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Chapter 8
Group Problem-Solving Procedures
Summary
This chapter provides both theoretical and practical information about small group problem
solving. The chapter is designed to get students to think about what should happen for a group to
solve problems effectively and what they can do to ensure that what should happen does happen.
The focus of this chapter is on recognizing that individual actions and group norms contribute to
effective and ineffective decisions. Ultimately, systematic procedures that reinforce good
individual behaviors and positive group norms will produce better decisions.
Chapter Objectives
After reading this chapter, students should be able to accomplish the following objectives:
1. Explain why using a systematic procedure for group problem solving usually produces
better solutions than random or haphazard problem solving.
2. Define key terms such as problem solving, decision making, and area of freedom with
examples.
3. Describe five characteristics of problems.
4. Explain why and how you would adjust the problem-solving process to accommodate any
of the characteristics of problems.
5. Describe the functional theory of problem solving and decision making.
6. Describe each step of P-MOPS.
7. Explain how you could use techniques such as the focus groups, group support systems,
RISK, and PERT to help at various stages of P-MOPS.
8. Apply P-MOPS to fit a simple or complex problem.
Sample Lecture Notes
Case Study: Relocating the Department of Music
• The Department of Music at Missouri State University was housed in a 1950s building that
was falling apart.
• Funds were found to remodel the building, but the building needed to be empty during the
construction and remodeling period.
• The problem is deciding where 25 faculty and staff members and 300 students could be
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relocated for a year during the remodeling.
• The campus Space Committee charged Krista, a Facilities Management staff person, and
her subcommittee to develop options.
• Krista’s committee took months to solve this problem. Although more complex than most
problems, it entailed the same process of evaluating the issue, looking for options,
evaluating them, and finally selecting the best option.
I. A Systematic Procedure as the Basis for Problem Solving
• There are a number of ways to solve problems.
• The group must use a systematic process and the best creative and critical thinking it can
muster to develop solutions and assess how well they will work.
• This chapter is split into two main parts: describing the specifics of any problem and how
to manage the entire problem solving process carefully.
II. Capturing the Problem in Problem Solving
A. How Do We Know a Problem When We See One?
• A problem is the difference between what exists presently and what one expects or
wants.
• Every problem situation has three major components:
o An undesirable existing situation
o A desired situation or goal
o Obstacles to change
B. Area of Freedom
• The area of freedom is the amount of authority and limitations given to a group.
• Use the “apply now” textbox on page 196 to discuss a real life scenario in which
students can identify a problem and its elements.
C. Characteristics of Problems
• Task difficulty is the complexity of a problem.
• Solution multiplicity is the existence of multiple ways to solve a problem.
• Intrinsic interest is what helps members stick with an issue, sometimes for years.
• Member familiarity is the group members’ knowledge of a problem.
• Acceptance level is the degree to which the solution must be accepted by the people
affected by a problem.
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D. Getting the Discussion Question Right
• Formulating the right kind of question to launch the group’s discussion is an important
first step to an effective solution.
• A variety of “other issues” can take the group off track.
• A discussion question is the central question of the policy facing the group.
• The following are steps to ensure the discussion question is clear:
o Avoid either-or questions.
o Word questions as concretely as possible.
o Avoid suggesting the answer in a question.
• Class Discussion: Use the “apply now” textbox on page 200 to have students practice
phrasing discussion questions.
III. Effective Problem Solving and Decision Making
• Problem solving is everything one needs to do to move from one’s present undesirable
situation to what one wants, including creating solutions and choosing among them.
• Decision making is choosing from available options.
• Functional theory is a description of how communication affects group problem solving.
• Three factors impacting the conditions needed for effective problem solving are as follows:
o Task requirements
o How well members use their communication to overcome obstacles to effective
problem solving
o The degree of willingness members have to review their process and reconsider their
decisions
A. The Procedural Model of Problem Solving (P-MOPS)
• The Procedural Model of Problem Solving (P-MOPS) is a flexible framework to guide
each phase of the problem-solving process.
• The five steps in this general problem-solving procedure are: describing and analyzing
the problem, generating and explaining possible solutions, evaluating all solutions,
choosing the best solution, and implementing the chosen solution.
1. Describing and Analyzing the Problem
• Be sure you understand the charge precisely.
o Charge is the group’s assignment.
• State the problem as a single, clear problem question.
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• Focus on the problem before discussing how to solve it.
• Describe the problem thoroughly.
• Make an outline and a schedule based on the procedural model of problem solving.
• Summarize the problem as a group.
Spotlighting Key Issues with Focus Groups
• A focus group is an unstructured technique in which members freely explore
thoughts and feelings about a topic.
2. Generating and Explaining Possible Solutions
• Avoid the “group communication flaw,” which occurs when groups hinder their
ability to make good decisions by closing down their problem solving discussion.
o Be an active participant-observer.
3. Evaluating All Possible Solutions
Criteria for Evaluating Solutions
• Criteria are standards and guidelines used to evaluate ideas and solutions.
Narrowing a Long List of Proposed Solutions
• The following are three useful techniques for narrowing a long list of proposed
solutions:
o Combine any ideas that are similar or overlapping.
o Allow each member (including the leader) to vote for his or her top three
choices.
o Give each member a set of 10 or 15 stickers and ask them to “vote” on their
preferred solutions.
▪ Members can distribute their stickers any way they want.
▪ They can put all their stickers on one item, if they strongly prefer that
item, or put each sticker on a different item.
▪ The items receiving stickers are easy to spot and list in priority order.
▪ The group then discusses the pros and cons of the options that received at
least one sticker.
Charting the Pros and Cons
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• During the evaluation discussion, a recorder can help greatly by creating a chart of
the ideas being discussed, with the pros and cons mentioned for each idea, as
shown in Table 8.5.
• Using a chart that everyone can see helps the group remember major arguments
and think critically about the proposals under consideration.
Using Technology to Help Group Problem Solving
• Group Support Systems (GSS) is a computer-based system designed to improve
various aspects of group work.
• GSS exists to help groups with such tasks as idea generation, information
organization, evaluation of options, and decision making.
• Some tasks lend themselves better to face-to-face meetings and some tasks lend
themselves well to GSS; don’t make overarching conclusions of effectiveness.
• An important key factor of success depends on user familiarity.
4. Choosing the Best Solution
• Groups go through phases of decision making.
o The orientation phase is when the group is exploring the problem.
o The conflict phase is when the group is arguing about various options.
o Decision emergence is when the group gradually moves toward consensus.
o Reinforcement refers to the compliments that members give each other after a
job well done.
Methods of Making Decisions
• A decision is made by the group leader or a designated member.
• The consultative method is appropriate when the leader does not have all the
needed information, when the group members are likely to accept the decision,
when members cannot agree but a decision must be made, or when time is short.
• Voting occurs when the majority decides for the group.
• A consensus is a decision all members agree is the best they can all support but
isn’t necessarily everyone’s first choice.
Testing a Tentative Solution with the RISK Technique
• The RISK technique is a technique to help a group assess potential problems or
risks with a potential solution.
o The RISK technique is designed to help an organization assess how a
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proposed change or new policy will negatively affect the individuals and
groups most involved.
• The steps for a face-to-face RISK meeting are summarized in Figure 8.2.
5. Implementing the Chosen Solution
• During this stage of problem solving, the group answers questions such as the
following:
o Who will do what, when, and how so that our decision is enacted?
o How will we write and present our report?
o How will we word our motion to the membership meeting, and who will speak
in support of it?
o What follow-up should we conduct to monitor how well this solution is
working?
Using PERT to Implement a Solution
• PERT is a set of concrete suggestions to help a group keep track of who will do
what by when (See figure 8.3).
• PERT is a program evaluation and review technique that helps group members
manage and keep track of a complex task.
• Following are the main parts of the process:
o Determine the final step by describing how the solution should appear when
it is fully implemented.
o List all the events that must occur before the final goal is realized.
o Order these steps chronologically.
o For complicated solutions, develop a flow diagram of the procedure and all
the steps in it.
o Generate a list of all the activities, materials, and people needed to
accomplish each step.
o Estimate the time needed to accomplish each step; then add all the estimates
to find the total time needed for implementation of the plan.
o Compare the total time estimate with deadlines or expectations and correct
as necessary by assigning more or less time and people to complete a given
step.
o Determine which members will be responsible for each step.
IV. Applications of P-MOPS
• The information about problem characteristics in Table 8.2 will help one determine how to
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modify the P-MOPS to suit a particular problem.
• Table 8.6 shows a sample outline using P-MOPS for a complicated problem.
Learning Activities
1. Lost on the Moon
This exercise usually demonstrates that groups working on a problem that requires
considerable experience perform better than an individual working on the same problem.
First, have students read the case problem individually and rank the items from most (1) to
least (15) important. Then, have them work in groups of five or six and instruct them to
come to a consensus ranking. The correct rankings are provided on the next page, and
students may see how well they did and how well their groups did.
Lost on the Moon
Your spaceship has just crash-landed on the moon. You were scheduled to rendezvous with
a mother ship 200 miles away on the lighted surface of the moon, but the rough landing has
ruined your ship and destroyed all the equipment on board except for the 15 items listed
below. Your crew’s survival depends on reaching the mother ship, so you must choose the
most critical items available for the trip. Your task is to rank the 15 items in terms of their
importance for survival. Place number 1 by the most important, number 2 by the second
most important, and so on through number 15.
____ Box of matches
____ Food concentrate
____ 50 feet of nylon rope
____ Parachute silk
____ Solar-powered portable heating unit
____ Two .45-caliber pistols
____ One case of dehydrated milk
____ Two 100 lb. tanks of oxygen
____ Stellar map (of the moon’s constellations)
____ Self-inflating life raft
____ Magnetic compass
____ Five gallons of water
____ Signal flares
____ First-aid kit containing injection needles
____ Solar-powered FM receiver-transmitter
As soon as everyone has ranked all 15 items without consulting anyone else, the groups,
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following the rules for decision making by consensus as closely as possible, should arrive
at a group ranking.
Below are the consensus ranks for the 15 items arrived at by a group of NASA experts.
Each student’s answer sheet and group sheet is scored by calculating the absolute
difference between the NASA rank and the individual (or group) rank given to the item.
Then, the difference is summed as “error points.” The lower the sum, the better one has
done in this ranking exercise.
After all the scores are computed, put them on a chart or chalkboard to show individual and
group scores for each group. Then, discuss the results.
Item
NASA Reasoning
NASA
Rank
Your
Rank
Error
Points
Box of matches
No oxygen on moon; virtually
worthless
15
Food concentrate
Efficient means of energy
4
50 feet of nylon rope
Useful in scaling cliffs, tying
injured together
6
Parachute silk
Protection from sun
8
Solar-powered
portable heating unit
Not needed unless on dark side
13
Two .45 caliber
pistols
Possible means of propulsion
11
One case of
dehydrated milk
Bulkier duplication of food
concentrate
12
Two 100-lb. tanks of
oxygen
Most pressing survival need
1
Stellar map (of the
moon’s
constellations)
Primary means of navigation
3
Self-inflating life
raft
CO2 bottle in raft may be used
for propulsion
9
Magnetic compass
Magnetic field on moon not
polarized; worthless
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5 gals. water
Replacement for tremendous
liquid loss on light side
2
Signal flares
Distress signal when mother
ship is sighted
10
First-aid kit
containing injection
Needles for victims, etc.; fit
needles in special aperture in
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b. Excellent class participation is rewarded with bonus points at the end of the semester.
c. Lack of class participation is penalized at the end of the semester.
d. Excellent class participation is used as a tie-breaker; if a student is borderline,
excellent class participation can be used to raise the grade.
e. Class participation is graded just like any other class activity; it will count for a
certain percentage of the grade (for example, 10 percent), and it will be evaluated by
the instructor.
Have all the students complete the following “Post-Decision Reaction Sheet” and compile
the average responses for each decision-making method (by leader, by consultation, and by
consensus). Class discussion should focus on how the students felt about the three
decision-making methods.
Post-Decision Reaction Sheet
Record your answers to the following questions. Then, give the answers to your group’s
coordinator who will tabulate them, compute averages, and report them to your instructor
to record on the board for discussion.
1. In your opinion, how much of a chance did you have to influence the group decision?
1 2 3 4 5 6 7 8 9
(none) (a great deal)
2. How well do you think other members of the group listened to and understood you?
1 2 3 4 5 6 7 8 9
(not at all) (completely)
3. How satisfied or confident are you with the result of your group’s decision making?
1 2 3 4 5 6 7 8 9
(very dissatisfied) (very satisfied)
4. What adjective best describes the atmosphere in your group during the discussion?
5. This exercise may be combined with the previous example or a new case may be used. If
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so, structure the case so that there are no more than four alternatives from which the groups
must choose. Divide the class into groups, and select a designated leader for each group.
Ask the designated leader to use the charting procedure described in the text. On the board
or on a chart, the leader should make a “pros” and “cons” column for each alternative and
list the pros and cons as members express them. Then, the group can come to a consensus
decision. Ask the students whether the charting procedure was valuable in the decision-
making process.
6. Focus Groups
Divide the class into groups of 8 to 10 members, and select an observer for each group.
Give the groups a topic to discuss, such as what it is like to be a student at your school, and
ask the groups to discuss the topic for 10 or 15 minutes in an unstructured discussion. The
observers should report what they observed to the class. As an added twist to this exercise,
ask the observers to pretend they are advertising executives trying to come up with an
effective advertising campaign to recruit more students to your school. After the
discussion, ask them to identify what themes they believe could be addressed in an
advertising campaign.
7. Problem Census
Using the steps for a problem census, conduct a census about an issue important to the
class. One topic that works well is “What topics should our class select for discussion that
would be intrinsically interesting and involve the whole class?” Use the rank-ordered
topics for future exercises.
8. RISK Technique
Make a tentative decision regarding an issue relevant to the class (such as the components
of a major assignment or type of exam to be taken). Using the RISK procedures, ask
students to identify risks or problems with your decision. Conduct a class discussion about
the procedures.
9. Select a topic from your problem census, divide the students into groups of seven or eight,
select a facilitator for each group, and instruct that person to use the nominal group
technique to discuss the problem. As an alternative, ask students to discuss the following
topics using the nominal group technique: If the students are working on a semester- or
quarter-long group project, ask each group to complete a PERT chart to show when and by
whom each of the projects will be completed. When classes are asked to do this, they
generally complete the projects in a more timely fashion and with less stress. As an
alternative, ask each student to complete an individual PERT chart for any long-term
project he or she is working on.
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Media Learning Activity
1. The video Small Group Communication contains four segments. It can be useful for
discussing decision making and problem solving.
2. Sample Case Problems
The following case problems may be used for discussion with any of the exercises listed.
Feel free to modify them to suit your class or create your own.
“Scholarship Awards Committee”
Ask the students to read the following case problem, divide themselves into groups of five
or six, and come to a consensus decision.
“Scholarship Awards Committee”
You constitute a special scholarship awards committee at State University. A special trust
fund was established by an anonymous donor to award one full-tuition scholarship per year
to a person with demonstrated need for financial assistance, a reasonable expectation of
success as a student, and who is unlikely to attend college if not granted some form of aid.
There are no other conditions attached to the award except that a student committee must
select the winner from a list of applicants supplied by the admissions office. The
admissions office has given you a list of five eligible applicants and said no other
information can be given to you. Who will receive the scholarships? You can award only
one scholarship.
Duane, age 18, finished high school in three years. He says he rushed through because he
could not have tolerated it for another year. His mother, a widow with two younger
children to support, can only work part-time in her field as a registered nurse. Duane’s high
school grade average was 3.0. University tests predict a 2.6 college grade point average in
a science curriculum and 3.1 in non-science. His mother is determined that Duane should
be a physician. Duane says he is not sure what job or profession he wants. He has some
emotional problems; a psychiatrist he has seen recommends college because he thinks
Duane needs “an intellectual challenge.”
Carla, age 17, has very high recommendations from the small town high school where she
earned a 3.8 grade average. In her senior year, she became engaged to a driver from a feed
mill, who wants her to get married immediately and forget college. She is known to have
spent a few nights with him on a cross-country trip to haul grain. Your university predicts
she will earn a 2.6 in science and 3.3 in a non-science program. She says she wants to
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become a social worker “to help the poor in some big city.” The minister where she attends
church says she has a fine mind, but he predicts she will marry and drop out if she starts
college. Her parents are uneducated (less than high school), hardworking, law-abiding, and
very poor.
Melissa, age 26, is a divorcé with a seven-year-old son. She made a 2.8 grade average in
high school “because I goofed around,” but tests predict a 2.9 in science and a 3.6 in
non-science at your university. She says she wants to become an English instructor, “in
college if I get lucky, or at least in high school.” She was a beauty contest winner at 18, but
says she is bitter toward men and will never remarry. She gets no child support or other
family assistance. Her present boss, a dress shop owner, gives her a good character
reference but predicts she is more likely to marry than to finish college.
Sam, age 19, was offered several football scholarships, but they were withdrawn when an
auto accident injured his legs. He can get around well but cannot compete in athletics. His
high school grade average was barely passing, but entrance test scores predict a 2.5
average in science and 3.0 in a non-science curriculum. His father, a day laborer, says he
can contribute toward a college education for Sam. Sam says he is determined to become a
football coach, though he has been advised that it may be difficult without a college
playing record.
Ray, age 27, earned a medal for bravery and lost his right hand in an army war game. He
earned a high school diploma while in the army. The university predicts a 2.0 average in
science and a 2.8 in a non-science program. He is eligible for some veteran’s assistance,
but his family needs his help to support a large brood of younger children. Ray says he
wants to major in business and “make enough money so I don’t have to live like an animal
as my parents do.”
The following questions will guide the students’ post-decision evaluation of their
decision-making process:
a. What problems did the group have in choosing a scholarship recipient?
b. What seemed to cause these problems?
c. Do you think the group made the best choice? Why, or why not?
d. What guidelines can you write to apply what you have learned?
e. What did you learn from this exercise?
“Case of the Risk–Taking Roommates”
(used with the permission of Beverly S. McCormick)
Mary, an eighteen-year-old freshman at a state college in the south, is faced with a difficult
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and potentially dangerous situation. She has come to us as an advisory group, asking us for
a recommendation about what she should do.
She and three other freshman women share a large room on the fourth floor of an
all-female dorm. Shortly after the beginning of the fall semester, the other three women
began to entertain men in their room. They would wait until the security guard went on
break (about 10:00 p.m.) and then sneak the men up the back staircase. Mary disapproved
and told her roommates she thought this was highly improper. They replied that she could
either join in the fun or wait in the game room or cafeteria from 10:00 p.m. until midnight
on “date” nights. Mary started to protest, but she shut up when the others began to mock
her with statements like “Poor little Mary, so sweet—so straight—so Southern Baptist!”
“Just because you don’t know how to have fun, don’t spoil it for the rest of us.” “What a
naive prude!” For three weeks Mary spent most nights from 10:00 p.m. until midnight in
the game room.
One night she fell ill and returned to her room early. After there was no reply to the
customary three knocks, she entered the hazy, dim room. In addition to her roommates and
their boyfriends, four or five strangers were in the room, which reeked with the smell of
marijuana. She recognized one man who was rumored to be a drug dealer in the dorms.
Mary thought she saw one woman give that man some money in exchange for a small
envelope. General confusion set in as soon as the roommates recognized Mary; people
were scrambling around gathering up their things and leaving. Mary, with a headache and
fever, went to bed and promptly fell asleep. Next morning, she awoke to find a note under
the door addressed to her. It read: “If you tell anyone about what happened last night we
promise that you won’t make it to class the next day.”
Mary is frightened and confused. She is not certain of exactly what she saw or all that it
means. What course of action does our committee recommend for Mary?
“To Buy or Not to Buy”
(used with permission of Steven Trask)
Rita and Mike have been married for 12 years; both are thirty-two years of age. They have
two daughters (ages eleven and nine). Mike served eight years in the military as an
electronics technician. In 1992, he left the service and was immediately hired by a major
aerospace corporation. One year, Mike and a group of other technicians were sent to
Northern Utah to work on a special project. Initially, the project was for just one year, but
it could continue if the initial phase was successful. Mike rented a house and soon Rita and
the girls joined him. Up to now, Mike and Rita have always rented and moved frequently.
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The project progressed better than had been hoped for, and it now appears that it will
continue indefinitely. Mike was recently informed that the house he is renting will soon be
for sale; the owner is moving to Arizona. The family members have all grown very fond of
the house and neighborhood. They want to stay. The financial picture is as follows:
Resources: Mike’s income is approximately $52,000 per year.
Rita currently is not working outside the home.
Savings are minimal (under $10,000).
Accumulated debts total just under $15,000.
Cost: Current rent is $700 per month.
Price of the house is to be $87,000.
An assumable VA mortgage is 9.25 fixed interest.
Monthly payments of $950 include tax and insurance.
Within 1 year, the current owner must be paid $10,000 for his equity.
What advice would we give Mike and Rita?
“The Undeserved Award”
Mr. Spenser works for a large retailing firm. He was appointed chair of a five-person
committee to plan a detailed scheme for a new project the company hoped to initiate. Mr.
Spenser’s committee had just begun to work when a family crisis forced him to be out of
the city for over a month. Meanwhile, the committee carried on and sent its
recommendation to corporate headquarters. A few days after getting back to work, Mr.
Spenser received a letter from headquarters commending him for the outstanding
leadership he provided the committee and informing him that he has been chosen as
“Committee Chair of the Year” and will receive a certificate of merit at the forthcoming
annual meeting of the corporation.
What would you advise him to do?
“The Mayor’s Public Relations Dilemma”
The mayor of a large Midwestern city appoints all members of city commissions, which
must then be approved by the city council. A few months after being appointed, one
appointee was charged and subsequently convicted of having taken a bribe to vote for
giving a very lucrative contract to a particular bidder. Now, the mayor is running for
reelection. The mayor’s opponent has used the case of the bribe-taking commissioner to
accuse the mayor of having run a corrupt administration. What action seems most
appropriate to winning reelection?
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a. Place the blame on the city council for approving the appointment.
b. Ignore the charge, but do point out that the mayor has appointed many
commissioners who have been accused of no wrongdoing.
c. Publicly declare that the mayor thought the appointee was honorable.
d. Do nothing; to respond will only give more credence to a rather unsubstantiated
charge.
e. Point out that the mayor started the investigation that led to conviction of the corrupt
commissioner.
f. Or what?
“The Teacher’s Dilemma”
An English teacher in a consolidated, rural high school has had extensive experience in the
dramatic arts and as a result was chosen by the principal to direct the first play in the new
school. The play will be the first major production for the school. Its success may
determine whether there will be any future plays produced at the school, and if well-done,
it could bring prestige to both the teacher and the school. As a result, the teacher is
exhausting every means available to her to make the play an artistic success. She has
chosen all the cast except for the leading female part. The principal’s daughter wants the
part, and the principal told the teacher he really wants his daughter to have it; but, she is a
poor actress and would jeopardize the success of the show. Tentatively, the teacher has
chosen someone who should do an excellent job in the role, but the principal has implied
that if his daughter is not selected, he will appoint another director in the future.
What should the English teacher do?
“The Grade Inflation Case”
In recent years, a pervasive problem has arisen on many American college and university
campuses—grade inflation. Cumulative final averages have never been so high. This
problem has hit home at Robert Burns University (RBU). Recently, employers who
interview graduates have complained to the chancellor, voicing strong objections to
grading policies. They claim that it is now impossible to use a student applicant’s grades as
a basis for comparison with other applicants and for predicting what sort of employee a
student might make. Corporate representatives say that almost all students have “above
average” grades and 60 percent have at least a 3.1 average.
A preliminary check of records revealed some eye-opening statistics. In 1962, the average
SAT score of freshmen was 1148 and the average final cumulative grade was 2.3 for those
students when they graduated. In 1980, the average SAT score of freshmen was 997, but
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the average final GPA was 3.2 when those students graduated. Prior to 1967, the SAT
served as a dependable predictor of a student’s academic accomplishments, but it no longer
does so.
A survey of teaching practices at Robert Burns University revealed that most professors
curve grades on at least half of their assignments in order to raise the class average.
Professors say that they are reluctant to give below a C grade because low grades are
damaging to students’ self-esteem and to their chances for employment in desirable jobs.
Many said they are reluctant to give any grade lower than a B.
College textbook publishers report that they are editing for a tenth-grade reading level
because the higher levels at which they used to edit are too difficult for the majority of
today’s beginning college students. Some publishers say they must edit freshman texts at
even lower reading-difficulty levels or the books are not adopted.
The provost has charged you, as a committee of concerned students from the student
senate, to consider whether grade inflation is a serious problem at RBU. If you find that it
is, he has asked you to recommend a new grading policy to combat the problem and to
suggest how to implement the policy and make it effective in restoring grades to their
former usefulness and credibility.
Media Resources
1. Communicating Effectively in Small Groups, Parts 3 and 4, Interactive and Effective
Problem-Solving Discussions
These segments show a small group, first engaged in an ineffective discussion and then in
a more effective one. Available from McGraw Hill Online
http://highered.mheducation.com/sites/0073523860/student_view0/videos__communicatin
g_effectively_in_small_groups.html
2. Make Up Your Mind: Skillful Decisions (video, 25 minutes; The Learning Seed, 330 Telser
Rd., Lake Zurich, IL 60047; 1-800-634-4941)
Although this video focuses on individual decision making, the principles are applicable to
group decision making and the situation is an engaging one.
https://www.learningseed.com/p-371-the-problem-solving-process-make-up-your-
mind.aspx
3. The Art of Critical Decision Making (DVD, Insight Media, 2162 Broadway, New York,
NY 10024; 1-800-233-9910)
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Characteristics of Problems
Task Difficulty
Solution Multiplicity
Intrinsic Interests
Member Familiarity
Acceptance Level
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The Procedural Model of Problem Solving (P-MOPS)
Describe and Analyze the Problem
Be sure you understand the charge precisely.
State the problem as a single, clear problem question.
Focus on the problem before discussing how to solve it.
Describe the problem thoroughly.
Make an outline and a schedule based on P-MOPs.
Summarize the problem as a group.
Generate and Explain Possible Solutions
Use techniques such as brainstorming.
Evaluate Possible Solutions
Establish criteria.
Narrow the list.
Chart pros and cons.
Use GSS.
Decide on a Solution
Test a solution with the RISK technique.
Plan How to Implement the Solution
Use techniques such as PERT for complex solutions.