How to Make Better Decisions
This decision-making guide is designed to give you a better understanding of what problem-solving, and critical thinking entail. Not only will you learn about how to make better decisions in business, these ideas can make you a better problem solver at school or in your personal life when faced with challenges. Additionally, throughout this guide, we will provide you amazing online tools, videos, and resources to help you continue to learn how to make decisions better into your daily activities.
The Importance of Creative Problem Solving in Business and Life
Problem-solving is one of the leadership skills that successful business professionals and entrepreneurs are expected to have, yet many struggle with the simplest of decisions. What makes solving daily problems so natural for one person and such a struggle for the next?
The truth is, even experienced decision makers continually hone and perfect their creative problem-solving skills. And, there are many compelling reasons to do so. Not only do those who make better decisions have more job opportunities, get promoted more often, and increase their work productivity, but they are generally happier. In a recent study from the University of Chicago School of Business, research found that happiness depends more on opportunities to make decisions (i.e, freedom) rather than money or connections. This means that the ability to make decisions leads to more and better opportunities for success, which improves your quality of life. In other words, the better a decision maker you are, the happier and more successful you’ll be.
This concept goes against what many business leaders believe – that it’s what and who you know that makes you successful. In fact, how you understand and solve problems that is the key to success.
Fortunately, problem-solving and decision making are skills that can be improved upon, studied, and mastered. By learning specific problem solving and decision-making techniques, you can see problems sooner and make decisions faster. This allows you to make more confident decisions in your job, and gives you more control over the happiness and productivity in every part of your life.
Critical Thinking in the Decision Making Process
Critical thinking is the practice of methodically gathering, analyzing, and evaluating information. It is one of the most vital parts of the problem solving and decision-making process, as it is the act of clearly thinking through options that will lead to a final choice. While decision making is the process that leads to actionable conclusions, critical thinking is the element that defines whether the choice is sound. Think about it this way: If problem solving is the car that gets your business to its goals, critical thinking skills are the gas.
Although humans have been thinking critically since the first Homo Habilis picked up a stone tool, critical thinking as a process has only become one of the most valuable business skills in the last century. John F. Dewey, the inventor of the Dewey library system and a noted educational philosopher, began touting the importance of teaching critical thinking skills in his 1938 paper, Logic: The Theory of Inquiry. This educational reform may have inspired the rising generation to explore the concepts more, as a resurgence of interest in the subject presented itself between 1950-1970. Many new decision-making strategies (relying heavily on critical thinking career skills), were created over this time period, including CATWOE, PEST, and the Cause and Effect Analysis model.
Since that time, critical thinking and decision making are synonymous business skills that are expected of corporate leaders. Still, many people don’t truly understand exactly the underlying concepts that make critical thinking an effective process. There are four key structures that all critical thinking is based on:
Logic – An individual’s ability to see direct relationships between causes and effects. This is one of the most important decision-making skills, as logic provides accurate predictions about what kinds of effects a potential solution will have on individuals and systems.
Truth – The unbiased data of an event. Unbiased and unemotional facts are an important part of the problem-solving process. Good critical thinking culls out these biases and focuses on the historical and documented data that will support the final conclusion.
Context – A list of extenuating pressures and factors that will or should be impacted by the final solution. Critical thinking must take into account the historical efficacy of similar solutions, the physical and abstract stressors of the decision maker, and the assumptions or agendas of different shareholders. All of these outside elements must be considered in order to truly engage in a critical decision-making process.
Alternatives – Potential solutions not currently in use. In effective critical thinking, the individual is able to consider new ways of approaching problems that meet real-world goals and are based on accurate, unbiased data. This is the case, even if alternative solutions are not used, or when outside determinants are unexpected.
When you understand each of these underlying factors, you will become more aware personal biases and be more engaged in the critical thinking process. In addition, improving your critical thinking skills leads to faster, more confident, and more productive decision making. The fuel of critical thinking is the secret ingredient that will drive your business’s success.
Are You Asking the right Questions?
Thought leader Clayton M. Christensen observed that business leaders often think so much about action that they fail to consider why they are acting in the first place. Unfortunately, good action isn’t possible without considering the right critical thinking questions. Critical questioning allows you to clearly distinguish facts from biases, stakeholders from observers, and solutions from potential solutions. If critical thinking is the lens by which you see solutions, questioning is the telescope that gives that lens shape, structure, and purpose.
Since questioning is the means by which critical thinking and decision making is accomplished, consider whether you truly understand what a good question looks like. A good question will result in an actionable answer, usually one that provides additional information that is helpful in reaching a final solution. But, how can you formulate questions that do this?
There are a few ways to know whether the question you’re asking is a good one. If you don’t have good question-asking instincts, interrogate your initial question with a few of these.
1. Is Your Purpose Clear?
A good question is carefully designed to meet a particular goal. For example, instead of asking, “When can I meet with you?” a clearer questioner would ask, “Would you prefer to meet on Monday morning or Wednesday morning?” The narrower range of options encourages a quicker, more decisive answer, which can in turn be acted upon. In order to get the most actionable information possible, you need to have a distinct idea of the kinds of information you are looking for. You can then make your questions more intentional and directed as you come closer to what you are looking to know. Specific purposes of questions may include:
- Definition: What does “work ethic” look like in our organization?
- Comparative: What parts of our marketing strategy are different from our competitor?
- Causal: If we invest in this new technology, what are some potential positive and negative outcomes?
- Evaluative: What about this product is working for our consumer? What isn’t?
By knowing which types of questions to ask in each situation, you’ll have a more targeted discussion that leads to actionable answers.
2. Is The Question Framed Correctly?
Even with a clearly defined purpose, the framing of the question can still help or hinder its overall effectiveness. For example, asking “Why should we invest in a Halloween party when clown costumes are so expensive?” will not be as effective as “Why should we invest in a Halloween party when, historically, they have not improved business culture?” The first question suffers from its poor framing, as it assumes that a Halloween party must include the investment in a clown costume. Poorly framed questions can be identified through various smaller issues, including false comparisons, false dilemmas, and ambiguity. A good question deals with only one issue at a time, and avoids bundling disparate concerns into a single blanket assessment.
3. Is Your Question Closed or Open?
One of the biggest pitfalls of the questioning process is asking questions with a predefined, or “closed,” set of answers. These yes or no questions don’t require synthesis, analysis, or evaluation of facts. They are often asked by leaders who already have an idea of what the answer should be, and have no interest in additional information. While these can be useful when only a handful of acceptable answers exist, they don’t lead to creative thinking or better decision making in management.
In contrast, an open question requires thought and evaluation to answer. These questions can open the door to outside ideas and collaboration and ultimately lead to much more productive conversations than closed questions. These questions are designed to bring additional information to light, and often lead to more in-depth understanding about the problem and potential solutions.
4. Are You Following Up?
Initial questions offer a vital starting point for any critical thinking and decision-making discussion. Unfortunately, some people stop there, and that can be the death knell of effectiveness and efficiency. In order to get the best answers, you must engage in a series of follow-up questions to support your initial inquiry.
Consider this question: “What are some areas we can cut in order to meet our yearly budget?” On its own, it will get you some information, but may miss crucial further discussion. Questions like “Who will be affected if we cut that department?” or “What will the impact of that departmental cut be on our production processes?” will provide additional actionable information and lead to smarter, safer cuts. In fact, the highly effective Five Whys system of problem solving is built solely upon the idea of targeted follow-up questioning.
By incorporating effective questioning into your critical thinking equation, you will get clear answers that will help you to create actionable solutions. And, as you continue to evaluate your progress, effective questioning will become one of your
6 Methods and Techniques for Problem Solving and Decision Making
Even with good critical thinking and questioning skills in place, it can be difficult to maintain consistency when it comes to problem-solving. Organizations aren’t individuals, but instead employ an array of people with different personalities, skill sets, and strengths, which can make solving group problems virtually impossible without a clearly defined framework. For that reason, many top-level organizations choose to incorporate a standardized problem-solving methodology. Not only does this provide the consistency a business needs, but it often leads to more focused and productive discussions. This newfound productiveness in turn leads to more actionable plans and clearly defined goals for success.
Even though these processes have mainly been designed for large organizations, organizations of any size can adapt these concepts to suit their needs. Large businesses, small businesses and individuals can all benefit from these simple problem-solving and decision-making methods. They have proven to be effective at maintaining a structured problem-solving process regardless of the structures in which they see use.
6 Step Problem Solving Method
Although many have made variations on the 6-Step Problem Solving Method, the only research-based version of this methodology was invented by Dr. Sidney J. Parnes and Alex Osborn in the 1950s. After working with and observing high-level advertising employees throughout the brainstorming and implementation process, Parnes and Osborn recognized that creative people go through a series of stages as they create, organize, and choose good solutions for problems. Their findings were published in 1979 under the title, Applied Imagination: Principles and Procedures of Creative Thinking. In their original work, the 6-Step model was termed, “The Creative Problem Solving (CPS) Method,” and included these key segments:
- Objective Finding
- Fact Finding
- Problem Finding
- Idea Finding
- Solution Finding
- Acceptance Finding
These six segments were further organized into three key phases of problem solving: Exploring the Challenge, Generating Ideas, and Preparing for Action.
After Parnes and Osborn released these creative problem solving techniques, many different groups and businesses adapted them to fit their needs and organizational culture, providing a consistent framework for making daily decisions. One of these popular adaptations was created by Yale University, and includes an evaluative segment that provides for continual optimization of the final decision. This model also incorporates some elements from the Soft Stage Management model (SSM), which provides a seven-stage approach to problem solving. The Yale adaptation has been adopted by businesses and organizations worldwide, and includes these six steps of action:
- Define the Problem
- Determine the Root Cause of the Problem
- Develop Alternative Solutions
- Select a Solution
- Implement the Solution
- Evaluate the Outcome
In the updated version of the CPS model, more emphasis is placed on implementation and evaluation rather than simply accepting the results of the inquiry. This provides organizational leaders with an action-based problem-solving method that has been proven through research to be consistent and adaptable for virtually any need. Still, some aspects of business work present better opportunities to use this method than others.
Large Group Decisions – One of the core features of the 6-Step Model is that it relies heavily on brainstorming and group problem solving, which in turn means large groups will benefit the most from the system as presented. The more suggestions, definitions, and root cause determinations offered by participants, the wider the view of the potential problems that need to be solved becomes. In addition, when a group is the impetus for identifying and analyzing the problem at hand, members attain heightened motivation as the process reaches its final step, “Preparing for Action.”
Comparative Decision Making – Another situation in which the 6-Step Model shows its strength comes when comparing the efficacy of your organization’s ideas against a competitor. The group-think structure of the method allows for a logical discussion of potential best-case and worst-case scenarios resulting from each potential course of action. Not only is this a good thing when formulating new ideas or action plans, but it works magnificently when determining strategies to take in a competitive marketplace. The evaluative phase of the method allows for research and comparison with outside ideas and models, such as those of major competitors, which eventually will lead to a better product or idea.
Long-Term Restructuring – This model deals particularly well with long-term changes or processes in need of consistent evaluation and restructuring. Since the evaluation process leads back into the initial phases of defining problems and developing solutions, the method develops a circular flow that allows the user to tackle even the most daunting decision-making projects. It also adapts to the size of the project or system in which it is use, so as a small project or system gets larger and more complex, the 6-Step model remains effective, and can even be applied to individual components and subsystems as necessary.
PEST – Analysis Political Economic Social Technological
Noted as one of the most widely-used decision-making techniques, the PEST model derives from the concept that several influencing factors can affect an organization, namely Political, Economic, Social, and Technological factors. By carefully analyzing and evaluating these factors, organizations can make more informed decisions and have a better understanding of the long-term implications of those choices.
The PEST model of decision making was introduced by Francis J. Aguilar, a Harvard Business professor. In 1967, he published a book including the PEST model (originally the EPST model) entitled, Scanning the Business Environment. Arnold Brown reorganized the acronym as STEP (Strategic Trend Evaluation Process) sometime after the book’s publication, and it was adapted further by a number of authors in the 1980s into acronyms including PEST, PESTLE and STEEPLE. It is still well-known by some of these alternative nomenclatures, and each retains the core elements of the system introduced by Aguilar.
Although it was originally designed as a method for understanding the unique layout of the business arena, PEST quickly became a consistent way for leaders to understand both the internal and external pressures that affected their organizational processes and products. It can also be easily adapted for use with acquisitions and mergers, potential investments, and marketing campaigns. After decades of its use, the PEST model has proven to be especially effective in these specific situations:
Surveying Business Markets – Since this was its initial function, PEST functions best as a market surveying tool. The four key elements of the model can easily be adapted to any market, regardless of size or scope. In addition, permutations of the model like PESTLE include additional pressures that help to further understand the potential marketplace, such as legal and environmental factors. This makes the PEST model perfect for political ventures, building projects, or even human resource concerns.
Evaluating Strategies or Markets – Another area in which the PEST model shines is the evaluation of current strategies for flaws and inconsistencies. Because the model structures itself around rigorous evaluation, it allows all members of the decision-making team to have a clear idea of the potential impacts of the chosen course of action. By adding a weighting system to each of these elements, those in the discussion can clearly see which strategies have the greatest potential for success and will meet the organization’s goals. Such a system also figures in strongly when comparing markets or courses of action, as it results in data points to illustrate the projected gains and losses for each potential solution.
Large-Scale Change Including Complex Elements – Finally, the model allows for a methodical consideration of various influences, so that large-scale change can be managed in advanced and intricate detail. The PEST method highlights weaknesses in potential mergers or campaigns, allows for detailed speculation about future partnerships or markets, and gives insight into the regulatory or political drawbacks for each course of action. Through applying the PEST model, it is relatively easy to create a concise checklist of items to be addressed. This makes it one of the most actionable decision-making tools for corporate-level change.
SWOT Analysis – Strengths Weakness Opportunity Threats
The SWOT model of analysis sets out to help businesses analyze their company and better understand the arenas in which they operate. In this method, the Strengths, Weaknesses, Opportunities, and Threats of a company are outlined in a grid fashion, allowing the leadership to quickly identify toxic processes and behaviors.
Albert S. Humphrey usually receives the credit for the creation of the SWOT framework, as he presented it during his work with Stanford. In reality, the concept may have originated earlier than his 1960s presentation of the concept. Several researchers, including George Albert Smith, Jr., C. Roland Christiensen, and Kenneth Andrews of the Harvard Business School, reportedly worked with a prototype of the concept during the 1950s. Their model, published in 1965 as Business Policy, Text and Cases, had a slightly different set of values: Opportunities, Risks, Environment, and Competition. This research likely held some sway over the Stanford research model, which Humphrey initially referred to as SOFT Analysis (Satisfactory, Opportunity, Fault, and Threat). Researchers Urick and Orr changed this to SWOT by 1964, and the name stuck.
SWOT lets users evaluate potential business risks as well as rewards for business ventures on the basis of environmental pressures. Like other models, SWOT also lends itself to discourse that leads to making better decisions. Though it doesn’t work very well as a standalone decision-making model, it makes an excellent supplement to another more action-based system. Some of the situations where SWOT really shines include:
Brainstorming and Strategy Building – SWOT lends itself to sharing and discussing potential benefits and drawbacks of a single idea or course of action. Its simple format also plays well for situations involving big picture ideas and concepts. At the planning stage, it makes large issues readily obvious, as well as illustrating key benefits for each idea. When deciding on the strategy for a particular product, plan, or business, SWOT can make an organization’s position and the benefits of each situation acutely obvious. A plan that has a strong strengths-opportunities correlation will support an aggressive strategy, while a plan that has a strong weaknesses-threats connection should be approached defensively.
Business and Product Development – The simplicity of the SWOT matrix is perfect for easily identifying strengths and weaknesses of a business or product. This model helps encourage discussion about the competitive advantages or gaps in capabilities of a specific idea. It also helps bring to light clear threats for a course of action, such as political, technological, or environmental pressures that must be overcome before progress can be made. And, because it is such an adaptable model, it can be used for both large-scale and small-scale problems. This flexibility makes SWOT a good choice as a standardized decision-making tool.
Gathering and Organizing Data – SWOT can be a good choice at the brainstorming level of creative problem solving, but can also prove itself an excellent tool during the researching phase of a task. The simple matrix can help present and organize data in preparation for action. In addition, it can easily show where research is lacking, or where more information needs to be gathered.
As one of the first systematic techniques for observing weaknesses in organizations, the Failure Mode and Effects Analysis (FMEA) system often sees use as a diagnostic tool for companies and other large groups. FMEA puts forth the idea that all of the elements of a structure have inevitable failure modes, which are points at which they will break down under stress or over time. The goal of FMEA, then, is to identify the probable failure mode for each component, and to project the impact that these failures will have on the overall success of the plan.
The US military and surrounding industries began using this method as early as 1949 for the purpose of identifying weaknesses in potential military equipment and weapons. Adopted in the early 1960s by contractors working with the U.S. National Aeronautics and Space Administration (NASA), FMEA helped these organizations produce parts and processes that would guarantee a high success rate for the space shuttle program. In 1967, the Society for Automotive Engineers (SAE) published a version of FMEA which, with revisions, has remained the standard failure mode model for the public aviation industry. Versions of FMEA have been used by the Automotive Industry Action Group, the U.S. Environmental Protection Agency (EPA), and Food and Drug Administration (FDA).
Henry Ford was the first leader to widely incorporate the FMEA model to identify process weaknesses within a business. He adapted the FMEA model into two main areas: Process FMEA (PFMEA) and Design FMEA (DFMEA). PFMEA helps leaders to identify potential breakdowns of production, supply, and market failure for an organization, while engineers and other technical personnel use DFMEA to assess the ramifications of potential weaknesses and safety issues in their designs. The areas in which these two types of FMEA are most effective include:
Manufacturing and Assembly Processes – The initial goal of the FMEA model was to identify problems and potential failures of elements within a manufacturing process. Because of this, the FMEA model is a good choice for businesses that are heavily involved in manufacturing and production. It guides the participant through each point of the production cycle, and allows him or her to foresee potential risks associated with parts, labor, and processes. Often, this results in fewer risks and elimination of unnecessary redundancies, which leads to a safer work environment and a more cost-effective business.
Business Strategy – Another area in which FMEA is highly efficient is in the preparation stages of any major change. This model focuses on potential risks at every point in the new process, which motivates leaders to understand and overcome challenges long before they arise. If a clear goal or emphasis is not established before beginning the FMEA process, however, this can become overwhelming and even paralytic, encouraging stagnation within a company. By assigning a Risk Priority Number (RPN) to each failure mode element, those using this model can make it much more obvious which failure modes require immediate attention.
Customer Satisfaction and Safety – Both PFMEA and DFMEA can assist in bolstering the satisfaction and well-being of customers. As processes are analyzed and evaluated closely, organizations become quicker and more cost-effective, often without sacrificing the quality of the final product. Because process flaws are identified and eliminated before taking the product or process to the customer, dissatisfaction becomes much less common. The DFMEA portion of the process becomes more reliable and safer as the model is applied time and time again, which can lead to higher employee retention and more loyal customers.
Soft Systems Methodology (SSM) is a decision-making process designed to tackle real-world problems that have no formal definition or scope. In this system, users must consider six areas in order to solve these kinds of soft system problems:
- Environmental Constraints
CATWOE systematically incorporates these elements into a discussion about potential actions, looking at how these actions will influence the major players in a transition or other major problem. Originally developed by Peter Checkland and Brian Wilson, this problem-solving system has been constantly assessed and improved through continuing action research over the last 30 years. Initially, it was designed in response to the systems engineering approach to management problems. In 1966, a team of researchers at Lancaster University led by Gwilym Jenkins found that the systems engineering approach only worked when a problem could be clearly and narrowly defined. In cases wherein no clear definition was available, they found that the system was not effective for solving real and complex management problems. With Checkland and Wilson taking the lead, the SSM model was established. CATWOE was the problem-solving format that arose from their research.
CATWOE, by definition, works most effectively when it is being used to manage complex, real-world management problems. This broad approach means it can assist in solving virtually any issue that is not easily defined. Some organizational situations still lend themselves more to CATWOE than other commonly accepted models, however, in spite of this adaptability. Some common CATWOE-friendly issues include:
Identifying Problems – Since the purpose of the CATWOE problem-solving method is to help define abstract problems, its ability to do so outstrips that of most other systems. Many of the day-to-day problems a manager faces are not concrete, so CATWOE can help significantly. When dealing with human resources, marketing, and workflow management, getting a clear understanding of what the problem is or how to best solve it and make decisions can feel like an impossible task. CATWOE allows leaders to consider all of the key influencers, such as people, ideologies, and environments, being impacted by the potential change or issue. This leads to a clearer understanding of the root causes that must be addressed in order to make forward progress.
Implementing Solutions – The CATWOE method also presents some strong tools when preparing to take action steps. Because CATWOE focuses on considering the influencing factors, people, and environments that will be integral to a solution, this method ensures that all of those elements are in place before the implementation. CATWOE also assesses the roles each team member will play in the change, breaking individuals down into broad categories such as client, actor, or owner. Since these roles are defined in the CATWOE structure itself, each person has a better idea of how they contribute to the project’s success and can in turn be easily held accountable for their responsibilities.
Organizing and Aligning Goals – When this problem-solving model is workshopped in a group of diverse stakeholders that includes both clients and producers, it serves to inform members about their role in the overall organization. It can also be very effective for aligning disparate worldviews and ideologies, enabling the whole team to become more focused and motivated towards a common goal. As with many of the other methodologies, CATWOE does a great job of opening discourse, but differs in that resulting action steps can’t really be taken unless the group has completed the initial steps of collectively defining the problem. Unlike some other problem-solving models, CATWOE lends itself strongly to collaboration, as it uses that collaboration to feed into further action.
Cause and Effect Analysis
In Cause and Effect Analysis,also called Fishbone Diagrams or Ishikawa Diagrams, thinkers assess a single effect in an attempt to find its potential causes. During this four-step model, participants identify a problem, work out the involved factors, identify potential causes, and analyze the final diagram in preparation for action.
This problem-solving model was created in 1968 by University of Tokyo engineering professor Kaoru Ishikawa, although the Cause and Effect Analysis framework dates back to the 1920s. It was first included as one of the Seven Basic Tools of Quality Control which W. Edwards Deming presented to post-war Japanese engineers, including Ishikawa himself. Of these seven tools, Cause and Effect Analysis deals with critical thinking the most extensively, and uses compartmentalization and categorization to define which influencers contribute to the effect in question and how.
Each industry often develops its own unique set of categories that can be used with the Ishikawa design. The manufacturing industry, for example, uses the six Ms (Manufacturing, Method, Material, Man Power, Measurement, and Mother Nature), while the service industry uses the five Ss (Surroundings, Suppliers, Systems, Skills, and Safety). These categories are often used in conjunction with the Five Whys methodology for questioning, which can make the root causes of any effect clearer.
The Cause and Effect Analysis model has held sway for a long time thanks to the instances in which it outperforms many newer models. The most effective implementations include:
Group Decision Making – The Cause and Effect Analysis model works best with a key group of invested stakeholders, preferably from each of the main categories that the diagram will incorporate. This allows for the most in-depth analysis of the root causes of a problem from the perspective of the people who are most familiar with that aspect of the business. The Cause and Effect Analysis model also lends itself to discussion, and can uncover fine details that may be closely connected with one another and in turn make analysis better. This happens most often in a group setting, where multiple members can become aware of the correlations of seemingly disparate parts of the business process.
Clearly Defined Problems – In complete opposition to decision-making models like CATWOE, which deal with ill-defined, nebulous issues, this model works best with concrete, tangible problems. This decision-making method starts by defining the problem, and without defining a problem clearly, the Cause and Effect model begins to break down. If the effect is vague or misunderstood by members of the team, analyzing its potential causes can be difficult. Framing is essential to effective use of Cause and Effect Analysis, as problems like “68% Employee Turnover” can be much more efficiently dissected than “Employees Unhappy.”
Complex, Interrelated Effects – Where this method really shines is in arenas where effects may have multiple, interrelated causes. This makes the Cause and Effect Analysis model perfect for large institutional change like mergers and acquisitions. Even on a small scale, this method does a stellar job of highlighting how seemingly unrelated processes or elements of production affect one another. Much like the PEST model, the Cause and Effect Analysis model assesses each segment of business operations that could change the outcome. This gives each stakeholder insight into the small changes that can be made within their segment, and in turn helps them to understand what might make the process or product more efficient and productive.
References and Additional Resources on Problem Solving
- Timothy F. Bednarz. Developing Critical Thinking Skills: The Pinpoint Leadership Skill Development Training Series. Majorium Business Press 2011. ISBN-1882181034
- Timothy F Bednarz. Conflict Resolution: Pinpoint Management Skill Development Series. Majorium Business Press 2011. ISBN-1882181212
- Babette E. Bensoussan. Analysis without Paralysis: 12 Tools to Make Better Strategic Decisions. Pearson Education 2013. ISBN-0133101029
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- Discuss the common components and characteristics of problems.
- Explain the five steps of the group problem-solving process.
- Describe the brainstorming and discussion that should take place before the group makes a decision.
- Compare and contrast the different decision-making techniques.
- Discuss the various influences on decision making.
Although the steps of problem solving and decision making that we will discuss next may seem obvious, we often don’t think to or choose not to use them. Instead, we start working on a problem and later realize we are lost and have to backtrack. I’m sure we’ve all reached a point in a project or task and had the “OK, now what?” moment. I’ve recently taken up some carpentry projects as a functional hobby, and I have developed a great respect for the importance of advanced planning. It’s frustrating to get to a crucial point in building or fixing something only to realize that you have to unscrew a support board that you already screwed in, have to drive back to the hardware store to get something that you didn’t think to get earlier, or have to completely start over. In this section, we will discuss the group problem-solving process, methods of decision making, and influences on these processes.
Group Problem Solving
The problem-solving process involves thoughts, discussions, actions, and decisions that occur from the first consideration of a problematic situation to the goal. The problems that groups face are varied, but some common problems include budgeting funds, raising funds, planning events, addressing customer or citizen complaints, creating or adapting products or services to fit needs, supporting members, and raising awareness about issues or causes.
Problems of all sorts have three common components (Adams & Galanes, 2009):
- An undesirable situation. When conditions are desirable, there isn’t a problem.
- A desired situation. Even though it may only be a vague idea, there is a drive to better the undesirable situation. The vague idea may develop into a more precise goal that can be achieved, although solutions are not yet generated.
- Obstacles between undesirable and desirable situation. These are things that stand in the way between the current situation and the group’s goal of addressing it. This component of a problem requires the most work, and it is the part where decision making occurs. Some examples of obstacles include limited funding, resources, personnel, time, or information. Obstacles can also take the form of people who are working against the group, including people resistant to change or people who disagree.
Discussion of these three elements of a problem helps the group tailor its problem-solving process, as each problem will vary. While these three general elements are present in each problem, the group should also address specific characteristics of the problem. Five common and important characteristics to consider are task difficulty, number of possible solutions, group member interest in problem, group member familiarity with problem, and the need for solution acceptance (Adams & Galanes, 2009).
- Task difficulty. Difficult tasks are also typically more complex. Groups should be prepared to spend time researching and discussing a difficult and complex task in order to develop a shared foundational knowledge. This typically requires individual work outside of the group and frequent group meetings to share information.
- Number of possible solutions. There are usually multiple ways to solve a problem or complete a task, but some problems have more potential solutions than others. Figuring out how to prepare a beach house for an approaching hurricane is fairly complex and difficult, but there are still a limited number of things to do—for example, taping and boarding up windows; turning off water, electricity, and gas; trimming trees; and securing loose outside objects. Other problems may be more creatively based. For example, designing a new restaurant may entail using some standard solutions but could also entail many different types of innovation with layout and design.
- Group member interest in problem. When group members are interested in the problem, they will be more engaged with the problem-solving process and invested in finding a quality solution. Groups with high interest in and knowledge about the problem may want more freedom to develop and implement solutions, while groups with low interest may prefer a leader who provides structure and direction.
- Group familiarity with problem. Some groups encounter a problem regularly, while other problems are more unique or unexpected. A family who has lived in hurricane alley for decades probably has a better idea of how to prepare its house for a hurricane than does a family that just recently moved from the Midwest. Many groups that rely on funding have to revisit a budget every year, and in recent years, groups have had to get more creative with budgets as funding has been cut in nearly every sector. When group members aren’t familiar with a problem, they will need to do background research on what similar groups have done and may also need to bring in outside experts.
- Need for solution acceptance. In this step, groups must consider how many people the decision will affect and how much “buy-in” from others the group needs in order for their solution to be successfully implemented. Some small groups have many stakeholders on whom the success of a solution depends. Other groups are answerable only to themselves. When a small group is planning on building a new park in a crowded neighborhood or implementing a new policy in a large business, it can be very difficult to develop solutions that will be accepted by all. In such cases, groups will want to poll those who will be affected by the solution and may want to do a pilot implementation to see how people react. Imposing an excellent solution that doesn’t have buy-in from stakeholders can still lead to failure.
Group Problem-Solving Process
There are several variations of similar problem-solving models based on US American scholar John Dewey’s reflective thinking process (Bormann & Bormann, 1988). As you read through the steps in the process, think about how you can apply what we learned regarding the general and specific elements of problems. Some of the following steps are straightforward, and they are things we would logically do when faced with a problem. However, taking a deliberate and systematic approach to problem solving has been shown to benefit group functioning and performance. A deliberate approach is especially beneficial for groups that do not have an established history of working together and will only be able to meet occasionally. Although a group should attend to each step of the process, group leaders or other group members who facilitate problem solving should be cautious not to dogmatically follow each element of the process or force a group along. Such a lack of flexibility could limit group member input and negatively affect the group’s cohesion and climate.
Step 1: Define the Problem
Define the problem by considering the three elements shared by every problem: the current undesirable situation, the goal or more desirable situation, and obstacles in the way (Adams & Galanes, 2009). At this stage, group members share what they know about the current situation, without proposing solutions or evaluating the information. Here are some good questions to ask during this stage: What is the current difficulty? How did we come to know that the difficulty exists? Who/what is involved? Why is it meaningful/urgent/important? What have the effects been so far? What, if any, elements of the difficulty require clarification? At the end of this stage, the group should be able to compose a single sentence that summarizes the problem called a problem statement. Avoid wording in the problem statement or question that hints at potential solutions. A small group formed to investigate ethical violations of city officials could use the following problem statement: “Our state does not currently have a mechanism for citizens to report suspected ethical violations by city officials.”
Step 2: Analyze the Problem
During this step a group should analyze the problem and the group’s relationship to the problem. Whereas the first step involved exploring the “what” related to the problem, this step focuses on the “why.” At this stage, group members can discuss the potential causes of the difficulty. Group members may also want to begin setting out an agenda or timeline for the group’s problem-solving process, looking forward to the other steps. To fully analyze the problem, the group can discuss the five common problem variables discussed before. Here are two examples of questions that the group formed to address ethics violations might ask: Why doesn’t our city have an ethics reporting mechanism? Do cities of similar size have such a mechanism? Once the problem has been analyzed, the group can pose a problem question that will guide the group as it generates possible solutions. “How can citizens report suspected ethical violations of city officials and how will such reports be processed and addressed?” As you can see, the problem question is more complex than the problem statement, since the group has moved on to more in-depth discussion of the problem during step 2.
Step 3: Generate Possible Solutions
During this step, group members generate possible solutions to the problem. Again, solutions should not be evaluated at this point, only proposed and clarified. The question should be what could we do to address this problem, not what should we do to address it. It is perfectly OK for a group member to question another person’s idea by asking something like “What do you mean?” or “Could you explain your reasoning more?” Discussions at this stage may reveal a need to return to previous steps to better define or more fully analyze a problem. Since many problems are multifaceted, it is necessary for group members to generate solutions for each part of the problem separately, making sure to have multiple solutions for each part. Stopping the solution-generating process prematurely can lead to groupthink. For the problem question previously posed, the group would need to generate solutions for all three parts of the problem included in the question. Possible solutions for the first part of the problem (How can citizens report ethical violations?) may include “online reporting system, e-mail, in-person, anonymously, on-the-record,” and so on. Possible solutions for the second part of the problem (How will reports be processed?) may include “daily by a newly appointed ethics officer, weekly by a nonpartisan nongovernment employee,” and so on. Possible solutions for the third part of the problem (How will reports be addressed?) may include “by a newly appointed ethics commission, by the accused’s supervisor, by the city manager,” and so on.
Step 4: Evaluate Solutions
During this step, solutions can be critically evaluated based on their credibility, completeness, and worth. Once the potential solutions have been narrowed based on more obvious differences in relevance and/or merit, the group should analyze each solution based on its potential effects—especially negative effects. Groups that are required to report the rationale for their decision or whose decisions may be subject to public scrutiny would be wise to make a set list of criteria for evaluating each solution. Additionally, solutions can be evaluated based on how well they fit with the group’s charge and the abilities of the group. To do this, group members may ask, “Does this solution live up to the original purpose or mission of the group?” and “Can the solution actually be implemented with our current resources and connections?” and “How will this solution be supported, funded, enforced, and assessed?” Secondary tensions and substantive conflict, two concepts discussed earlier, emerge during this step of problem solving, and group members will need to employ effective critical thinking and listening skills.
Decision making is part of the larger process of problem solving and it plays a prominent role in this step. While there are several fairly similar models for problem solving, there are many varied decision-making techniques that groups can use. For example, to narrow the list of proposed solutions, group members may decide by majority vote, by weighing the pros and cons, or by discussing them until a consensus is reached. There are also more complex decision-making models like the “six hats method,” which we will discuss later. Once the final decision is reached, the group leader or facilitator should confirm that the group is in agreement. It may be beneficial to let the group break for a while or even to delay the final decision until a later meeting to allow people time to evaluate it outside of the group context.
Step 5: Implement and Assess the Solution
Implementing the solution requires some advanced planning, and it should not be rushed unless the group is operating under strict time restraints or delay may lead to some kind of harm. Although some solutions can be implemented immediately, others may take days, months, or years. As was noted earlier, it may be beneficial for groups to poll those who will be affected by the solution as to their opinion of it or even to do a pilot test to observe the effectiveness of the solution and how people react to it. Before implementation, groups should also determine how and when they would assess the effectiveness of the solution by asking, “How will we know if the solution is working or not?” Since solution assessment will vary based on whether or not the group is disbanded, groups should also consider the following questions: If the group disbands after implementation, who will be responsible for assessing the solution? If the solution fails, will the same group reconvene or will a new group be formed?
Certain elements of the solution may need to be delegated out to various people inside and outside the group. Group members may also be assigned to implement a particular part of the solution based on their role in the decision making or because it connects to their area of expertise. Likewise, group members may be tasked with publicizing the solution or “selling” it to a particular group of stakeholders. Last, the group should consider its future. In some cases, the group will get to decide if it will stay together and continue working on other tasks or if it will disband. In other cases, outside forces determine the group’s fate.
Problem Solving and Group Presentations
Giving a group presentation requires that individual group members and the group as a whole solve many problems and make many decisions. Although having more people involved in a presentation increases logistical difficulties and has the potential to create more conflict, a well-prepared and well-delivered group presentation can be more engaging and effective than a typical presentation. The main problems facing a group giving a presentation are (1) dividing responsibilities, (2) coordinating schedules and time management, and (3) working out the logistics of the presentation delivery.
In terms of dividing responsibilities, assigning individual work at the first meeting and then trying to fit it all together before the presentation (which is what many college students do when faced with a group project) is not the recommended method. Integrating content and visual aids created by several different people into a seamless final product takes time and effort, and the person “stuck” with this job at the end usually ends up developing some resentment toward his or her group members. While it’s OK for group members to do work independently outside of group meetings, spend time working together to help set up some standards for content and formatting expectations that will help make later integration of work easier. Taking the time to complete one part of the presentation together can help set those standards for later individual work. Discuss the roles that various group members will play openly so there isn’t role confusion. There could be one point person for keeping track of the group’s progress and schedule, one point person for communication, one point person for content integration, one point person for visual aids, and so on. Each person shouldn’t do all that work on his or her own but help focus the group’s attention on his or her specific area during group meetings (Stanton, 2009).
Scheduling group meetings is one of the most challenging problems groups face, given people’s busy lives. From the beginning, it should be clearly communicated that the group needs to spend considerable time in face-to-face meetings, and group members should know that they may have to make an occasional sacrifice to attend. Especially important is the commitment to scheduling time to rehearse the presentation. Consider creating a contract of group guidelines that includes expectations for meeting attendance to increase group members’ commitment.
Group presentations require members to navigate many logistics of their presentation. While it may be easier for a group to assign each member to create a five-minute segment and then transition from one person to the next, this is definitely not the most engaging method. Creating a master presentation and then assigning individual speakers creates a more fluid and dynamic presentation and allows everyone to become familiar with the content, which can help if a person doesn’t show up to present and during the question-and-answer section. Once the content of the presentation is complete, figure out introductions, transitions, visual aids, and the use of time and space (Stanton, 2012). In terms of introductions, figure out if one person will introduce all the speakers at the beginning, if speakers will introduce themselves at the beginning, or if introductions will occur as the presentation progresses. In terms of transitions, make sure each person has included in his or her speaking notes when presentation duties switch from one person to the next. Visual aids have the potential to cause hiccups in a group presentation if they aren’t fluidly integrated. Practicing with visual aids and having one person control them may help prevent this. Know how long your presentation is and know how you’re going to use the space. Presenters should know how long the whole presentation should be and how long each of their segments should be so that everyone can share the responsibility of keeping time. Also consider the size and layout of the presentation space. You don’t want presenters huddled in a corner until it’s their turn to speak or trapped behind furniture when their turn comes around.
- Of the three main problems facing group presenters, which do you think is the most challenging and why?
- Why do you think people tasked with a group presentation (especially students) prefer to divide the parts up and have members work on them independently before coming back together and integrating each part? What problems emerge from this method? In what ways might developing a master presentation and then assigning parts to different speakers be better than the more divided method? What are the drawbacks to the master presentation method?
Once a solution has been reached and the group has the “green light” to implement it, it should proceed deliberately and cautiously, making sure to consider possible consequences and address them as needed.
Group problem solving can be a confusing puzzle unless it is approached systematically.
Decision Making in Groups
We all engage in personal decision making daily, and we all know that some decisions are more difficult than others. When we make decisions in groups, we face some challenges that we do not face in our personal decision making, but we also stand to benefit from some advantages of group decision making (Napier & Gershenfeld, 2004). Group decision making can appear fair and democratic but really only be a gesture that covers up the fact that certain group members or the group leader have already decided. Group decision making also takes more time than individual decisions and can be burdensome if some group members do not do their assigned work, divert the group with self-centered or unproductive role behaviors, or miss meetings. Conversely, though, group decisions are often more informed, since all group members develop a shared understanding of a problem through discussion and debate. The shared understanding may also be more complex and deep than what an individual would develop, because the group members are exposed to a variety of viewpoints that can broaden their own perspectives. Group decisions also benefit from synergy, one of the key advantages of group communication that we discussed earlier. Most groups do not use a specific method of decision making, perhaps thinking that they’ll work things out as they go. This can lead to unequal participation, social loafing, premature decisions, prolonged discussion, and a host of other negative consequences. So in this section we will learn some practices that will prepare us for good decision making and some specific techniques we can use to help us reach a final decision.
Brainstorming before Decision Making
Before groups can make a decision, they need to generate possible solutions to their problem. The most commonly used method is brainstorming, although most people don’t follow the recommended steps of brainstorming. As you’ll recall, brainstorming refers to the quick generation of ideas free of evaluation. The originator of the term brainstorming said the following four rules must be followed for the technique to be effective (Osborn, 1959):
- Evaluation of ideas is forbidden.
- Wild and crazy ideas are encouraged.
- Quantity of ideas, not quality, is the goal.
- New combinations of ideas presented are encouraged.
To make brainstorming more of a decision-making method rather than an idea-generating method, group communication scholars have suggested additional steps that precede and follow brainstorming (Cragan & Wright, 1991).
- Do a warm-up brainstorming session. Some people are more apprehensive about publicly communicating their ideas than others are, and a warm-up session can help ease apprehension and prime group members for task-related idea generation. The warm-up can be initiated by anyone in the group and should only go on for a few minutes. To get things started, a person could ask, “If our group formed a band, what would we be called?” or “What other purposes could a mailbox serve?” In the previous examples, the first warm up gets the group’s more abstract creative juices flowing, while the second focuses more on practical and concrete ideas.
- Do the actual brainstorming session. This session shouldn’t last more than thirty minutes and should follow the four rules of brainstorming mentioned previously. To ensure that the fourth rule is realized, the facilitator could encourage people to piggyback off each other’s ideas.
- Eliminate duplicate ideas. After the brainstorming session is over, group members can eliminate (without evaluating) ideas that are the same or very similar.
- Clarify, organize, and evaluate ideas. Before evaluation, see if any ideas need clarification. Then try to theme or group ideas together in some orderly fashion. Since “wild and crazy” ideas are encouraged, some suggestions may need clarification. If it becomes clear that there isn’t really a foundation to an idea and that it is too vague or abstract and can’t be clarified, it may be eliminated. As a caution though, it may be wise to not throw out off-the-wall ideas that are hard to categorize and to instead put them in a miscellaneous or “wild and crazy” category.
Discussion before Decision Making
The nominal group technique guides decision making through a four-step process that includes idea generation and evaluation and seeks to elicit equal contributions from all group members (Delbecq & Ven de Ven, 1971). This method is useful because the procedure involves all group members systematically, which fixes the problem of uneven participation during discussions. Since everyone contributes to the discussion, this method can also help reduce instances of social loafing. To use the nominal group technique, do the following:
- Silently and individually list ideas.
- Create a master list of ideas.
- Clarify ideas as needed.
- Take a secret vote to rank group members’ acceptance of ideas.
During the first step, have group members work quietly, in the same space, to write down every idea they have to address the task or problem they face. This shouldn’t take more than twenty minutes. Whoever is facilitating the discussion should remind group members to use brainstorming techniques, which means they shouldn’t evaluate ideas as they are generated. Ask group members to remain silent once they’ve finished their list so they do not distract others.
During the second step, the facilitator goes around the group in a consistent order asking each person to share one idea at a time. As the idea is shared, the facilitator records it on a master list that everyone can see. Keep track of how many times each idea comes up, as that could be an idea that warrants more discussion. Continue this process until all the ideas have been shared. As a note to facilitators, some group members may begin to edit their list or self-censor when asked to provide one of their ideas. To limit a person’s apprehension with sharing his or her ideas and to ensure that each idea is shared, I have asked group members to exchange lists with someone else so they can share ideas from the list they receive without fear of being personally judged.
During step three, the facilitator should note that group members can now ask for clarification on ideas on the master list. Do not let this discussion stray into evaluation of ideas. To help avoid an unnecessarily long discussion, it may be useful to go from one person to the next to ask which ideas need clarifying and then go to the originator(s) of the idea in question for clarification.
During the fourth step, members use a voting ballot to rank the acceptability of the ideas on the master list. If the list is long, you may ask group members to rank only their top five or so choices. The facilitator then takes up the secret ballots and reviews them in a random order, noting the rankings of each idea. Ideally, the highest ranked idea can then be discussed and decided on. The nominal group technique does not carry a group all the way through to the point of decision; rather, it sets the group up for a roundtable discussion or use of some other method to evaluate the merits of the top ideas.
Specific Decision-Making Techniques
Some decision-making techniques involve determining a course of action based on the level of agreement among the group members. These methods include majority, expert, authority, and consensus rule. Table 14.1 “Pros and Cons of Agreement-Based Decision-Making Techniques” reviews the pros and cons of each of these methods.
Majority rule is a commonly used decision-making technique in which a majority (one-half plus one) must agree before a decision is made. A show-of-hands vote, a paper ballot, or an electronic voting system can determine the majority choice. Many decision-making bodies, including the US House of Representatives, Senate, and Supreme Court, use majority rule to make decisions, which shows that it is often associated with democratic decision making, since each person gets one vote and each vote counts equally. Of course, other individuals and mediated messages can influence a person’s vote, but since the voting power is spread out over all group members, it is not easy for one person or party to take control of the decision-making process. In some cases—for example, to override a presidential veto or to amend the constitution—a super majority of two-thirds may be required to make a decision.
Minority rule is a decision-making technique in which a designated authority or expert has final say over a decision and may or may not consider the input of other group members. When a designated expert makes a decision by minority rule, there may be buy-in from others in the group, especially if the members of the group didn’t have relevant knowledge or expertise. When a designated authority makes decisions, buy-in will vary based on group members’ level of respect for the authority. For example, decisions made by an elected authority may be more accepted by those who elected him or her than by those who didn’t. As with majority rule, this technique can be time saving. Unlike majority rule, one person or party can have control over the decision-making process. This type of decision making is more similar to that used by monarchs and dictators. An obvious negative consequence of this method is that the needs or wants of one person can override the needs and wants of the majority. A minority deciding for the majority has led to negative consequences throughout history. The white Afrikaner minority that ruled South Africa for decades instituted apartheid, which was a system of racial segregation that disenfranchised and oppressed the majority population. The quality of the decision and its fairness really depends on the designated expert or authority.
Consensus rule is a decision-making technique in which all members of the group must agree on the same decision. On rare occasions, a decision may be ideal for all group members, which can lead to unanimous agreement without further debate and discussion. Although this can be positive, be cautious that this isn’t a sign of groupthink. More typically, consensus is reached only after lengthy discussion. On the plus side, consensus often leads to high-quality decisions due to the time and effort it takes to get everyone in agreement. Group members are also more likely to be committed to the decision because of their investment in reaching it. On the negative side, the ultimate decision is often one that all group members can live with but not one that’s ideal for all members. Additionally, the process of arriving at consensus also includes conflict, as people debate ideas and negotiate the interpersonal tensions that may result.
Table 14.1 Pros and Cons of Agreement-Based Decision-Making Techniques
|Minority rule by expert|
|Minority rule by authority|
Six Hats Method of Decision Making
Edward de Bono developed the Six Hats method of thinking in the late 1980s, and it has since become a regular feature in decision-making training in business and professional contexts (de Bono, 1985). The method’s popularity lies in its ability to help people get out of habitual ways of thinking and to allow group members to play different roles and see a problem or decision from multiple points of view. The basic idea is that each of the six hats represents a different way of thinking, and when we figuratively switch hats, we switch the way we think. The hats and their style of thinking are as follows:
- White hat. Objective—focuses on seeking information such as data and facts and then processes that information in a neutral way.
- Red hat. Emotional—uses intuition, gut reactions, and feelings to judge information and suggestions.
- Black hat. Negative—focuses on potential risks, points out possibilities for failure, and evaluates information cautiously and defensively.
- Yellow hat. Positive—is optimistic about suggestions and future outcomes, gives constructive and positive feedback, points out benefits and advantages.
- Green hat. Creative—tries to generate new ideas and solutions, thinks “outside the box.”
- Blue hat. Philosophical—uses metacommunication to organize and reflect on the thinking and communication taking place in the group, facilitates who wears what hat and when group members change hats.
Specific sequences or combinations of hats can be used to encourage strategic thinking. For example, the group leader may start off wearing the Blue Hat and suggest that the group start their decision-making process with some “White Hat thinking” in order to process through facts and other available information. During this stage, the group could also process through what other groups have done when faced with a similar problem. Then the leader could begin an evaluation sequence starting with two minutes of “Yellow Hat thinking” to identify potential positive outcomes, then “Black Hat thinking” to allow group members to express reservations about ideas and point out potential problems, then “Red Hat thinking” to get people’s gut reactions to the previous discussion, then “Green Hat thinking” to identify other possible solutions that are more tailored to the group’s situation or completely new approaches. At the end of a sequence, the Blue Hat would want to summarize what was said and begin a new sequence. To successfully use this method, the person wearing the Blue Hat should be familiar with different sequences and plan some of the thinking patterns ahead of time based on the problem and the group members. Each round of thinking should be limited to a certain time frame (two to five minutes) to keep the discussion moving.
- This decision-making method has been praised because it allows group members to “switch gears” in their thinking and allows for role playing, which lets people express ideas more freely. How can this help enhance critical thinking? Which combination of hats do you think would be best for a critical thinking sequence?
- What combinations of hats might be useful if the leader wanted to break the larger group up into pairs and why? For example, what kind of thinking would result from putting Yellow and Red together, Black and White together, or Red and White together, and so on?
- Based on your preferred ways of thinking and your personality, which hat would be the best fit for you? Which would be the most challenging? Why?
Majority rule is a simple method of decision making based on voting. In most cases a majority is considered half plus one.
Becky McCray – Voting – CC BY-NC-ND 2.0.
Influences on Decision Making
Many factors influence the decision-making process. For example, how might a group’s independence or access to resources affect the decisions they make? What potential advantages and disadvantages come with decisions made by groups that are more or less similar in terms of personality and cultural identities? In this section, we will explore how situational, personality, and cultural influences affect decision making in groups.
Situational Influences on Decision Making
A group’s situational context affects decision making. One key situational element is the degree of freedom that the group has to make its own decisions, secure its own resources, and initiate its own actions. Some groups have to go through multiple approval processes before they can do anything, while others are self-directed, self-governing, and self-sustaining. Another situational influence is uncertainty. In general, groups deal with more uncertainty in decision making than do individuals because of the increased number of variables that comes with adding more people to a situation. Individual group members can’t know what other group members are thinking, whether or not they are doing their work, and how committed they are to the group. So the size of a group is a powerful situational influence, as it adds to uncertainty and complicates communication.
Access to information also influences a group. First, the nature of the group’s task or problem affects its ability to get information. Group members can more easily make decisions about a problem when other groups have similarly experienced it. Even if the problem is complex and serious, the group can learn from other situations and apply what it learns. Second, the group must have access to flows of information. Access to archives, electronic databases, and individuals with relevant experience is necessary to obtain any relevant information about similar problems or to do research on a new or unique problem. In this regard, group members’ formal and information network connections also become important situational influences.
The origin and urgency of a problem are also situational factors that influence decision making. In terms of origin, problems usually occur in one of four ways:
- Something goes wrong. Group members must decide how to fix or stop something. Example—a firehouse crew finds out that half of the building is contaminated with mold and must be closed down.
- Expectations change or increase. Group members must innovate more efficient or effective ways of doing something. Example—a firehouse crew finds out that the district they are responsible for is being expanded.
- Something goes wrong and expectations change or increase. Group members must fix/stop and become more efficient/effective. Example—the firehouse crew has to close half the building and must start responding to more calls due to the expanding district.
- The problem existed from the beginning. Group members must go back to the origins of the situation and walk through and analyze the steps again to decide what can be done differently. Example—a firehouse crew has consistently had to work with minimal resources in terms of building space and firefighting tools.
In each of the cases, the need for a decision may be more or less urgent depending on how badly something is going wrong, how high the expectations have been raised, or the degree to which people are fed up with a broken system. Decisions must be made in situations ranging from crisis level to mundane.
The urgency of a decision can have a major influence on the decision-making process. As a situation becomes more urgent, it requires more specific decision-making methods and types of communication.
Judith E. Bell – Urgent – CC BY-SA 2.0.
Personality Influences on Decision Making
A long-studied typology of value orientations that affect decision making consists of the following types of decision maker: the economic, the aesthetic, the theoretical, the social, the political, and the religious (Spranger, 1928).
- The economic decision maker makes decisions based on what is practical and useful.
- The aesthetic decision maker makes decisions based on form and harmony, desiring a solution that is elegant and in sync with the surroundings.
- The theoretical decision maker wants to discover the truth through rationality.
- The social decision maker emphasizes the personal impact of a decision and sympathizes with those who may be affected by it.
- The political decision maker is interested in power and influence and views people and/or property as divided into groups that have different value.
- The religious decision maker seeks to identify with a larger purpose, works to unify others under that goal, and commits to a viewpoint, often denying one side and being dedicated to the other.
In the United States, economic, political, and theoretical decision making tend to be more prevalent decision-making orientations, which likely corresponds to the individualistic cultural orientation with its emphasis on competition and efficiency. But situational context, as we discussed before, can also influence our decision making.
The personalities of group members, especially leaders and other active members, affect the climate of the group. Group member personalities can be categorized based on where they fall on a continuum anchored by the following descriptors: dominant/submissive, friendly/unfriendly, and instrumental/emotional (Cragan & Wright, 1999). The more group members there are in any extreme of these categories, the more likely that the group climate will also shift to resemble those characteristics.
- Dominant versus submissive. Group members that are more dominant act more independently and directly, initiate conversations, take up more space, make more direct eye contact, seek leadership positions, and take control over decision-making processes. More submissive members are reserved, contribute to the group only when asked to, avoid eye contact, and leave their personal needs and thoughts unvoiced or give into the suggestions of others.
- Friendly versus unfriendly. Group members on the friendly side of the continuum find a balance between talking and listening, don’t try to win at the expense of other group members, are flexible but not weak, and value democratic decision making. Unfriendly group members are disagreeable, indifferent, withdrawn, and selfish, which leads them to either not invest in decision making or direct it in their own interest rather than in the interest of the group.
- Instrumental versus emotional. Instrumental group members are emotionally neutral, objective, analytical, task-oriented, and committed followers, which leads them to work hard and contribute to the group’s decision making as long as it is orderly and follows agreed-on rules. Emotional group members are creative, playful, independent, unpredictable, and expressive, which leads them to make rash decisions, resist group norms or decision-making structures, and switch often from relational to task focus.
Personality affects decision making. For example, “economic” decision makers decide based on what is practical and useful.
Cultural Context and Decision Making
Just like neighborhoods, schools, and countries, small groups vary in terms of their degree of similarity and difference. Demographic changes in the United States and increases in technology that can bring different people together make it more likely that we will be interacting in more and more heterogeneous groups (Allen, 2011). Some small groups are more homogenous, meaning the members are more similar, and some are more heterogeneous, meaning the members are more different. Diversity and difference within groups has advantages and disadvantages. In terms of advantages, research finds that, in general, groups that are culturally heterogeneous have better overall performance than more homogenous groups (Haslett & Ruebush, 1999). Additionally, when group members have time to get to know each other and competently communicate across their differences, the advantages of diversity include better decision making due to different perspectives (Thomas, 1999). Unfortunately, groups often operate under time constraints and other pressures that make the possibility for intercultural dialogue and understanding difficult. The main disadvantage of heterogeneous groups is the possibility for conflict, but given that all groups experience conflict, this isn’t solely due to the presence of diversity. We will now look more specifically at how some of the cultural value orientations we’ve learned about already in this book can play out in groups with international diversity and how domestic diversity in terms of demographics can also influence group decision making.
International Diversity in Group Interactions
Cultural value orientations such as individualism/collectivism, power distance, and high-/low-context communication styles all manifest on a continuum of communication behaviors and can influence group decision making. Group members from individualistic cultures are more likely to value task-oriented, efficient, and direct communication. This could manifest in behaviors such as dividing up tasks into individual projects before collaboration begins and then openly debating ideas during discussion and decision making. Additionally, people from cultures that value individualism are more likely to openly express dissent from a decision, essentially expressing their disagreement with the group. Group members from collectivistic cultures are more likely to value relationships over the task at hand. Because of this, they also tend to value conformity and face-saving (often indirect) communication. This could manifest in behaviors such as establishing norms that include periods of socializing to build relationships before task-oriented communication like negotiations begin or norms that limit public disagreement in favor of more indirect communication that doesn’t challenge the face of other group members or the group’s leader. In a group composed of people from a collectivistic culture, each member would likely play harmonizing roles, looking for signs of conflict and resolving them before they become public.
Power distance can also affect group interactions. Some cultures rank higher on power-distance scales, meaning they value hierarchy, make decisions based on status, and believe that people have a set place in society that is fairly unchangeable. Group members from high-power-distance cultures would likely appreciate a strong designated leader who exhibits a more directive leadership style and prefer groups in which members have clear and assigned roles. In a group that is homogenous in terms of having a high-power-distance orientation, members with higher status would be able to openly provide information, and those with lower status may not provide information unless a higher status member explicitly seeks it from them. Low-power-distance cultures do not place as much value and meaning on status and believe that all group members can participate in decision making. Group members from low-power-distance cultures would likely freely speak their mind during a group meeting and prefer a participative leadership style.
How much meaning is conveyed through the context surrounding verbal communication can also affect group communication. Some cultures have a high-context communication style in which much of the meaning in an interaction is conveyed through context such as nonverbal cues and silence. Group members from high-context cultures may avoid saying something directly, assuming that other group members will understand the intended meaning even if the message is indirect. So if someone disagrees with a proposed course of action, he or she may say, “Let’s discuss this tomorrow,” and mean, “I don’t think we should do this.” Such indirect communication is also a face-saving strategy that is common in collectivistic cultures. Other cultures have a low-context communication style that places more importance on the meaning conveyed through words than through context or nonverbal cues. Group members from low-context cultures often say what they mean and mean what they say. For example, if someone doesn’t like an idea, they might say, “I think we should consider more options. This one doesn’t seem like the best we can do.”
In any of these cases, an individual from one culture operating in a group with people of a different cultural orientation could adapt to the expectations of the host culture, especially if that person possesses a high degree of intercultural communication competence (ICC). Additionally, people with high ICC can also adapt to a group member with a different cultural orientation than the host culture. Even though these cultural orientations connect to values that affect our communication in fairly consistent ways, individuals may exhibit different communication behaviors depending on their own individual communication style and the situation.
Domestic Diversity and Group Communication
While it is becoming more likely that we will interact in small groups with international diversity, we are guaranteed to interact in groups that are diverse in terms of the cultural identities found within a single country or the subcultures found within a larger cultural group.
Gender stereotypes sometimes influence the roles that people play within a group. For example, the stereotype that women are more nurturing than men may lead group members (both male and female) to expect that women will play the role of supporters or harmonizers within the group. Since women have primarily performed secretarial work since the 1900s, it may also be expected that women will play the role of recorder. In both of these cases, stereotypical notions of gender place women in roles that are typically not as valued in group communication. The opposite is true for men. In terms of leadership, despite notable exceptions, research shows that men fill an overwhelmingly disproportionate amount of leadership positions. We are socialized to see certain behaviors by men as indicative of leadership abilities, even though they may not be. For example, men are often perceived to contribute more to a group because they tend to speak first when asked a question or to fill a silence and are perceived to talk more about task-related matters than relationally oriented matters. Both of these tendencies create a perception that men are more engaged with the task. Men are also socialized to be more competitive and self-congratulatory, meaning that their communication may be seen as dedicated and their behaviors seen as powerful, and that when their work isn’t noticed they will be more likely to make it known to the group rather than take silent credit. Even though we know that the relational elements of a group are crucial for success, even in high-performance teams, that work is not as valued in our society as the task-related work.
Despite the fact that some communication patterns and behaviors related to our typical (and stereotypical) gender socialization affect how we interact in and form perceptions of others in groups, the differences in group communication that used to be attributed to gender in early group communication research seem to be diminishing. This is likely due to the changing organizational cultures from which much group work emerges, which have now had more than sixty years to adjust to women in the workplace. It is also due to a more nuanced understanding of gender-based research, which doesn’t take a stereotypical view from the beginning as many of the early male researchers did. Now, instead of biological sex being assumed as a factor that creates inherent communication differences, group communication scholars see that men and women both exhibit a range of behaviors that are more or less feminine or masculine. It is these gendered behaviors, and not a person’s gender, that seem to have more of an influence on perceptions of group communication. Interestingly, group interactions are still masculinist in that male and female group members prefer a more masculine communication style for task leaders and that both males and females in this role are more likely to adapt to a more masculine communication style. Conversely, men who take on social-emotional leadership behaviors adopt a more feminine communication style. In short, it seems that although masculine communication traits are more often associated with high status positions in groups, both men and women adapt to this expectation and are evaluated similarly (Haslett & Ruebush, 1999).
Other demographic categories are also influential in group communication and decision making. In general, group members have an easier time communicating when they are more similar than different in terms of race and age. This ease of communication can make group work more efficient, but the homogeneity may sacrifice some creativity. As we learned earlier, groups that are diverse (e.g., they have members of different races and generations) benefit from the diversity of perspectives in terms of the quality of decision making and creativity of output.
In terms of age, for the first time since industrialization began, it is common to have three generations of people (and sometimes four) working side by side in an organizational setting. Although four generations often worked together in early factories, they were segregated based on their age group, and a hierarchy existed with older workers at the top and younger workers at the bottom. Today, however, generations interact regularly, and it is not uncommon for an older person to have a leader or supervisor who is younger than him or her (Allen, 2011). The current generations in the US workplace and consequently in work-based groups include the following:
- The Silent Generation. Born between 1925 and 1942, currently in their midsixties to mideighties, this is the smallest generation in the workforce right now, as many have retired or left for other reasons. This generation includes people who were born during the Great Depression or the early part of World War II, many of whom later fought in the Korean War (Clarke, 1970).
- The Baby Boomers. Born between 1946 and 1964, currently in their late forties to midsixties, this is the largest generation in the workforce right now. Baby boomers are the most populous generation born in US history, and they are working longer than previous generations, which means they will remain the predominant force in organizations for ten to twenty more years.
- Generation X. Born between 1965 and 1981, currently in their early thirties to midforties, this generation was the first to see technology like cell phones and the Internet make its way into classrooms and our daily lives. Compared to previous generations, “Gen-Xers” are more diverse in terms of race, religious beliefs, and sexual orientation and also have a greater appreciation for and understanding of diversity.
- Generation Y. Born between 1982 and 2000, “Millennials” as they are also called are currently in their late teens up to about thirty years old. This generation is not as likely to remember a time without technology such as computers and cell phones. They are just starting to enter into the workforce and have been greatly affected by the economic crisis of the late 2000s, experiencing significantly high unemployment rates.
The benefits and challenges that come with diversity of group members are important to consider. Since we will all work in diverse groups, we should be prepared to address potential challenges in order to reap the benefits. Diverse groups may be wise to coordinate social interactions outside of group time in order to find common ground that can help facilitate interaction and increase group cohesion. We should be sensitive but not let sensitivity create fear of “doing something wrong” that then prevents us from having meaningful interactions. Reviewing Chapter 8 “Culture and Communication” will give you useful knowledge to help you navigate both international and domestic diversity and increase your communication competence in small groups and elsewhere.
- Every problem has common components: an undesirable situation, a desired situation, and obstacles between the undesirable and desirable situations. Every problem also has a set of characteristics that vary among problems, including task difficulty, number of possible solutions, group member interest in the problem, group familiarity with the problem, and the need for solution acceptance.
The group problem-solving process has five steps:
- Define the problem by creating a problem statement that summarizes it.
- Analyze the problem and create a problem question that can guide solution generation.
- Generate possible solutions. Possible solutions should be offered and listed without stopping to evaluate each one.
- Evaluate the solutions based on their credibility, completeness, and worth. Groups should also assess the potential effects of the narrowed list of solutions.
- Implement and assess the solution. Aside from enacting the solution, groups should determine how they will know the solution is working or not.
- Before a group makes a decision, it should brainstorm possible solutions. Group communication scholars suggest that groups (1) do a warm-up brainstorming session; (2) do an actual brainstorming session in which ideas are not evaluated, wild ideas are encouraged, quantity not quality of ideas is the goal, and new combinations of ideas are encouraged; (3) eliminate duplicate ideas; and (4) clarify, organize, and evaluate ideas. In order to guide the idea-generation process and invite equal participation from group members, the group may also elect to use the nominal group technique.
- Common decision-making techniques include majority rule, minority rule, and consensus rule. With majority rule, only a majority, usually one-half plus one, must agree before a decision is made. With minority rule, a designated authority or expert has final say over a decision, and the input of group members may or may not be invited or considered. With consensus rule, all members of the group must agree on the same decision.
Several factors influence the decision-making process:
- Situational factors include the degree of freedom a group has to make its own decisions, the level of uncertainty facing the group and its task, the size of the group, the group’s access to information, and the origin and urgency of the problem.
- Personality influences on decision making include a person’s value orientation (economic, aesthetic, theoretical, political, or religious), and personality traits (dominant/submissive, friendly/unfriendly, and instrumental/emotional).
- Cultural influences on decision making include the heterogeneity or homogeneity of the group makeup; cultural values and characteristics such as individualism/collectivism, power distance, and high-/low-context communication styles; and gender and age differences.
- In terms of situational influences on group problem solving, task difficulty, number of possible solutions, group interest in problem, group familiarity with problem, and need for solution acceptance are five key variables discussed in this chapter. For each of the two following scenarios, discuss how the situational context created by these variables might affect the group’s communication climate and the way it goes about addressing its problem.
- Scenario 1. Task difficulty is high, number of possible solutions is high, group interest in problem is high, group familiarity with problem is low, and need for solution acceptance is high.
- Scenario 2. Task difficulty is low, number of possible solutions is low, group interest in problem is low, group familiarity with problem is high, and need for solution acceptance is low.
- Getting integrated: Certain decision-making techniques may work better than others in academic, professional, personal, or civic contexts. For each of the following scenarios, identify the decision-making technique that you think would be best and explain why.
- Scenario 1: Academic. A professor asks his or her class to decide whether the final exam should be an in-class or take-home exam.
- Scenario 2: Professional. A group of coworkers must decide which person from their department to nominate for a company-wide award.
- Scenario 3: Personal. A family needs to decide how to divide the belongings and estate of a deceased family member who did not leave a will.
- Scenario 4: Civic. A local branch of a political party needs to decide what five key issues it wants to include in the national party’s platform.
- Group communication researchers have found that heterogeneous groups (composed of diverse members) have advantages over homogenous (more similar) groups. Discuss a group situation you have been in where diversity enhanced your and/or the group’s experience.
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