knowledge required for the development of future knowledge and skills.
• Introduce the student to critical thinking and problem-solving techniques.
• Require the student to actively engage the material instead of attempting to learn using rote memory only.
• Assess the performance of the student in a formative manner, allowing the lack of information of skills to be identified early, thus reducing the risk of failure when changes in study skills are more difficult and/or occur too late to help.
• Provide learning in a contextual format that makes the information meaningful and easier to remember.
• Provide training in forward reasoning and backward reasoning skills. It can relate these skills to the problem-solving techniques in healthcare.
• Help students develop the qualities of an expert healthcare provider.

Authors’ Contributions

The authors wrote and contributed to the final manuscript.

Data Availability

Compliance with ethical standards.

The authors declare that they have no conflict of interest.

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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Problem Solving Resources

Case studies, problem solving related topics.

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• Problem Solving

What is Problem Solving?

Quality Glossary Definition: Problem solving

Problem solving is the act of defining a problem; determining the cause of the problem; identifying, prioritizing, and selecting alternatives for a solution; and implementing a solution.

• The problem-solving process
• Problem solving resources

Problem Solving Chart

The Problem-Solving Process

In order to effectively manage and run a successful organization, leadership must guide their employees and develop problem-solving techniques. Finding a suitable solution for issues can be accomplished by following the basic four-step problem-solving process and methodology outlined below.

1. Define the problem

Diagnose the situation so that your focus is on the problem, not just its symptoms. Helpful problem-solving techniques include using flowcharts to identify the expected steps of a process and cause-and-effect diagrams to define and analyze root causes .

The sections below help explain key problem-solving steps. These steps support the involvement of interested parties, the use of factual information, comparison of expectations to reality, and a focus on root causes of a problem. You should begin by:

• Reviewing and documenting how processes currently work (i.e., who does what, with what information, using what tools, communicating with what organizations and individuals, in what time frame, using what format).
• Evaluating the possible impact of new tools and revised policies in the development of your "what should be" model.

2. Generate alternative solutions

Postpone the selection of one solution until several problem-solving alternatives have been proposed. Considering multiple alternatives can significantly enhance the value of your ideal solution. Once you have decided on the "what should be" model, this target standard becomes the basis for developing a road map for investigating alternatives. Brainstorming and team problem-solving techniques are both useful tools in this stage of problem solving.

Many alternative solutions to the problem should be generated before final evaluation. A common mistake in problem solving is that alternatives are evaluated as they are proposed, so the first acceptable solution is chosen, even if it’s not the best fit. If we focus on trying to get the results we want, we miss the potential for learning something new that will allow for real improvement in the problem-solving process.

3. Evaluate and select an alternative

Skilled problem solvers use a series of considerations when selecting the best alternative. They consider the extent to which:

• A particular alternative will solve the problem without causing other unanticipated problems.
• All the individuals involved will accept the alternative.
• Implementation of the alternative is likely.
• The alternative fits within the organizational constraints.

4. Implement and follow up on the solution

Leaders may be called upon to direct others to implement the solution, "sell" the solution, or facilitate the implementation with the help of others. Involving others in the implementation is an effective way to gain buy-in and support and minimize resistance to subsequent changes.

Regardless of how the solution is rolled out, feedback channels should be built into the implementation. This allows for continuous monitoring and testing of actual events against expectations. Problem solving, and the techniques used to gain clarity, are most effective if the solution remains in place and is updated to respond to future changes.

You can also search articles , case studies , and publications  for problem solving resources.

Innovative Business Management Using TRIZ

Introduction To 8D Problem Solving: Including Practical Applications and Examples

The Quality Toolbox

Root Cause Analysis: The Core of Problem Solving and Corrective Action

One Good Idea: Some Sage Advice ( Quality Progress ) The person with the problem just wants it to go away quickly, and the problem-solvers also want to resolve it in as little time as possible because they have other responsibilities. Whatever the urgency, effective problem-solvers have the self-discipline to develop a complete description of the problem.

Diagnostic Quality Problem Solving: A Conceptual Framework And Six Strategies  ( Quality Management Journal ) This paper contributes a conceptual framework for the generic process of diagnosis in quality problem solving by identifying its activities and how they are related.

Weathering The Storm ( Quality Progress ) Even in the most contentious circumstances, this approach describes how to sustain customer-supplier relationships during high-stakes problem solving situations to actually enhance customer-supplier relationships.

The Right Questions ( Quality Progress ) All problem solving begins with a problem description. Make the most of problem solving by asking effective questions.

Solving the Problem ( Quality Progress ) Brush up on your problem-solving skills and address the primary issues with these seven methods.

Refreshing Louisville Metro’s Problem-Solving System  ( Journal for Quality and Participation ) Organization-wide transformation can be tricky, especially when it comes to sustaining any progress made over time. In Louisville Metro, a government organization based in Kentucky, many strategies were used to enact and sustain meaningful transformation.

Certification

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Certified Quality Improvement Associate Question Bank

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NEW   Root Cause Analysis E-Learning

Quality 101

Making the Connection In this exclusive QP webcast, Jack ReVelle, ASQ Fellow and author, shares how quality tools can be combined to create a powerful problem-solving force.

Adapted from The Executive Guide to Improvement and Change , ASQ Quality Press.

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Leadership & Flow

Global Research Program and Network

What is ‘trial and error’?

Trial and error is not a method of finding the best solution, nor a method of finding all solutions. It is a problem-solving technique that is used simply to find a solution.

‘ So, you screwed up? ’ – How many times have you heard this criticism when you failed? What this question often implies is that you are a loser , someone who lost its reputation or having difficulty managing a situation or a relationship. Hidden, this question sends the message: ‘You are not good enough’ .

No wonder, that it is inherently coded in us to fear failure and be ashamed when we fail. Even though every one fails sometimes in life, as failure is part of a learning process we cannot avoid. If we look deep inside, everybody would agree, that the failures that make us stronger and unique.

Studies show that the most successful people failed a lot. When testing concepts, ideas, solving new problems in the real world one cannot avoid making mistakes, or fall flat sometimes. Successful managers, leaders, and entrepreneurs all understand the importance of failure, indeed they are mastered in failing but:

• they have learned to move on; and
• learned from their mistakes, in other words, they truly understand the meaning of trial and error.

To me, failure and self-development come hand in hand. It is not a question if: ‘ Will you fail or not?’ , but rather ‘ What level of risk you take?’ when you fail . Successful managers and leaders suggest testing concepts, ideas in a low-risk environment to minimize risk associated with failure.

So, why not to use this ‘formula’ in teaching management and leadership?

Computer games and online simulations, such as FLIGBY offer to test and master leadership and management skills in a safe, low-risk environment and allows to experiment.

By playing FLIGBY the players can face with some of their lacking abilities, management or leadership skills. It is almost certain that they will fail someway or another as leaders/managers while playing the Game. Odd it might be, but true that failing in the Game motivates the player to play more in order to test and try out other alternative management and leadership styles and skills in order to succeed.

This is how FLIGBY unconsciously teaches new management and leadership skills and styles, teaches to accept failure as part of a learning process, and master in people management skills.

After all our whole life is based on ‘ trail and error’ , but no one can take away the experience we collect through truly experiencing life, including the mistakes we make!

(The author of this entry is Esztella Fazekas , member of the Leadership & Flow Research Team)

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Overview of the Problem-Solving Mental Process

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

Frequently Asked Questions

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

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

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

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

The following steps include developing strategies and organizing knowledge.

1. Identifying the Problem

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

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

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

2. Defining the Problem

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

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

3. Forming a Strategy

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

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

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

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

4. Organizing Information

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

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

5. Allocating Resources

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

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

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

6. Monitoring Progress

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

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

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

7. Evaluating the Results

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

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

A Word From Verywell​

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

Get Advice From The Verywell Mind Podcast

Hosted by therapist Amy Morin, LCSW, this episode of The Verywell Mind Podcast shares how you can stop dwelling in a negative mindset.

Follow Now : Apple Podcasts / Spotify / Google Podcasts

You can become a better problem solving by:

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

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

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

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

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

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

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

8 Effective Problem-Solving Strategies

Categories Cognition

If you need to solve a problem, there are a number of different problem-solving strategies that can help you come up with an accurate decision. Sometimes the best choice is to use a step-by-step approach that leads to the right solution, but other problems may require a trial-and-error approach. 

Some helpful problem-solving strategies include: Brainstorming Step-by-step algorithms Trial-and-error Working backward Heuristics Insight Writing it down Getting some sleep

Table of Contents

Why Use Problem-Solving Strategies

While you can always make a wild guess or pick at random, that certainly isn’t the most accurate way to come up with a solution. Using a more structured approach allows you to:

• Understand the nature of the problem
• Determine how you will solve it
• Research different options
• Take steps to solve the problem and resolve the issue

There are many tools and strategies that can be used to solve problems, and some problems may require more than one of these methods in order to come up with a solution.

Problem-Solving Strategies

The problem-solving strategy that works best depends on the nature of the problem and how much time you have available to make a choice. Here are eight different techniques that can help you solve whatever type of problem you might face.

Brainstorming

Coming up with a lot of potential solutions can be beneficial, particularly early on in the process. You might brainstorm on your own, or enlist the help of others to get input that you might not have otherwise considered.

Step-by-Step

Also known as an algorithm, this approach involves following a predetermined formula that is guaranteed to produce the correct result. While this can be useful in some situations—such as solving a math problem—it is not always practical in every situation.

On the plus side, algorithms can be very accurate and reliable. Unfortunately, they can also be time-consuming.

And in some situations, you cannot follow this approach because you simply don’t have access to all of the information you would need to do so.

Trial-and-Error

This problem-solving strategy involves trying a number of different solutions in order to figure out which one works best. This requires testing steps or more options to solve the problem or pick the right solution. 

For example, if you are trying to perfect a recipe, you might have to experiment with varying amounts of a certain ingredient before you figure out which one you prefer.

On the plus side, trial-and-error can be a great problem-solving strategy in situations that require an individualized solution. However, this approach can be very time-consuming and costly.

Working Backward

This problem-solving strategy involves looking at the end result and working your way back through the chain of events. It can be a useful tool when you are trying to figure out what might have led to a particular outcome.

It can also be a beneficial way to play out how you will complete a task. For example, if you know you need to have a project done by a certain date, working backward can help you figure out the steps you’ll need to complete in order to successfully finish the project.

Heuristics are mental shortcuts that allow you to come up with solutions quite quickly. They are often based on past experiences that are then applied to other situations. They are, essentially, a handy rule of thumb.

For example, imagine a student is trying to pick classes for the next term. While they aren’t sure which classes they’ll enjoy the most, they know that they tend to prefer subjects that involve a lot of creativity. They utilize this heuristic to pick classes that involve art and creative writing.

The benefit of a heuristic is that it is a fast way to make fairly accurate decisions. The trade-off is that you give up some accuracy in order to gain speed and efficiency.

Sometimes, the solution to a problem seems to come out of nowhere. You might suddenly envision a solution after struggling with the problem for a while. Or you might abruptly recognize the correct solution that you hadn’t seen before. 

No matter the source, insight-based problem-solving relies on following your gut instincts. While this may not be as objective or accurate as some other problem-solving strategies, it can be a great way to come up with creative, novel solutions.

Write It Down

Sometimes putting the problem and possible solutions down in paper can be a useful way to visualize solutions. Jot down whatever might help you envision your options. Draw a picture, create a mind map, or just write some notes to clarify your thoughts.

Get Some Sleep

If you’re facing a big problem or trying to make an important decision, try getting a good night’s sleep before making a choice. Sleep plays an essential role in memory consolidation, so getting some rest may help you access the information or insight you need to make the best choice.

Other Considerations

Even with an arsenal of problem-solving strategies at your disposal, coming up with solutions isn’t always easy. Certain challenges can make the process more difficult. A few issues that might emerge include:

• Mental set : When people form a mental set, they only rely on things that have worked in the last. Sometimes this can be useful, but in other cases, it can severely hinder the problem-solving process.
• Cognitive biases : Unconscious cognitive biases can make it difficult to see situations clearly and objectively. As a result, you may not consider all of your options or ignore relevant information.
• Misinformation : Poorly sourced clues and irrelevant details can add more complications. Being able to sort out what’s relevant and what’s not is essential for solving problems accurately.
• Functional fixedness : Functional fixedness happens when people only think of customary solutions to problems. It can hinder out-of-the-box thinking and prevents insightful, creative solutions.

Important Problem-Solving Skills

Becoming a good problem solver can be useful in a variety of domains, from school to work to interpersonal relationships. Important problem-solving skills encompass being able to identify problems, coming up with effective solutions, and then implementing these solutions.

According to a 2023 survey by the National Association of Colleges and Employers, 61.4% of employers look for problem-solving skills on applicant resumes.

Some essential problem-solving skills include:

• Research skills
• Analytical abilities
• Decision-making skills
• Critical thinking
• Communication
• Time management 
• Emotional intelligence

Solving a problem is complex and requires the ability to recognize the issue, collect and analyze relevant data, and make decisions about the best course of action. It can also involve asking others for input, communicating goals, and providing direction to others.

How to Become a Better Problem-Solver

If you’re ready to strengthen your problem-solving abilities, here are some steps you can take:

Identify the Problem

Before you can practice your problem-solving skills, you need to be able to recognize that there is a problem. When you spot a potential issue, ask questions about when it started and what caused it.

Do Your Research

Instead of jumping right in to finding solutions, do research to make sure you fully understand the problem and have all the background information you need. This helps ensure you don’t miss important details.

Hone Your Skills

Consider signing up for a class or workshop focused on problem-solving skill development. There are also books that focus on different methods and approaches.

The best way to strengthen problem-solving strategies is to give yourself plenty of opportunities to practice. Look for new challenges that allow you to think critically, analytically, and creatively.

Final Thoughts

If you have a problem to solve, there are plenty of strategies that can help you make the right choice. The key is to pick the right one, but also stay flexible and willing to shift gears.

In many cases, you might find that you need more than one strategy to make the choices that are right for your life.

Brunet, J. F., McNeil, J., Doucet, É., & Forest, G. (2020). The association between REM sleep and decision-making: Supporting evidences. Physiology & Behavior , 225, 113109. https://doi.org/10.1016/j.physbeh.2020.113109

Chrysikou, E. G, Motyka, K., Nigro, C., Yang, S. I. , & Thompson-Schill, S. L. (2016). Functional fixedness in creative thinking tasks depends on stimulus modality. Psychol Aesthet Creat Arts , 10(4):425‐435. https://doi.org/10.1037/aca0000050

Sarathy, V. (2018). Real world problem-solving. Front Hum Neurosci , 12:261. https://doi.org/10.3389/fnhum.2018.00261

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

Thinking and Intelligence

Problem Solving

OpenStaxCollege

[latexpage]

Learning Objectives

By the end of this section, you will be able to:

• Describe problem solving strategies
• Define algorithm and heuristic
• Explain some common roadblocks to effective problem solving

People face problems every day—usually, multiple problems throughout the day. Sometimes these problems are straightforward: To double a recipe for pizza dough, for example, all that is required is that each ingredient in the recipe be doubled. Sometimes, however, the problems we encounter are more complex. For example, say you have a work deadline, and you must mail a printed copy of a report to your supervisor by the end of the business day. The report is time-sensitive and must be sent overnight. You finished the report last night, but your printer will not work today. What should you do? First, you need to identify the problem and then apply a strategy for solving the problem.

PROBLEM-SOLVING STRATEGIES

When you are presented with a problem—whether it is a complex mathematical problem or a broken printer, how do you solve it? Before finding a solution to the problem, the problem must first be clearly identified. After that, one of many problem solving strategies can be applied, hopefully resulting in a solution.

A problem-solving strategy is a plan of action used to find a solution. Different strategies have different action plans associated with them ( [link] ). For example, a well-known strategy is trial and error . The old adage, “If at first you don’t succeed, try, try again” describes trial and error. In terms of your broken printer, you could try checking the ink levels, and if that doesn’t work, you could check to make sure the paper tray isn’t jammed. Or maybe the printer isn’t actually connected to your laptop. When using trial and error, you would continue to try different solutions until you solved your problem. Although trial and error is not typically one of the most time-efficient strategies, it is a commonly used one.

Another type of strategy is an algorithm. An algorithm is a problem-solving formula that provides you with step-by-step instructions used to achieve a desired outcome (Kahneman, 2011). You can think of an algorithm as a recipe with highly detailed instructions that produce the same result every time they are performed. Algorithms are used frequently in our everyday lives, especially in computer science. When you run a search on the Internet, search engines like Google use algorithms to decide which entries will appear first in your list of results. Facebook also uses algorithms to decide which posts to display on your newsfeed. Can you identify other situations in which algorithms are used?

A heuristic is another type of problem solving strategy. While an algorithm must be followed exactly to produce a correct result, a heuristic is a general problem-solving framework (Tversky & Kahneman, 1974). You can think of these as mental shortcuts that are used to solve problems. A “rule of thumb” is an example of a heuristic. Such a rule saves the person time and energy when making a decision, but despite its time-saving characteristics, it is not always the best method for making a rational decision. Different types of heuristics are used in different types of situations, but the impulse to use a heuristic occurs when one of five conditions is met (Pratkanis, 1989):

• When one is faced with too much information
• When the time to make a decision is limited
• When the decision to be made is unimportant
• When there is access to very little information to use in making the decision
• When an appropriate heuristic happens to come to mind in the same moment

Working backwards is a useful heuristic in which you begin solving the problem by focusing on the end result. Consider this example: You live in Washington, D.C. and have been invited to a wedding at 4 PM on Saturday in Philadelphia. Knowing that Interstate 95 tends to back up any day of the week, you need to plan your route and time your departure accordingly. If you want to be at the wedding service by 3:30 PM, and it takes 2.5 hours to get to Philadelphia without traffic, what time should you leave your house? You use the working backwards heuristic to plan the events of your day on a regular basis, probably without even thinking about it.

Another useful heuristic is the practice of accomplishing a large goal or task by breaking it into a series of smaller steps. Students often use this common method to complete a large research project or long essay for school. For example, students typically brainstorm, develop a thesis or main topic, research the chosen topic, organize their information into an outline, write a rough draft, revise and edit the rough draft, develop a final draft, organize the references list, and proofread their work before turning in the project. The large task becomes less overwhelming when it is broken down into a series of small steps.

Problem-solving abilities can improve with practice. Many people challenge themselves every day with puzzles and other mental exercises to sharpen their problem-solving skills. Sudoku puzzles appear daily in most newspapers. Typically, a sudoku puzzle is a 9×9 grid. The simple sudoku below ( [link] ) is a 4×4 grid. To solve the puzzle, fill in the empty boxes with a single digit: 1, 2, 3, or 4. Here are the rules: The numbers must total 10 in each bolded box, each row, and each column; however, each digit can only appear once in a bolded box, row, and column. Time yourself as you solve this puzzle and compare your time with a classmate.

Here is another popular type of puzzle ( [link] ) that challenges your spatial reasoning skills. Connect all nine dots with four connecting straight lines without lifting your pencil from the paper:

Take a look at the “Puzzling Scales” logic puzzle below ( [link] ). Sam Loyd, a well-known puzzle master, created and refined countless puzzles throughout his lifetime (Cyclopedia of Puzzles, n.d.).

PITFALLS TO PROBLEM SOLVING

Not all problems are successfully solved, however. What challenges stop us from successfully solving a problem? Albert Einstein once said, “Insanity is doing the same thing over and over again and expecting a different result.” Imagine a person in a room that has four doorways. One doorway that has always been open in the past is now locked. The person, accustomed to exiting the room by that particular doorway, keeps trying to get out through the same doorway even though the other three doorways are open. The person is stuck—but she just needs to go to another doorway, instead of trying to get out through the locked doorway. A mental set is where you persist in approaching a problem in a way that has worked in the past but is clearly not working now.

Functional fixedness is a type of mental set where you cannot perceive an object being used for something other than what it was designed for. During the Apollo 13 mission to the moon, NASA engineers at Mission Control had to overcome functional fixedness to save the lives of the astronauts aboard the spacecraft. An explosion in a module of the spacecraft damaged multiple systems. The astronauts were in danger of being poisoned by rising levels of carbon dioxide because of problems with the carbon dioxide filters. The engineers found a way for the astronauts to use spare plastic bags, tape, and air hoses to create a makeshift air filter, which saved the lives of the astronauts.

Check out this Apollo 13 scene where the group of NASA engineers are given the task of overcoming functional fixedness.

Researchers have investigated whether functional fixedness is affected by culture. In one experiment, individuals from the Shuar group in Ecuador were asked to use an object for a purpose other than that for which the object was originally intended. For example, the participants were told a story about a bear and a rabbit that were separated by a river and asked to select among various objects, including a spoon, a cup, erasers, and so on, to help the animals. The spoon was the only object long enough to span the imaginary river, but if the spoon was presented in a way that reflected its normal usage, it took participants longer to choose the spoon to solve the problem. (German & Barrett, 2005). The researchers wanted to know if exposure to highly specialized tools, as occurs with individuals in industrialized nations, affects their ability to transcend functional fixedness. It was determined that functional fixedness is experienced in both industrialized and nonindustrialized cultures (German & Barrett, 2005).

In order to make good decisions, we use our knowledge and our reasoning. Often, this knowledge and reasoning is sound and solid. Sometimes, however, we are swayed by biases or by others manipulating a situation. For example, let’s say you and three friends wanted to rent a house and had a combined target budget of $1,600. The realtor shows you only very run-down houses for $1,600 and then shows you a very nice house for $2,000. Might you ask each person to pay more in rent to get the $2,000 home? Why would the realtor show you the run-down houses and the nice house? The realtor may be challenging your anchoring bias. An anchoring bias occurs when you focus on one piece of information when making a decision or solving a problem. In this case, you’re so focused on the amount of money you are willing to spend that you may not recognize what kinds of houses are available at that price point.

The confirmation bias is the tendency to focus on information that confirms your existing beliefs. For example, if you think that your professor is not very nice, you notice all of the instances of rude behavior exhibited by the professor while ignoring the countless pleasant interactions he is involved in on a daily basis. Hindsight bias leads you to believe that the event you just experienced was predictable, even though it really wasn’t. In other words, you knew all along that things would turn out the way they did. Representative bias describes a faulty way of thinking, in which you unintentionally stereotype someone or something; for example, you may assume that your professors spend their free time reading books and engaging in intellectual conversation, because the idea of them spending their time playing volleyball or visiting an amusement park does not fit in with your stereotypes of professors.

Finally, the availability heuristic is a heuristic in which you make a decision based on an example, information, or recent experience that is that readily available to you, even though it may not be the best example to inform your decision . Biases tend to “preserve that which is already established—to maintain our preexisting knowledge, beliefs, attitudes, and hypotheses” (Aronson, 1995; Kahneman, 2011). These biases are summarized in [link] .

Please visit this site to see a clever music video that a high school teacher made to explain these and other cognitive biases to his AP psychology students.

Were you able to determine how many marbles are needed to balance the scales in [link] ? You need nine. Were you able to solve the problems in [link] and [link] ? Here are the answers ( [link] ).

Many different strategies exist for solving problems. Typical strategies include trial and error, applying algorithms, and using heuristics. To solve a large, complicated problem, it often helps to break the problem into smaller steps that can be accomplished individually, leading to an overall solution. Roadblocks to problem solving include a mental set, functional fixedness, and various biases that can cloud decision making skills.

Review Questions

A specific formula for solving a problem is called ________.

• an algorithm
• a heuristic
• a mental set
• trial and error

A mental shortcut in the form of a general problem-solving framework is called ________.

Which type of bias involves becoming fixated on a single trait of a problem?

• anchoring bias
• confirmation bias
• representative bias
• availability bias

Which type of bias involves relying on a false stereotype to make a decision?

Critical Thinking Questions

What is functional fixedness and how can overcoming it help you solve problems?

Functional fixedness occurs when you cannot see a use for an object other than the use for which it was intended. For example, if you need something to hold up a tarp in the rain, but only have a pitchfork, you must overcome your expectation that a pitchfork can only be used for garden chores before you realize that you could stick it in the ground and drape the tarp on top of it to hold it up.

How does an algorithm save you time and energy when solving a problem?

An algorithm is a proven formula for achieving a desired outcome. It saves time because if you follow it exactly, you will solve the problem without having to figure out how to solve the problem. It is a bit like not reinventing the wheel.

Personal Application Question

Which type of bias do you recognize in your own decision making processes? How has this bias affected how you’ve made decisions in the past and how can you use your awareness of it to improve your decisions making skills in the future?

Problem Solving Copyright © 2014 by OpenStaxCollege is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.