The Ohio State University

  • BuckeyeLink
  • Find People
  • Search Ohio State

CFAES COVID-19 Resources:    Safe and Healthy Buckeyes   |   COVID-19 Hub   |   CFAES Calendar

CFAES Logo

Ohio State University Extension

Search form

Group problem solving process.

Organizational challenges are many times disruptive to productivity. Group problem solving is the process of bringing together stakeholders who through their analytical decision making abilities can influence the outcome of the problem. The use of groups in problem solving is encouraged as groups tend to evaluate diverse solutions and action plans. The core objectives of the group are identifying the problem and developing solutions. This five-step systematic group problem solving process provides a defined strategy for a teamwork approach to generating creative and workable resolutions.

Process Description

Have you ever tried to get a group of people to agree on one answer to a problem? It's nearly impossible. However, there are positive approaches to this issue that anyone can employ with some minimal training and review. This project outlines a one-hour group problem solving technique that you can use with your organization. It helps clarify issues and provides an outline of actionable solutions.

Group Problem Solving Process Outline

1. define the problem.

Provide history relevant to the problem. Make a comparison: how are things now versus the way you would like them to be? How long has the problem existed? How frequently does it occur? Who is affected by the problem?

2. Determine Causes

Look for the cause of the gap between the present (what's now) and the desired (future) state or resolution.

3. Develop Alternative Approaches

Brainstorm. (Write exactly what is said. Capturing specific words can be powerful.) Make a list of as many possible solutions as you can. Do NOT judge correctness or feasibility here. Just list everything.

4. Assess the Consequences

Ask what possible results may come from each alternative. Who is affected? Who pays? Are there uncontrollable challenges? 

5. Develop Action Plans

Identify what you want success to look like. Use the Action Planning Worksheet to choose feasible alternatives that are acceptable to the group. Note: This is where most of the work is done!

Questioning Approach

Below are some additional, specific questions that you may use to help guide the process. As you move through each section, allow your group to take sufficient time to think critically before moving on.

Begin this portion of the exercise by asking people to write individually on an index card what they think the problem is. This may seem redundant or simplistic for some seemingly obvious problems (e.g., budget shortfall). However, individual responses may point to confounding issues, related problems, or causative items.

After writing individually, ask everyone to share. (If it's a very sensitive issue, collect the cards, shuffle the cards, and then ask one person to read them.)

  • How are things now versus the way you would like them to be?
  • How long has the problem existed?
  • How frequently does it occur?
  • Who is affected by the problem?
  • Why does this problem exist?
  • What needs to be changed in both the immediate future and for the long term?

3. Develop Alternative Approaches: What is feasible?

  • Based on the outlined causes, what first step could we take to address the issue?
  • What else could we do?
  • Can the problem be handled by internal resources? Do we need outside/expert assistance?
  • Are personnel and funds available?
  • Does sufficient data exist to make a plan?
  • Can the needed data be gathered within the time available?
  • Does the issue involve large costs or major consequences for the organization?
  • Who or what will be affected by this solution?
  • What are the possible side effects . . . immediate and long-run?
  • What would be the likely consequences of this solution?
  • What would be the reaction of [citizens in the community/employees/patrons/customers]?
  • Who would complain?
  • Who would be glad? Why?
  • Use the Action Planning Worksheet to choose feasible alternatives that are acceptable to the group.
  • What would be accepted as evidence of its success?

Conclusions and Recommendations

The step-by-step process outlined in this fact sheet can help lead you to a successful outcome for even the most complicated group problems. Results are especially effective when using a neutral, skilled facilitator. A facilitator can come from within the group but runs the risk of inserting influence and suggestion. The best-case scenario is a facilitator who understands the group, understands the problem, and has no direct stake in the solution. The role of the facilitator is to assist the group in performing more effectively (Keltner, 1989).

Drawing out group members to generate potential solutions is central to problem solving, just as long as it's managed and facilitated well. There should be no criticism of ideas, and novel or seemingly unusual ideas should be encouraged. Involving all group members in the process is critical if everyone is to buy into the final solution. The best approach to making this work smoothly is to establish formal rules for positive participation.

When a large group is involved in the decision making, the Nominal Group Technique (NGT) may be used in conjunction with this outlined process. The NGT is a weighted ranking method that allows a group to generate and prioritize issues. The procedure encourages balanced participation and creates a quantitative output.

With any problem solving process, defining the problem may be the most important, but likely the most difficult step. This forces the group to collectively recognize the scope of the problem and need to devise a solution. And yet, if the group is facilitated through the process of solving a problem and is successful in developing an action plan, but does not implement the plan, all efforts are for naught.

Bolton, Elizabeth. 2009.  IFAS Leadership Development: Problem Solving in Groups . IFAS Extension. University of Florida. FCS9064.

Keltner, S. 1989.  Facilitation: Catalyst for group problem solving . Management Communication Quarterly, 3, 1. Sage Publications.

Rebori, Marlene K. 1997.  Effective Problem-Solving Techniques for Groups.  Cooperative Extension. University of Nevada. Fact Sheet 97-26.

Scholl, Richard W. 2003.  Group Decision Making and Problem Solving . Charles T. Schmidt, Jr. Labor Research Center. University of Rhode Island.

Adapted from Conone, R., Brown, D., and Willis, R. (no date). Understanding the Process, CDFS-13. Ohio State University Extension Fact Sheet. Originally available online at ohioline.osu.edu/bc-fact/0013.html

Additional Resources: Seven Steps to Problem Solving,  pacwrc.pitt.edu/Curriculum/521Strength-BasedSolution-FocusedSupervision/Handouts/HO%206%207%20Key%20S_F%20Strategies.pdf

CFAES provides research and related educational programs to clientele on a nondiscriminatory basis. For more information, visit cfaesdiversity.osu.edu. For an accessible format of this publication, visit cfaes.osu.edu/accessibility.

Copyright © 2015, The Ohio State University

Library homepage

  • school Campus Bookshelves
  • menu_book Bookshelves
  • perm_media Learning Objects
  • login Login
  • how_to_reg Request Instructor Account
  • hub Instructor Commons
  • Download Page (PDF)
  • Download Full Book (PDF)
  • Periodic Table
  • Physics Constants
  • Scientific Calculator
  • Reference & Cite
  • Tools expand_more
  • Readability

selected template will load here

This action is not available.

Social Sci LibreTexts

8.5: Problem Solving and Decision-Making in Groups

  • Last updated
  • Save as PDF
  • Page ID 106475

  • Lisa Coleman, Thomas King, & William Turner
  • Southwest Tennessee Community College

Learning Objectives

  • Discuss the common components and characteristics of problems.
  • Explain the five steps of the group problem-solving process.
  • 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.

14.3.0N.jpg

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 we can apply what we have 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 a 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 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?

14.3.1N-1.jpg

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.

“Getting Competent”: 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 include 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 assign parts to different speakers be better than the more divided method? What are the drawbacks to the master presentation method?

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 . Figure \(\PageIndex{4}\) “Pros and Cons of Agreement-Based Decision-Making Techniques” reviews the pros and cons of each of these methods.

14.3.2N.jpg

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 supermajority 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 the 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 a unanimous agreement without further debate and discussion. Although this can be positive, be cautious that this isn’t a sign of groupthink. More typically, the consensus is reached only after a 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 a consensus also includes conflict, as people debate ideas and negotiate the interpersonal tensions that may result.

“Getting Critical”: 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—focus on potential risks, point 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—try to generate new ideas and solutions, think “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?

14.3.5.jpg

Influences on 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 it 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 in to 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.

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 the 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 task-related work.

Despite the fact that some communication patterns and behaviors related to our typical (and stereotypical) gender socialization affects 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, meaning the members are more similar, may sacrifice some creativity. n general, groups that are culturally heterogeneous have better overall performance than more homogenous groups (Haslett & Ruebush, 1999). These groups benefit from the diversity of perspectives in terms of the quality of decision-making and creativity of output.

The benefits and challenges that come with the 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” which then prevents us from having meaningful interactions.

Key Takeaways

  • Every problem has common components: an undesirable situation, the 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.
  • 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.
  • Common decision-making techniques include majority rule, minority rule, and consensus rule. Only a majority, usually one-half plus one, must agree before a decision is made with majority rule. With minority rule, 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.
  • 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.
  • Scenario 1. Task difficulty is high, the number of possible solutions is high, group interest in the problem is high, group familiarity with the problem is low, and the need for solution acceptance is high.
  • Scenario 2. Task difficulty is low, the number of possible solutions is low, group interest in the problem is low, group familiarity with the problem is high, and the need for solution acceptance is low.
  • 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.

Adams, K., and Gloria G. Galanes, Communicating in Groups: Applications and Skills , 7th ed. (Boston, MA: McGraw-Hill, 2009), 220–21.

Allen, B. J., Difference Matters: Communicating Social Identity , 2nd ed. (Long Grove, IL: Waveland, 2011), 5.

Bormann, E. G., and Nancy C. Bormann, Effective Small Group Communication , 4th ed. (Santa Rosa, CA: Burgess CA, 1988), 112–13.

Clarke, G., “The Silent Generation Revisited,” Time, June 29, 1970, 46.

Cragan, J. F., and David W. Wright, Communication in Small Group Discussions: An Integrated Approach , 3rd ed. (St. Paul, MN: West Publishing, 1991), 77–78.

de Bono, E., Six Thinking Hats (Boston, MA: Little, Brown, 1985).

Delbecq, A. L., and Andrew H. Ven de Ven, “A Group Process Model for Problem Identification and Program Planning,” The Journal of Applied Behavioral Science 7, no. 4 (1971): 466–92.

Haslett, B. B., and Jenn Ruebush, “What Differences Do Individual Differences in Groups Make?: The Effects of Individuals, Culture, and Group Composition,” in The Handbook of Group Communication Theory and Research , ed. Lawrence R. Frey (Thousand Oaks, CA: Sage, 1999), 133.

Napier, R. W., and Matti K. Gershenfeld, Groups: Theory and Experience , 7th ed. (Boston, MA: Houghton Mifflin, 2004), 292.

Osborn, A. F., Applied Imagination (New York: Charles Scribner’s Sons, 1959).

Spranger, E., Types of Men (New York: Steckert, 1928).

Stanton, C., “How to Deliver Group Presentations: The Unified Team Approach,” Six Minutes Speaking and Presentation Skills , November 3, 2009, accessed August 28, 2012, http://sixminutes.dlugan.com/group-presentations-unified-team-approach .

Thomas, D. C., “Cultural Diversity and Work Group Effectiveness: An Experimental Study,” Journal of Cross-Cultural Psychology 30, no. 2 (1999): 242–63.

Logo for UEN Digital Press with Pressbooks

5.3 Problem Solving and Decision Making in Groups

Learning Objectives

  • Discuss the common components 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. 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 they all share some common components.

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.

14.3.0N

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,

14.3.1N

“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.

Six Thinking Hats Method

Edward de Bono developed the Six Thinking Hats  method of thinking in the late 1980s, and it has since become a regular feature in problem-solving and 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 neutrally processes that information.
  • Red hat. Emotional—uses intuition, gut reactions, and feelings to judge information and suggestions.
  • Black hat. Critical—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. Process—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” 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 problem-solving 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?

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.

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.

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 5.3.1 “Pros and Cons of Agreement-Based Decision-Making Techniques” reviews the pros and cons of each of these methods.

14.3.2N

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 5.3.1: Pros and Cons of Agreement-Based Decision-Making Techniques

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.

14.3.3N

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.

Personality Influences on 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.

Cultural Context and Decision Making

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

As we learned in Chapter 4.3: “Intercultural Communication,” different cultural value dimensions can influence a person’s approach to 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.

group problem solving process

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 seventy 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 mid-seventies to mid-nineties, 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 fifties to mid-seventies, 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 forties to mid-fifties, 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 1999, “Millennials” as they are also called are currently in their late twenties up to about forty 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.
  • Generation Z . Born between 2000 and 2012, are sometimes called iGen. They are just joining the workforce. This generation came of age alongside social media. They were the first population to have to cope with cyber-bullying and other pervasive internet issues. This generation also faced more school violence and concerns over climate crisis than past generations.
  • Generation Alpha . Born 2013-2025, are currently coming of age. This is the first generation born to parents who grew up fluent with technology such as the internet, cell phones, tablets, social media, etc. This is the most racially diverse and technologically adept generation so far.

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 4: “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.

Key Takeaways

  • 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.
  • 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.
  • 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.

Adams, K., and Gloria G. Galanes, Communicating in Groups: Applications and Skills , 7th ed. (Boston, MA: McGraw-Hill, 2009), 220–21.

Allen, B. J., Difference Matters: Communicating Social Identity , 2nd ed. (Long Grove, IL: Waveland, 2011), 5.

Bormann, E. G., and Nancy C. Bormann, Effective Small Group Communication , 4th ed. (Santa Rosa, CA: Burgess CA, 1988), 112–13.

Clarke, G., “The Silent Generation Revisited,” Time, June 29, 1970, 46.

Cragan, J. F., and David W. Wright, Communication in Small Group Discussions: An Integrated Approach , 3rd ed. (St. Paul, MN: West Publishing, 1991), 77–78.

de Bono, E., Six Thinking Hats (Boston, MA: Little, Brown, 1985).

Delbecq, A. L., and Andrew H. Ven de Ven, “A Group Process Model for Problem Identification and Program Planning,” The Journal of Applied Behavioral Science 7, no. 4 (1971): 466–92.

Haslett, B. B., and Jenn Ruebush, “What Differences Do Individual Differences in Groups Make?: The Effects of Individuals, Culture, and Group Composition,” in The Handbook of Group Communication Theory and Research , ed. Lawrence R. Frey (Thousand Oaks, CA: Sage, 1999), 133.

Napier, R. W., and Matti K. Gershenfeld, Groups: Theory and Experience , 7th ed. (Boston, MA: Houghton Mifflin, 2004), 292.

Osborn, A. F., Applied Imagination (New York: Charles Scribner’s Sons, 1959).

Spranger, E., Types of Men (New York: Steckert, 1928).

Stanton, C., “How to Deliver Group Presentations: The Unified Team Approach,” Six Minutes Speaking and Presentation Skills , November 3, 2009, accessed August 28, 2012, http://sixminutes.dlugan.com/group-presentations-unified-team-approach .

Thomas, D. C., “Cultural Diversity and Work Group Effectiveness: An Experimental Study,” Journal of Cross-Cultural Psychology 30, no. 2 (1999): 242–63.

A single sentence that summarizes the problem

A question that guides that group as it generates possible solutions

A technique that guides decision making through a four-step process that includes idea generation and evaluation and seeks to elicit equal contributions from all group members

A decision-making technique in which a majority must agree before a decision is made

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

A decision-making technique in which all members of a group must agree on the same decision

The group born in the US between 1925 and 1942; the smallest generation in today’s workforce due to retirement or other reasons

The group born in the US between 1946 and 1964; the largest and most predominant generation in the current workforce

The group of people born in the US between 1965 and 1981; the first generation to see technology (cell phones, Internet) make its way into classrooms and daily life; have a greater appreciation for and understanding of diversity

The group of people born in the US between 1982 and 2000; also called millennials; have never experienced a time without technology such as computers and cell phones

Born between 2000 and 2012, are sometimes called iGen. This generation came of age alongside social media. They were the first population to have to cope with cyberbullying and other pervasive internet issues. This generation also faced more school violence and concerns over climate crisis than past generations

The group of people born 2013-2025 and currently coming of age. This is the first generation born to parents who grew up fluent with technology such as the internet, cell phones, tablets, social media, etc. This is the most racially diverse and technologically adept U.S. generation so far

Interpersonal & Small Group Communication Copyright © 2023 by Weber State University is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Logo for University System of New Hampshire Pressbooks

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

11.1 Group Problem-Solving

Learning objective.

  • Identify and describe how to implement seven steps for group problem-solving.

No matter who you are or where you live, problems are an inevitable part of life. This is true for groups as well as for individuals. Some groups—especially work teams—are formed specifically to solve problems. Other groups encounter problems for a wide variety of reasons. Within a family group, a problem might be that a daughter or son wants to get married and the parents do not approve of the marriage partner. In a work group, a problem might be that some workers are putting in more effort than others, yet achieving poorer results. Regardless of the problem, having the resources of a group can be an advantage, as different people can contribute different ideas for how to reach a satisfactory solution.

Once a group encounters a problem, the questions that come up range from “Where do we start?” to “How do we solve it?” While there are many ways to approach a problem, the American educational philosopher John Dewey’s reflective thinking sequence has stood the test of time. This seven step process Adler, R. (1996). Communicating at work: principles and practices for business and the professions. Boston, MA: McGraw-Hill. has produced positive results and serves as a handy organizational structure. If you are member of a group that needs to solve a problem and don’t know where to start, consider these seven simple steps McLean, S. (2005). The basics of interpersonal communication. Boston, MA: Allyn & Bacon. :

  • Define the problem.
  • Analyze the problem.
  • Establish criteria.
  • Consider possible solutions.
  • Decide on a solution.
  • Implement the solution.
  • Follow up on the solution.

Let’s discuss each step in detail.

Define the Problem

If you don’t know what the problem is, how can you know you’ve solved it? Defining the problem allows the group to set boundaries of what the problem is and what it is not; and begin to formalize a description or definition of the scope, size, or extent of the challenge the group will address. A problem that is too broadly defined can overwhelm the group. If the problem is too narrowly defined, important information will be missed or ignored.

In the following example, we have a web-based company called Favorites which needs to increase its customer base and ultimately sales. A problem-solving group has been formed, and they start by formulating a working definition of the problem.

  • Too Broad: “Sales are off, our numbers are down, and we need more customers.”
  • More Precise: “Sales have been slipping incrementally for 6 of the past 9 months and are significantly lower than a seasonally adjusted comparison to last year. Overall this loss represents a 4.5% reduction in sales from the same time last year. However, when we break it down by product category, sales of our non-edible products have seen a modest but steady increase, while sales of edibles account for the drop off and we need to halt the decline.”

Analyze the Problem

Now the group analyzes the problem, trying to gather information and learn more. The problem is complex and requires more than one area of expertise. Why do non-edible products continue selling well? What is it about the edibles that is turning customers off? Let’s meet our problem-solvers at Favorites.

Kevin is responsible for customer resource management. He is involved with the customer from the point of initial contact through purchase and delivery. Most of the interface is automated in the form of an online “basket model,” where photographs and product descriptions are accompanied by “Buy It” buttons. He is available during normal working business hours for live chat and voice interface if needed, and customers are invited to request additional information. Most Favorites customers do not access this service, but Kevin is kept quite busy, as he also handles returns and complaints. Because Kevin believes that superior service retains customers while attracting new ones, he is always interested in better ways to serve the customer. Looking at edibles and non-edibles, he will study the cycle of customer service and see if there are any common points, from the main webpage through the catalog to the purchase process to returns, at which customers abandon the sale. He has existing customer feedback loops with end-of-sale surveys, but most customers decline to take the survey and there is currently no incentive to participate.

Mariah is responsible for products and purchasing. She wants to offer the best products at the lowest price, and to offer new products that are unusual, rare, or exotic. She regularly adds new products to the Favorites catalog and culls underperformers. Right now she has the data on every product and its sales history, but it is a challenge to represent it. She will analyze current sales data and produce a report that specifically identifies how each product, edible and non-edible, is performing. She wants to highlight “winners” and “losers” but also recognizes that today’s “losers” may be the hit of tomorrow. It is hard to predict constantly changing tastes and preferences, but that is part of her job. It’s not all science, and it’s not all art. She has to have an eye for what will catch on tomorrow while continuing to provide what is hot today.

Suri is responsible for data management at Favorites. She gathers, analyzes, and presents information gathered from the supply chain, sales, and marketing. She works with vendors to make sure products are available when needed, makes sales predictions based on past sales history, and assesses the effectiveness of marketing campaigns.

The problem-solving group members already have certain information on hand. They know that customer retention is one contributing factor. Attracting new customers is a constant goal, but they are aware of the well-known principle that it takes more effort to attract new customers than to keep existing ones. Thus, it is important to ensure a quality customer service experience for existing customers and encourage them to refer friends. The group needs to determine how to promote this favorable customer behavior.

Another contributing factor seems to be that customers often abandon the shopping cart before completing a purchase, especially when purchasing edibles. The group members need to learn more about why this is happening.

Establish Criteria

Establishing the criteria for a solution is the next step. At this point, information is coming in from diverse perspectives, and each group member has contributed information from their perspective, even though there may be several points of overlap.

Kevin: Customers who complete the post-sale survey indicate that they want to know 1) what is the estimated time of delivery, 2) why a specific item was not in stock and when it will be, and 3) why their order sometimes arrives with less than a complete order, with some items back-ordered, without prior notification.

He notes that a very small percentage of customers complete the post-sale survey, and the results are far from scientific. He also notes that it appears the interface is not capable of cross-checking inventory to provide immediate information concerning back orders, so that the customer “buys it” only to learn several days later that it was not in stock. This seems to be especially problematic for edible products, because people may tend to order them for special occasions like birthdays and anniversaries. But we don’t really know this for sure because of the low participation in the post-sale survey.

Mariah: There are four edible products that frequently sell out. So far, we haven’t been able to boost the appeal of other edibles so that people would order them as a second choice when these sales leaders aren’t available. We also have several rare, exotic products that are slow movers. They have potential, but currently are underperformers.

Suri: We know from a zip code analysis that most of our customers are from a few specific geographic areas associated with above-average incomes. We have very few credit cards declined, and the average sale is over $100. Shipping costs represent on average 8% of the total sales cost. We do not have sufficient information to produce a customer profile. There is no specific point in the purchase process where basket abandonment tends to happen; it happens fairly uniformly at all steps.

Consider Possible Solutions to the Problem

The group has listened to each other and now starts to brainstorm ways to address the challenges they have identified while focusing resources on those solutions that are more likely to produce results.

Kevin: Is it possible for our programmers to create a cross-index feature, linking the product desired with a report of how many are in stock? I’d like the customer to know right away whether it is in stock, or how long they may have to wait. As another idea, is it possible to add incentives to the purchase cycle that won’t negatively impact our overall profit? I’m thinking a small volume discount on multiple items, or perhaps free shipping over a specific dollar amount.

Mariah: I recommend we hold a focus group where customers can sample our edible products and tell us what they like best and why. When the best sellers are sold out, could we offer a discount on related products to provide an instant alternative? We might also cull the underperforming products with a liquidation sale to generate interest.

Suri: If we want to know more about our customers, we need to give them an incentive to complete the post-sale survey. How about a five percent off coupon code for the next purchase, to get them to return and to help us better identify our customer base? We may also want to build in a customer referral rewards program, but it all takes better data in to get results out. We should also explore the supply side of the business and see if we can get a more reliable supply of the leading products, and try to get more advantageous discounts from our suppliers, especially in the edible category.

Decide on a Solution

Kevin, Mariah, and Suri may want to implement all of the solution strategies, but they do not have the resources to do them all. They’ll complete a cost/benefit analysis , which ranks each solution according to its probable impact. The analysis is shown in Table 11.1 “Cost/Benefit Analysis”.

Table 11.1 Cost/Benefit Analysis

Now that the options have been presented with their costs and benefits, it is easier for the group to decide which courses of action are likely to yield the best outcomes. The analysis helps the group members to see beyond the immediate cost of implementing a given solution. For example, Kevin’s suggestion of offering free shipping won’t cost Favorites much money, but it also may not pay off in customer goodwill. And even though Mariah’s suggestion of having a focus group might sound like a good idea, it will be expensive and its benefits are questionable.

A careful reading of the analysis indicates that Kevin’s best suggestion is to integrate the cross-index feature in the ordering process so that customers can know immediately whether an item is in stock or on back order. Of Mariah’s suggestions, searching for alternative products is probably the most likely to benefit Favorites. And Suri’s two supply-side suggestions are likely to result in positive outcomes.

Implement the Solution

Kevin is faced with the challenge of designing the computer interface without incurring unacceptable costs. He strongly believes that the interface will pay for itself within the first year—or, to put if more bluntly, that Favorites’ declining sales will get worse if the website does not soon have this feature. He asks to meet with top management to get budget approval and secures their agreement, on one condition: He must negotiate a compensation schedule with the Information Technology consultants that includes delayed compensation in the form of bonuses after the feature has been up and running successfully for six months.

Mariah knows that searching for alternative products is a never-ending process, but it takes time and the company needs results. She decides to invest time evaluating products that competing companies currently offer, especially in the edible category, on the theory that customers who find their desired items sold out on the Favorites website may have been buying alternative products elsewhere instead of choosing an alternative from Favorites’ product lines.

Suri decides to approach the vendors of the four frequently sold-out products and ask point blank: “What would it take to get you to produce these items more reliably in greater quantities?” By opening the channel of communication with these vendors, she is able to motivate them to make modifications that will improve the reliability and quantity. She also approaches the vendors of the less popular products with a request for better discounts in return for cooperation in developing and test-marketing new products.

Follow up on the Solution

Kevin: After several beta tests, the cross-index feature was implemented and has been in place for 30 days. Now customers see either “In stock” or “Available [mo/da/yr]” in the shopping basket. As expected, Kevin notes a decrease in the number of chat and phone inquiries to the effect of, “Will this item arrive before my wife’s birthday?” However, he notes an increase in inquiries asking “Why isn’t this item in stock?” It is difficult to tell whether customer satisfaction is higher overall.

Mariah: In exploring the merchandise available from competing merchants, she got several ideas for modifying Favorites’ product line to offer more flavors and other variations on popular edibles. Working with vendors, she found that these modifications cost very little. Within the first 30 days of adding these items to the product line, sales are up. Mariah believes these additions also serve to enhance the Favorites brand identity, but she has no data to back this up.

Suri: So far, the vendors supplying the four top-selling edibles have fulfilled their promise of increasing quantity and reliability. However, three of the four items have still sold out, raising the question of whether Favorites needs to bring in one or more additional vendors to produce these items. Of the vendors with which Favorites asked to negotiate better discounts, some refused, and two of these were “stolen” by a competing merchant so that they no longer sell to Favorites. In addition, one of the vendors that agreed to give a better discount was unexpectedly forced to cease operations for several weeks because of a fire.

This scenario allows us to see the problem may have many dimensions, and may have several solutions, but resources can be limited and not every solution is successful. Even though the problem is not immediately resolved, the group problem-solving pattern serves as a useful guide through the problem-solving process.

Key Takeaway

  • Group problem-solving can be an orderly process when it is broken down into seven specific stages.
  • Think of a problem encountered in the past by a group of which you are a member. How did the group solve the problem? How satisfactory was the solution? Discuss your results with your classmates.
  • Consider again the problem you described in Exercise #1. In view of the seven-step framework, which steps did the group utilize? Would following the full seven-step framework have been helpful? Discuss your opinion with a classmate.
  • Research one business that you would like to know more about and see if you can learn about how they communicate in groups and teams Compare your results with those of classmates.
  • Think of a decision you will be making some time in the near future. Apply the cost/benefit analysis framework to your decision. Do you find this method helpful? Discuss your results with classmates.

11.2 Group Decision-Making

Learning objectives.

  • Define decision-making and distinguish between decision-making and problem-solving.
  • Describe five methods of group decision-making.
  • Identify six guidelines for consensus decision-making.
  • Define autocratic, democratic, and participative decision-making styles and place them within the Tannenbaum-Schmidt continuum.

Life is the sum of all your choices.

Albert Camus

Simply put, decision-making is the process of choosing among options and arriving at a position, judgment, or action. It usually answers a “wh-” question—i.e., what, who, where, or when?—or perhaps a “how” question.

A group may, of course, make a decision in order to solve a problem. For instance, a group of students might discover halfway through a project that some of its members are failing to contribute to the required work. They might then decide to develop a written timeline and a set of deadlines for itself if it believes that action will lead them out of their difficulty.

Not every group decision, however, will be in response to a problem. Many decisions relate to routine logistical matters such as when and where to schedule an event or how to reach someone who wasn’t able to make it to a meeting. Thus, decision-making differs from problem-solving.

Any decision-making in a group, even about routine topics, is significant. Why? Because decision-making, like problem-solving, results in a change in a group’s status, posture, or stature. Such change, in turn, requires energy and attention on the part of a group in order for the group to progress easily into a new reality. Things will be different in the group once a problem has been solved or a decision has been reached, and group members will need to adjust.

Methods of Reaching Decisions

Research does indicate that groups generate more ideas and make more accurate decisions on matters for which a known preferred solution exists, but they also operate more slowly than individuals. Hoy, W.K., & Miskel, C.G. (1982). Educational administration: Theory, research, and practice (2nd ed.). New York: Random House. Under time pressure and other constraints, some group leaders exercise their power to make a decision unilaterally —alone—because they’re willing to sacrifice a degree of accuracy for the sake of speed. Sometimes this behavior turns out to be wise; sometimes it doesn’t.

Assuming that a group determines that it must reach a decision together on some matter, rather than deferring to the will of a single person, it can proceed according to several methods. Parker and Hoffman Parker, G., & Hoffman, R. (2006). Meeting excellence: 33 tools to lead meetings that get results. San Francisco: Jossey-Bass. , along with Hartley and Dawson Hartley, P., & Dawson, M. (2010). Success in groupwork. New York: St. Martin’s Press. , place decision-making procedures in several categories. Here is a synthesis of their views of how decision-making can take place:

A group may conduct a discussion in which members express views and identify alternatives but then reach no decision and take no action. When people go their own ways after such a “ plop ,” things sometimes take care of themselves, and the lack of a decision causes no difficulties. On the other hand, if a group ignores or postpones a decision which really needs attention, its members may confront tougher decisions later—some of which may deal with problems brought about by not addressing a topic when it was at an early stage.

Delegation to an expert.

A group may not be ready to make a decision at a given time, either because it lacks sufficient information or is experiencing unresolved conflict among members with differing views. In such a situation, the group may not want to simply drop the matter and move on. Instead, it may turn to one of its members who everyone feels has the expertise to choose wisely among the alternatives that the group is considering. The group can either ask the expert to come back later with a final proposal or simply allow the person to make the decision alone after having gathered whatever further information he or she feels is necessary.

Group members may shift their individual stances regarding a question by “splitting the difference” to reach a “middle ground.” This technique tends to work most easily if numbers are involved. For instance, a group trying to decide how much money to spend on a gift for a departing member might ask everyone for a preferred amount and agree to spend whatever is computed by averaging those amounts.

If you need to be quick and definitive in making a decision, voting is probably the best method. Everyone in mainstream American society is familiar with the process, for one thing, and its outcome is inherently clear and obvious. A majority vote requires that more than half of a group’s members vote for a proposal, whereas a proposal subject to a two-thirds vote will not pass unless twice as many members show support as those who oppose it.

Voting is essentially a win/lose activity. You can probably remember a time when you or someone else in a group composed part of a strong and passionate minority whose desires were thwarted because of the results of a vote. How much commitment did you feel to support the results of that vote?

Voting does offer a quick and simple way to reach decisions, but it works better in some situations than in others. If the members of a group see no other way to overcome a deadlock, for instance, voting may make sense. Likewise, very large groups and those facing serious time constraints may see advantages to voting. Finally, the efficiency of voting is appealing when it comes to making routine or noncontroversial decisions that need only to be officially approved.

In consensus decision-making, group members reach a resolution which all of the members can support as being acceptable as a means of accomplishing some mutual goal even though it may not be the preferred choice for everyone. In common use, “consensus” can range in meaning from unanimity to a simple majority vote. In public policy facilitation and multilateral international negotiations, however, the term refers to a general agreement reached after discussions and consultations, usually without voting. “consensus”. (2002). In Dictionary of Conflict Resolution, Wiley . Retrieved from http://www.credoreference.com/

Consensus should not be confused with unanimity , which means only that no one has explicitly stated objections to a proposal or decision. Although unanimity can certainly convey an accurate perspective of a group’s views at times, groupthink also often leads to unanimous decisions. Therefore, it’s probably wise to be cautious when a group of diverse people seems to have formed a totally unified block with respect to choices among controversial alternatives.

When a consensus decision is reached through full interchange of views and is then adopted in good faith by all parties to a discussion, it can energize and motivate a group. Besides avoiding the win/lose elements intrinsic to voting, it converts each member’s investment in a decision into a stake in preserving and promoting the decision after it has been agreed upon.

Guidelines for Seeking Consensus

How can a group actually go about working toward consensus? Here are some guidelines for the process:

First, be sure everyone knows the definition of consensus and is comfortable with observing them. For many group members, this may mean suspending judgment and trying something they’ve never done before. Remind people that consensus requires a joint dedication to moving forward toward improvement in and by the group.

Second, endeavor to solicit participation by every member of the group. Even the naturally quietest person should be actively “polled” from time to time for his or her perspectives. In fact, it’s a good idea to take special pains to ask for varied viewpoints when discussion seems to be stalled or contentious.

Third, listen honestly and openly to each group member’s viewpoints. Attempt to seek and gather information from others. Do your best to subdue your emotions and your tendency to judge and evaluate.

Fourth, be patient. To reach consensus often takes much more time than voting would. A premature “agreement” reached because people give in to speed things up or avoid conflict is likely later to weaken or fall apart.

Fifth, always look for mutually acceptable ways to make it through challenging circumstances. Don’t resort to chance mechanisms like flipping a coin, and don’t trade decisions arbitrarily just so that things come out equally for people who remain committed to opposing views.

Sixth, resolve gridlock earnestly. Stop and ask, “Have we really identified every possible feasible way that our group might act?” If members of a group simply can’t agree on one alternative, see if they can all find and accept a next-best option. Then be sure to request an explicit statement from them that they are prepared to genuinely commit themselves to that option.

One variation on consensus decision-making calls upon a group’s leader to ask its members, before initiating a discussion, to agree to a deadline and a “safety valve.” The deadline would be a time by which everyone in the group feels they need to have reached a decision. The “safety valve” would be a statement that any member can veto the will of the rest of the group to act in a certain way, but only if he or she takes responsibility for moving the group forward in some other positive direction.

Although consensus entails full participation and assent within a group, it usually can’t be reached without guidance from a leader. One college president we knew was a master at escorting his executive team to consensus. Without coercing or rushing them, he would regularly involve them all in discussions and lead their conversations to a point at which everyone was nodding in agreement, or at least conveying acceptance of a decision. Rather than leaving things at that point, however, the president would generally say, “We seem to have reached a decision to do XYZ. Is there anyone who objects?” Once people had this last opportunity to add further comments of their own, the group could move forward with a sense that it had a common vision in mind.

Consensus decision-making is easiest within groups whose members know and respect each other, whose authority is more or less evenly distributed, and whose basic values are shared. Some charitable and religious groups meet these conditions and have long been able to use consensus decision-making as a matter of principle. The Religious Society of Friends, or Quakers, began using consensus as early as the 17 th century. Its affiliated international service agency, the American Friends Service Committee, employs the same approach. The Mennonite Church has also long made use of consensus decision-making.

Decision-Making by Leaders

People in the business world often need to make decisions in groups composed of their associates and employees. Take the case of a hypothetical businessperson, Kerry Cash.

Kerry owns and manages Wenatcheese, a shop which sells gourmet local and imported cheese. Since opening five years ago, the business has overcome the challenge of establishing itself and has built a solid clientele. Sales have tripled. Two full-time and four part-time employees—all productive, reliable, and customer-friendly—have made the store run efficiently and bolstered its reputation.

Now, with Christmas and the New Year coming, Kerry wants to decide, “Shall I open another shop in the spring?” Because the year-end rush is on, there’s not a lot of time to weigh pros and cons.

As the diagram indicates, many managers in Kerry’s situation employ two means to make decisions like this: intuition and analysis. They’ll feel their gut instinct, analyze appropriate financial facts, or do a little bit of both.

Unfortunately, this kind of dualistic decision-making approach restricts an individual leader’s options. It doesn’t do justice to the complexity of the group environment. It also fails to fully exploit the power and relevance of other people’s knowledge.

Too much feeling may produce arbitrary outcomes. And, as the management theorist Peter Drucker observed, too much fact can create stagnation and “ analysis paralysis ”: “(A)n overload of information, that is, anything much beyond what is truly needed, leads to information blackout. It does not enrich, but impoverishes.” Drucker, P.F. (1993). The effective executive. New York: Harperbusiness.

Fortunately, a couple of authorities wrote an article in 1973 which can help members of groups assess and strengthen the quality of their decision-making Tannenbaum, R., & Schmidt, W. (1973, May-June). How to choose a leadership pattern. Harvard Business Review, 3–11. Robert Tannenbaum and Warren Schmidt were those authorities. Their article so appealed to American readers that more than one million reprints eventually sold.

The Tannnenbaum-Schmidt Continuum

Kerry Cash, wondering whether to open another Wenatcheese outlet, can refer to the Tannenbaum-Schmidt model in Table 11.2 “Tannenbaum-Schmidt Continuum” to identify a spectrum of ways to resolve the question:

Table 11.2 Tannenbaum-Schmidt Continuum

Let’s take a look at the components of this continuum, from left to right. First, we have two autocratic options:

  • OPTION ONE: Pure announcement. “All right, folks, I’ve decided we’re going to open a new shop in Dryden over Memorial Day weekend.”
  • OPTION TWO: “Selling”. “I’d like us to open a new shop in Dryden. I have five reasons. Here they are…”

Next, three democratic options are available:

  • OPTION THREE: Presentation with questions. “I’ve decided we’ll open a new shop in Dryden. What would you like to know about the plan?”
  • OPTION FOUR: Tentative decision. “I want to open a new shop in Dryden. Do you have any observations or questions about this possibility?”
  • OPTION FIVE: Soliciting suggestions. “I think we’re in a position to open a new shop. Dryden seems like the best location, but I’d also consider Cashmere or Leavenworth or Okanogan. I’ll decide which way to go after you give me your thoughts.”

Finally, two participative kinds of approaches present themselves:

  • OPTION SIX: Limited group autonomy. “I want to open a new shop in either Dryden, Cashmere, or Leavenworth sometime between Easter and Independence Day. Talk it over and let me know what we should do.”
  • OPTION SEVEN: Full group autonomy. “I’m willing to establish a new shop if you’d like. Let me know by two weeks from now whether you want to do that, and if so, where and when.”

Of course, many decisions embody more complications and include more details than Kerry Cash’s. Some are related to people: Shall we bring more people into the group? If we do, how many should be full-fledged and how many should be temporary or provisional? Or do we need to reduce our number of members?

Other decisions depend on financial variables and constraints: Can we trust the economy enough to invest in new equipment? Do we have time to develop and promote any new ideas?

The Tannenbaum-Schmidt model doesn’t tell us how to choose between its own options. Tannenbaum and Schmidt, however, did offer some advice on this score. These are some topics they suggested that leaders address as they decide where to position themselves on the continuum:

  • THE ORGANIZATION. What kind is it? Is it a new, or is it relatively solid and secure?
  • THE PEOPLE. How mature are they? How experienced? How motivated?
  • THE PROBLEM OR DECISION. How intricate is it? What kind of expertise is required to solve it?
  • TIME. What deadlines, if any, do we face? Is there enough time to involve as many people as we’d like?

Intel Corporation actually identifies in advance of its meetings the kind of decision-making that will be associated with each question or topic (( Matson, E. (1996, April-May)). The seven sins of deadly meetings. Fast company , 122. The four categories it uses resemble some of the components of the Tannenbaum/Schmidt model, as follows:

  • Authoritative (the leader takes full responsibility).
  • Consultative (the leader makes a decision after weighing views from the group).

Once you’ve reached a decision, take a few steps back. Ask yourself, “Is it truly consistent with our group’s values, or was it perhaps simply a technocratic outcome: i.e., procedurally proper but devoid of empathy and human understanding? Throughout history, many a group’s decision reached “by the book” later caused dissension, disappointment, or even dissolution of the group itself.

Key Takeaways

  • Groups may choose among several methods of decision-making, including consensus, depending on their circumstances and the characteristics of their leaders and members. Making decisions which are consistent with the group’s values is of paramount importance.
  • Think of major decisions made in the last couple of years by two groups you’re a part of. Which method from this section did the groups use in each case? Which of the decisions are you more satisfied with now? Why? To what degree do you feel the decision-making methods the groups used fit the circumstances and the characteristics of the groups themselves?
  • Tell a classmate about a decision that a group you’re part of needs to make shortly. Ask the classmate for his/her advice on which decision-making method the group should employ.
  • A major hesitation raised by some people with respect to consensus decision-making is that it requires much more time than voting or other direct methods. In what kind of situation would you be, or have you been, willing to invest “as much time as it takes” to reach consensus in a group?
  • If you were compelled to make every decision either totally by intuition or totally by analysis, which would you choose? On the basis of what experience or value do you feel this way? If you could choose to have every group leader around you make decisions by only one of the two methods, which would you prefer, and why?

11.3 Effective Strategies for Group Creativity

  • Define and explain “bisociation.”
  • Describe brainstorming and identify criteria for its effective use.
  • Differentiate between neophiles and neophobes.
  • Distinguish between the creative styles of “brooders” and “spawners.”

Sisters, brothers, mothers, fathers, teachers—everybody starts to douse your imagination and creativity. At a young age it starts, and then all of a sudden you’re like a trunk going through an airport, covered in stickers. I think I have spent most of my life pulling off stickers.

Kim Basinger

Very few people do anything creative after the age of thirty-five. The reason is that very few people do anything creative before the age of thirty-five.

Joel Hildebrand

You can’t wait for inspiration. You have to go after it with a club.

Jack London

Human beings are naturally creative from an early age. Think of any four- or five-year-old child you’ve ever met, and you can verify this for yourself. Here are some examples from journals kept by one of the authors concerning his children’s development before age six:

I was reading Animal Farm the other day and mentioned that one of the “Seven Commandments” of the animals had to do with the beliefs that the beasts liked anything with four legs or wings. Amelia said, “Oh—then they like airplanes!”

Last night at dinner, Claire looked at the roll-top wooden bread storage compartment over the counter top in our kitchen and said, “That’s a garage door where food parks.”

When I was explaining that there are only four tastes which human tongues can detect—salty, sweet, sour, and bitter—Claire asked, “What about ‘yucky’?”

Last night on the way to folk-dancing, we started talking about vocabulary. For some reason, Amelia created a new word: “trampede.” According to her, a “trampede” is a centipede on a trampoline.

Solving problems and making decisions both work best if people in a group are creative; i.e., if they entertain new perspectives and generate new ideas. Can this be a simple matter of having the group’s leader tell people “Be creative,” though? Probably not. It’s like saying, “Don’t think of an elephant”: it’s apt to produce just the opposite effect of the command itself. Still, tools and techniques for encouraging creativity in a group do exist.

A Theory of Creativity

Arthur Koestler, a major intellectual and political force in Europe and the United States throughout most of the 20 th century, contended that all creativity comprises a process he called “ bisociation .” Koestler, A. (1964). The act of creation. New York: Macmillan. Koestler’s seminal book on this topic, titled The Act of Creation , put forth a theory that he believed accounted for people’s “Aha” reaction of scientific discovery, their “Ha-ha” reaction to jokes, and their “Ah” reaction of mystical or religious insight.

Above all, creativity creates new things—things that weren’t there before the creative act took place. In every kind of creative situation, according to Koestler, the result is produced by a meeting of lines of thought that bring together hitherto unconnected ideas and fuse them into something new. If the lines of thought concern devotional matters, mystical insight emerges, and when they concern more mundane matters the result is apt to be a joke. If they are scientific, the result is a scientific discovery.

The expression “to think outside the box” is often used to refer to creativity. Koestler’s view seems to be that creativity consists, instead, of linking existing but separate “boxes” together. One implication of his theory is that, to be creative, a person not only needs to depart from the status quo but also needs to be familiar and comfortable with a range of alternatives from a wide variety of fields. Koestler’s perspective would seem to be consistent with the association we often make between creativity on the one hand and intelligence and breadth of knowledge on the other.

Overcoming Inertia

At every crossroads on the path that leads to the future, tradition has placed 10,000 men to guard the past.

Maurice Maeterlinck

When you cannot make up your mind which of two evenly balanced courses of action you should take, choose the bolder.

William Joseph Slim

Groups generally comprise a mixture of people when it comes to openness to change. A small fraction of the members may position themselves at one end of the openness continuum or the other. Some of these people, called neophiles , will eagerly embrace almost anything novel. Others, known as neophobes , will invariably shun what’s new and prefer the security of what they know and have done in the past. The majority of people, however, probably don’t fit neatly into either of these categories. Instead, they may prefer to produce or experiment with new things under certain circumstances and resist them under others.

It’s rarely possible to provoke creativity on the part of an entire group all at once. You needn’t agree with Thomas Fuller’s aphorism that “a conservative believes nothing should be done for the first time” to realize that some people in groups will hold onto what they’re familiar with all the more stubbornly as others begin to waver and experiment with something new.

Brainstorming

In regard to every problem that arises, there are counselors who say, “Do nothing” [and] other counselors who say, “Do everything”…I say to you: “Do something”; and when you have done something, if it works, do it some more; and if it does not work, then do something else.

Franklin Delano Roosevelt

One familiar technique that experts in the realm of creative thinking have long recommended is brainstorming . Alex Osborn, an advertising executive, began using the term in the mid-1950s and described the method in detail in his book Applied Imagination: Principles and Procedures of Creative Problem Solving . Osborn, A.F. (1963) Applied imagination: Principles and procedures of creative problem solving (3rd revised ed.). New York: Charles Scribner’s Sons.

One criterion of proper brainstorming is that it must begin with an unrestricted search for quantity and creativity rather than quality. It should actually solicit and reward craziness and zaniness, in other words.

A second criterion for good brainstorming is that it should encourage and praise “piggybacking” on ideas which have already emerged. A third is that brainstormers should avoid making any judgments until they’ve generated an extensive list of ideas.

Robert Sutton, a respected organizational consultant, published a book in 2002 called Weird Ideas That Work . Sutton, R. (2002). Weird ideas that work . New York: Free Press. Among other things, Sutton’s book paid tribute to brainstorming.

One of Sutton’s central contentions was that excellence arises from “a range of differences”—precisely what brainstorming aims to generate. To illustrate, Sutton declared that such prodigious geniuses as Shakespeare, Einstein, Mozart, Edison, and Picasso were first and foremost productive. In fact, he argued that these brilliant individuals didn’t succeed at a higher rate than anyone else; they just did more.

Mozart, for instance, started composing when he was seven years old and wrote at least 20 pieces of music per year from then until his death at the age of 35. Several of his compositions were routine or even dull, but many were sublime and some are unquestioned masterpieces.

Closer to home, Sutton noted that today’s toy business offers examples of the value of starting with lots of ideas and only then selecting quality ones. Skyline, an arm of California’s IDEO Corporation, employed just 10 staff members in 1998 but generated 4,000 ideas in that year for new toys.

According to Sutton, those 4,000 ideas boiled down to 230 possibilities worth examining through careful drawings or working prototypes. Of the 230 concepts, 12 were ultimately sold. In other words, the “yield” of saleable products came to only 3/10 of one per cent of the original ideas. Sutton quoted Skyline’s founder, Brendan Boyle, as saying, “You can’t get any good new ideas without having a lot of dumb, lousy, and crazy ones.”

The Ostrich and the Sea Urchin

Now let’s take a look at what two animals have to do with ideas in general, and with varied ways of being creative about ideas in specific. The two animals are the ostrich and the sea urchin.

The ostrich’s reproductive processes lies at one end of a continuum, the sea urchin’s at the other. Like the 350-pound mother which lays it, an ostrich egg is large, imposing, and tough. For 42 days after it’s laid, it grows until it weighs more than three pounds. It will then reliably crack open and release a baby ostrich. Unless something highly unexpected happens, its mother will tend it well, and that single baby ostrich will in turn grow up and become a mature ostrich.

A sea urchin differs in almost every respect from an ostrich. The whole animal takes up less space and weighs less than an ostrich egg, for one thing. It has no eyes. It hardly moves all its life. To propagate, an urchin spews a cloud of more than a million miniscule eggs into the ocean. The eggs disperse immediately into the tide pools and reef inlets populated by their spiny parents.

Some of the sea urchin eggs meet sea urchin sperm and combine to form tiny, transparent, free-floating embryos. Eggs remain viable for only 6–8 hours, however, so lots of them die before this happens. Of a one-million-egg cloud, those which are to have a chance of becoming embryos must do so within 48 hours. The odds aren’t good.

Then things thin out even more. A Stanford University publication points out that “the young embryo is totally at the mercy of the sea. There are many organisms that will consume the young sea urchin embryo and later the young sea urchin.” Brooders vs spawners.  In other words, the overwhelming majority of sea urchin eggs die of loneliness or get eaten.

Biologists call animals like ostriches “brooders” because they create only a few offspring but take care of each one faithfully. Creatures such as sea urchins, which produce vast numbers of candidates for fertilization but don’t take care of them and lose most of them to predators, are called “spawners.” Brainstorming is clearly a “spawning” process rather than a “brooding” one.

Threats to the Effectiveness of Brainstorming

Although it is meant to generate large quantities of ideas on which to base sound decision-making, brainstorming entails some same challenges. One group of researchers Stroebe, W., Diehl, M., & Abakoumkin, G. (1992). The illusion of group effectivity. Personality and Social Psychology Bulletin 18 (5): 643–650. identified three potential weakening factors inherent within brainstorming:

  • Blocking . Since only one person at a time in a group can speak, other members may lose the desire to contribute their own ideas or even forget those ideas in the midst of a lively brainstorming session.
  • Social matching . Brown, V., & Paulus, P. B. (1996). A simple dynamic model of social factors in group brainstorming. Small Group Research, 27 , 91–114. People in a group tend to calibrate their own degree of contribution to its activities on the basis of what the other members do. If someone has lots of ideas but sees that the rest of the group is less productive, that person is apt to reduce his or her own creative production.
  • Illusion of group productivity . Group members are apt to rate the level of their output as being higher than it actually is. For one thing, members describe their group as being above average in productivity with respect to other groups. They also overrate their individual contributions; people in one study, for instance, said that they had contributed 36% of their group’s ideas when in fact they had offered only 25%. Paulus, P. B., Dzindolet, M. T., Poletes, G., & Camacho, L. M. (1993). Perception of performance in group brainstorming: The illusion of group productivity. Journal of Personality and Social Psychology, 64 (4), 575–586.
  • Creativity, which can play a positive role in group decision-making, has been described as a process of combining two disparate elements. It can be stimulated through brainstorming.
  • Do you agree with Arthur Koestler that all creativity involves bringing disparate trains of thought together? Provide 2–3 examples which support your answer.
  • Do you consider yourself a “brooder” or a “spawner”? Explain your response to a fellow student, providing examples which support your answer.
  • When was the last time you showed exceptional creativity? What factors in your environment or within you at the time contributed most to that creativity?
  • Think of a neophile and a neophobe whom you’ve encountered in a group. Describe actions that each person took which illustrate his/her neophilia or neophobia.

11.4 Facilitating the Task-Oriented Group

  • Define “group facilitation”
  • Identify five guidelines for facilitating a task-oriented group
  • Distinguish between collaboration and “coliberation”

Remember the story that Pope John XXIII told about himself. He admitted, “It often happens that I wake at night and begin to think about a serious problem and decide I must tell the Pope about it. Then I wake up completely and remember that I am the Pope.”

Glenn van Ekeren

I’m extraordinarily patient provided I get my own way in the end.

Margaret Thatcher

You’ve probably experienced being part of groups that pleased and motivated you. One reason you experienced those positive feelings may have been that the groups planned and executed their tasks so smoothly that you were hardly aware the processes were taking place. In this section we’ll examine ways in which leaders can contribute to such pleasant, easy experiences.

Just as “facile” in English and “fácil” in Spanish mean “easy,” the word “facilitate” itself means “to make something easy” and “ group facilitation ” consists in easing a group’s growth and progress. Most student, community, and business groups are task-oriented, so we’ll consider here how they can most easily be guided toward accomplishing the tasks they set for themselves. Another section of this book deals specifically with the details of leading meetings, so for now we’ll consider broader questions and principles.

If you’re in a position to facilitate a group, you need to take that position seriously. Just as Pope John XXIII realized with respect to his authority and responsibility in the Catholic Church, it’s best to consider yourself the primary source of direction and the ultimate destination for questions in your group. With those concepts in mind, let’s consider five major guidelines you should probably follow in order to facilitate a group whose purposes include achieving tasks.

Know the group’s members. This means more than just identifying their names and recognizing their faces. If you hope to accomplish anything significant together, you need to be familiar with people’s opinions, their needs, their desires, and their personalities.

Perhaps one member of a group you’re leading is particularly time-conscious, another likes to make jokes, and a third prefers to see concepts represented visually. If you take these propensities into account and respond to them as much as possible, you can draw the best cooperative effort from each of the people.

You may want to keep track of who’s done what favors for whom within the group, too. Like it or not, many people operate at least from time to time on the principle that “I’ll scratch your back if you scratch mine.”

Weigh task and relationship considerations. The word “ equilibristic ” is sometimes applied to the actions of athletes and musicians. It refers to a capability to balance differing and sometimes conflicting forces so as to maintain continuous movement in a chosen direction.

Although almost any group has some work to do, and all groups comprise people whose welfare needs to be tended to, the effective facilitator realizes that it’s impossible to emphasize both those elements to the same degree all the time. If people are disgruntled or frustrated, they can’t contribute well to accomplishing a task. Likewise, if people are always contented with one another and their group but can’t focus on getting things done, the group will be unable to attain its objectives. To facilitate a group well, thus, requires that you be equilibristic.

Understand and anticipate prevalent features of human psychology. Keep in mind that everyone in a group will perceive what the facilitator does in light of his or her own circumstances and wishes.

Recall also that everyone possesses diverse and numerous capacities for self-justification and self-support. In their book Mistakes were made (but not by me) , Carol Tavris and Ellion Aronson referred to studies of married couples’ behavior. They indicated that when husbands and wives are asked what proportion of the housework they perform, the totals always exceed 100 percent by a large margin. Tavris, C., & Aronson, E. (2007). Mistakes were made (but not by me). Orlando, FL: Harcourt Tavris and Aronson also described the Museum of Tolerance in Los Angeles, which presents visitors with interactive exhibits portraying categories of people about whom many of us harbor negative preconceptions—including ethnic and racial minorities, obese individuals, people with disabilities, and so on. A video attempts to persuade visitors that they possess prejudices, after which two doors are offered as an exit. One is marked “Prejudiced” and the other is labeled “Unprejudiced.” The second door is locked, to make the point that all of us are indeed subject to prejudice.

Deal well with disruptions. The playwright Paddy Chayevsky wrote that “life is problems.” An effective group facilitator needs to anticipate and skillfully cope with problems as a part of life, whether they’re caused by other people’s behavior or by physical and logistical factors.

If you’re an adherent of Theory Y , you probably believe that people enjoy pursuing their goals energetically, in groups or individually. You also probably believe that people prefer to select times and places along the way to relax and recharge. Unfortunately, interruptions often arise in such a way as to make both these aims difficult to achieve. Think about all the unexpected academic, family, and work-related reasons why you and other students you know have found it challenging to “stay the course” toward your personal and collective goals.

A group’s facilitator, thus, needs to make sure that interruptions and disruptions don’t derail it. In fact, he or she might profit from actually celebrating these elements of life, as one Seattle office executive did. According to Dale Turner, the executive’s office had a sign on the wall reading “Don’t be irritated by interruptions. They are your reason for being.” Turner went on to quote the executive as saying “Happily, I have learned how to sit loose in the saddle of life, and I’m not usually disturbed by interruptions. I have made it a habit through the years to leave a stretch factor in my daily schedule. I start early and have tried not to so crowd my day with appointments that I have no time for the unexpected. I have not seen interruptions as an intrusion.” Turner, D. (1991, March 23). Slaves of habit—we lose when there’s no room for interruptions in our lives. Seattle Times . Retrieved from ProQuest Database.

Keep returning to the task. You’ve probably been part of a group in which the leader or facilitator had what might be called a divergent, rather than a convergent, personality. Perhaps that person had lots of good ideas but seemed to jump around from topic to topic and chore to chore so much that your head spun and you couldn’t keep track of what was going on. Maybe the person “missed the forest for the trees” because of dwelling excessively on minutia—small and insignificant details. Or perhaps each time you met with the group its facilitator led a discussion of something valuable and important, but every time it was a different thing.

The organizational theorist Anthony Jay wrote that it’s important for leaders to “look for problems through a telescope, not a microscope.” Jay, A. (1967). Management and Machiavelli: An inquiry into the politics of corporate life. New York: Bantam Books. He also contended that, as far as a leader is concerned, “other people can cope with the waves, it’s [the leader’s] job to watch the tide.” By these comments, Jay meant that the primary duty of a group facilitator is to maintain an unwavering focus on the group’s central tasks, whatever they may be.

The Dalai Lama has written, “Whether you are a spiritual leader or a leader in an organization, it is your job to inspire faith.” His Holiness the Dalai Lama & Muyzenberg, L. (2009). The leader’s way: The art of making the right decisions in our careers, our companies, and the world at large. New York: Broadway Books. Slogans, mottos, mission statements, quotations, logos, and written objectives can all contribute to a facilitator’s ability to inspire faith by maintaining a group’s focus and resolve to move in a common direction. Busy students and others in our society often need reminders like these to block out the competing stimuli surrounding them and focus their attention. Such mechanisms, however, should not be merely gimmicks, nor should they be used to promote blind faith in the group’s facilitator.

Another way to think of how a facilitator should keep bringing the group’s attention back to its tasks relates to the process of meditation. Practitioners of meditation know that people’s minds are naturally active and tend to move readily from subject to subject. When someone is meditating, they say, thoughts will naturally pop into his or her mind. The way to deal with this phenomenon is to regard the thoughts as clouds drifting across the sky. Rather than trying to banish them, the better approach is to allow them to pass by and dissipate, and then to return to serene contemplation. Rondon, N. (2006, Meditate. Current Health 2 (32), 20–23. Retrieved from ProQuest Database

Coliberation

Above all, a facilitator’s responsibility is to enable members of a group to function together as easily and happily as possible as they pursue their goals. When this happens, the group will achieve a high level of collaboration. In fact, it may rise beyond collaboration to achieve what the author and computer game designer Bernard DeKoven called “ coliberation .” In speaking about meetings, he had this to say: “Good meetings aren’t just about work. They’re about fun—keeping people charged up. It’s more than collaboration, it’s ‘coliberation’—people freeing each other up to think more creatively.” Matson, E. (1996, April-May). The seven sins of deadly meetings. Fast Company , 122.

  • To facilitate a task-oriented group requires several skills and behaviors and can lead to a state of “coliberation.”
  • Recall a time when you were in a group whose leader stressed either its task or relationship factors too much. How did the members of the group react? Did the leader eventually develop an equilibristic approach?
  • Do you agree with the business executive who said that interruptions are “your reason for being”? In your studies and family life, what measures do you take to ensure that interruptions are beneficial rather than destructive? What further steps do you feel you might take in this direction?
  • Think of someone who effectively facilitated a group you were part of. Did the person perform the job identified by the Dalai Lama—inspiring faith in the group? If so, how?
  • What, if anything, do you feel members of most groups need to be “coliberated” from?

11.5 Summary

In this chapter we have explored problem-solving in groups. We have identified steps which groups can use to attack and solve problems, as well as several methods of reaching decisions. We have considered the nature of group creativity and reviewed how brainstorming may contribute to creative problem-solving and decision-making. Finally, we have identified methods which can be used to facilitate the problem-solving and decision-making behavior or task-oriented groups. Following systematic, sequential processes can help groups communicate in ways which resolve problems and lead to appropriate decisions.

Review Questions

Interpretive Questions

  • In what 2–3 ways has your view of problem-solving or decision-making changed as a result of reading this chapter?
  • Under what circumstances, or with what kinds of group members, do you feel brainstorming is most likely to produce better results than other methods of generating creative ideas?

Application Questions

  • Call the office of a state senator or representative. Ask the person who answers the phone to provide you with a list of five creative ideas the legislator has put forth to solve problems facing his or her constituency. If you wanted to expand on the list, who else would you consult, and what process would you use to generate more ideas?
  • Pick two historical figures who you believe made it easy for people they lived or worked with to achieve shared goals. Find two or three descriptions of episodes in which those figures took action demonstrating that capacity. Identify someone leading a group of which you’re now a member and share the information about the historical figures with that person. What is the person’s reaction? What do you feel might have made the leader’s response more positive?
  • Look up the phrase “group decision support system” on line and locate 4–5 software programs meant to assist groups with decisions. List advantages and disadvantages of each and share your conclusions with your classmates.

Additional Resources

https://www.deepfun.com/coliberation-the-short-form/ : Bernard “Bernie” De Koven’s blog. A source of provocative ideas on why and how to indulge in creative fun as part of a group.

https://www.co-intelligence.org/I-decisionmakingwithout.html (“How to Make a Decision Without Making a Decision”): An article describing how guided “non-decision-making” can be used by groups to discover what the author refers to as “big obvious truths.”

http://www.tobe.net/ : The website of Dynamic Facilitation Associates, a non-profit organization dedicated to teaching groups how to create choices through intentional facilitation. One of the site’s pages, describes “Co-Counseling” and compassionate communication as further facilitation tools.

group problem solving process

An Introduction to Group Communication, V2.0 Copyright © 2020 by Granite State College is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Share This Book

Logo for M Libraries Publishing

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

19.3 Group Problem Solving

Learning objective.

  • Identify and describe how to implement seven steps for group problem solving.

No matter who you are or where you live, problems are an inevitable part of life. This is true for groups as well as for individuals. Some groups—especially work teams—are formed specifically to solve problems. Other groups encounter problems for a wide variety of reasons. Within a family group, a problem might be that a daughter or son wants to get married and the parents do not approve of the marriage partner. In a work group, a problem might be that some workers are putting in more effort than others, yet achieving poorer results. Regardless of the problem, having the resources of a group can be an advantage, as different people can contribute different ideas for how to reach a satisfactory solution.

Once a group encounters a problem, the questions that come up range from “Where do we start?” to “How do we solve it?” While there are many ways to approach a problem, the American educational philosopher John Dewey’s reflective thinking sequence has stood the test of time. This seven-step process (Adler, R., 1996) has produced positive results and serves as a handy organizational structure. If you are member of a group that needs to solve a problem and don’t know where to start, consider these seven simple steps:

  • Define the problem
  • Analyze the problem
  • Establish criteria
  • Consider possible solutions
  • Decide on a solution
  • Implement the solution
  • Follow up on the solution

Let’s discuss each step in detail.

Define the Problem

If you don’t know what the problem is, how do you know you can solve it? Defining the problem allows the group to set boundaries of what the problem is and what it is not and to begin to formalize a description or definition of the scope, size, or extent of the challenge the group will address. A problem that is too broadly defined can overwhelm the group. If the problem is too narrowly defined, important information will be missed or ignored.

In the following example, we have a Web-based company called Favorites that needs to increase its customer base and ultimately sales. A problem-solving group has been formed, and they start by formulating a working definition of the problem.

Too broad: “Sales are off, our numbers are down, and we need more customers.”

More precise: “Sales have been slipping incrementally for six of the past nine months and are significantly lower than a seasonally adjusted comparison to last year. Overall, this loss represents a 4.5 percent reduction in sales from the same time last year. However, when we break it down by product category, sales of our nonedible products have seen a modest but steady increase, while sales of edibles account for the drop off and we need to halt the decline.”

Analyze the Problem

Now the group analyzes the problem, trying to gather information and learn more. The problem is complex and requires more than one area of expertise. Why do nonedible products continue selling well? What is it about the edibles that is turning customers off? Let’s meet our problem solvers at Favorites.

Kevin is responsible for customer resource management. He is involved with the customer from the point of initial contact through purchase and delivery. Most of the interface is automated in the form of an online “basket model,” where photographs and product descriptions are accompanied by “buy it” buttons. He is available during normal working business hours for live chat and voice chat if needed, and customers are invited to request additional information. Most Favorites customers do not access this service, but Kevin is kept quite busy, as he also handles returns and complaints. Because Kevin believes that superior service retains customers while attracting new ones, he is always interested in better ways to serve the customer. Looking at edibles and nonedibles, he will study the cycle of customer service and see if there are any common points—from the main Web page, through the catalog, to the purchase process, and to returns—at which customers abandon the sale. He has existing customer feedback loops with end-of-sale surveys, but most customers decline to take the survey and there is currently no incentive to participate.

Mariah is responsible for products and purchasing. She wants to offer the best products at the lowest price, and to offer new products that are unusual, rare, or exotic. She regularly adds new products to the Favorites catalog and culls underperformers. Right now she has the data on every product and its sales history, but it is a challenge to represent it. She will analyze current sales data and produce a report that specifically identifies how each product—edible and nonedible—is performing. She wants to highlight “winners” and “losers” but also recognizes that today’s “losers” may be the hit of tomorrow. It is hard to predict constantly changing tastes and preferences, but that is part of her job. It’s not all science, and it’s not all art. She has to have an eye for what will catch on tomorrow while continuing to provide what is hot today.

Suri is responsible for data management at Favorites. She gathers, analyzes, and presents information gathered from the supply chain, sales, and marketing. She works with vendors to make sure products are available when needed, makes sales predictions based on past sales history, and assesses the effectiveness of marketing campaigns.

The problem-solving group members already have certain information on hand. They know that customer retention is one contributing factor. Attracting new customers is a constant goal, but they are aware of the well-known principle that it takes more effort to attract new customers than to keep existing ones. Thus, it is important to insure a quality customer service experience for existing customers and encourage them to refer friends. The group needs to determine how to promote this favorable customer behavior.

Another contributing factor seems to be that customers often abandon the shopping cart before completing a purchase, especially when purchasing edibles. The group members need to learn more about why this is happening.

Establish Criteria

Establishing the criteria for a solution is the next step. At this point, information is coming in from diverse perspectives, and each group member has contributed information from their perspective, even though there may be several points of overlap.

Kevin: Customers who complete the postsale survey indicate that they want to know (1) what is the estimated time of delivery, (2) why a specific item was not in stock and when it will be available, and (3) why their order sometimes arrives with less than a complete order, with some items back-ordered, without prior notification.

He notes that a very small percentage of customers complete the postsale survey, and the results are far from scientific. He also notes that it appears the interface is not capable of cross-checking inventory to provide immediate information concerning back orders, so that the customer “buys it” only to learn several days later that it was not in stock. This seems to be especially problematic for edible products, because people may tend to order them for special occasions like birthdays and anniversaries. But we don’t really know this for sure because of the low participation in the postsale survey.

Mariah: There are four edible products that frequently sell out. So far, we haven’t been able to boost the appeal of other edibles so that people would order them as a second choice when these sales leaders aren’t available. We also have several rare, exotic products that are slow movers. They have potential, but currently are underperformers.

Suri: We know from a zip code analysis that most of our customers are from a few specific geographic areas associated with above-average incomes. We have very few credit cards declined, and the average sale is over $100. Shipping costs represent on average 8 percent of the total sales cost. We do not have sufficient information to produce a customer profile. There is no specific point in the purchase process where basket abandonment tends to happen; it happens fairly uniformly at all steps.

Consider Possible Solutions to the Problem

The group has listened to each other and now starts to brainstorm ways to address the challenges they have addressed while focusing resources on those solutions that are more likely to produce results.

Kevin: Is it possible for our programmers to create a cross-index feature, linking the product desired with a report of how many are in stock? I’d like the customer to know right away whether it is in stock, or how long they may have to wait. As another idea, is it possible to add incentives to the purchase cycle that won’t negatively impact our overall profit? I’m thinking a small volume discount on multiple items, or perhaps free shipping over a specific dollar amount.

Mariah: I recommend we hold a focus group where customers can sample our edible products and tell us what they like best and why. When the best sellers are sold out, could we offer a discount on related products to provide an instant alternative? We might also cull the underperforming products with a liquidation sale to generate interest.

Suri: If we want to know more about our customers, we need to give them an incentive to complete the postsale survey. How about a 5 percent off coupon code for the next purchase to get them to return and to help us better identify our customer base? We may also want to build in a customer referral rewards program, but it all takes better data in to get results out. We should also explore the supply side of the business by getting a more reliable supply of the leading products and trying to get discounts that are more advantageous from our suppliers, especially in the edible category.

Decide on a Solution

Kevin, Mariah, and Suri may want to implement all the solution strategies, but they do not have the resources to do them all. They’ll complete a cost-benefit analysis , which ranks each solution according to its probable impact. The analysis is shown in Table 19.6 “Cost-Benefit Analysis” .

Table 19.6 Cost-Benefit Analysis

Now that the options have been presented with their costs and benefits, it is easier for the group to decide which courses of action are likely to yield the best outcomes. The analysis helps the group members to see beyond the immediate cost of implementing a given solution. For example, Kevin’s suggestion of offering free shipping won’t cost Favorites much money, but it also may not pay off in customer goodwill. And even though Mariah’s suggestion of having a focus group might sound like a good idea, it will be expensive and its benefits are questionable.

A careful reading of the analysis indicates that Kevin’s best suggestion is to integrate the cross-index feature in the ordering process so that customers can know immediately whether an item is in stock or on back order. Mariah, meanwhile, suggests that searching for alternative products is probably the most likely to benefit Favorites, while Suri’s two supply-side suggestions are likely to result in positive outcomes.

Implement the Solution

Kevin is faced with the challenge of designing the computer interface without incurring unacceptable costs. He strongly believes that the interface will pay for itself within the first year—or, to put it more bluntly, that Favorites’ declining sales will get worse if the Web site does not have this feature soon. He asks to meet with top management to get budget approval and secures their agreement, on one condition: he must negotiate a compensation schedule with the Information Technology consultants that includes delayed compensation in the form of bonuses after the feature has been up and running successfully for six months.

Mariah knows that searching for alternative products is a never-ending process, but it takes time and the company needs results. She decides to invest time evaluating products that competing companies currently offer, especially in the edible category, on the theory that customers who find their desired items sold out on the Favorites Web site may have been buying alternative products elsewhere instead of choosing an alternative from Favorites’s product lines.

Suri decides to approach the vendors of the four frequently sold-out products and ask point blank, “What would it take to get you to produce these items more reliably in greater quantities?” By opening the channel of communication with these vendors, she is able to motivate them to make modifications that will improve the reliability and quantity. She also approaches the vendors of the less popular products with a request for better discounts in return for their cooperation in developing and test-marketing new products.

Follow Up on the Solution

Kevin: After several beta tests, the cross-index feature was implemented and has been in place for thirty days. Now customers see either “in stock” or “available [mo/da/yr]” in the shopping basket. As expected, Kevin notes a decrease in the number of chat and phone inquiries to the effect of, “Will this item arrive before my wife’s birthday?” However, he notes an increase in inquiries asking, “Why isn’t this item in stock?” It is difficult to tell whether customer satisfaction is higher overall.

Mariah: In exploring the merchandise available from competing merchants, she got several ideas for modifying Favorites’ product line to offer more flavors and other variations on popular edibles. Working with vendors, she found that these modifications cost very little. Within the first thirty days of adding these items to the product line, sales are up. Mariah believes these additions also serve to enhance the Favorites brand identity, but she has no data to back this up.

Suri: So far, the vendors supplying the four top-selling edibles have fulfilled their promise of increasing quantity and reliability. However, three of the four items have still sold out, raising the question of whether Favorites needs to bring in one or more additional vendors to produce these items. Of the vendors with which Favorites asked to negotiate better discounts, some refused, and two of these were “stolen” by a competing merchant so that they no longer sell to Favorites. In addition, one of the vendors that agreed to give a better discount was unexpectedly forced to cease operations for several weeks because of a fire.

This scenario allows us to see that the problem may have several dimensions as well as solutions, but resources can be limited and not every solution is successful. Even though the problem is not immediately resolved, the group problem-solving pattern serves as a useful guide through the problem-solving process.

Key Takeaway

Group problem solving can be an orderly process when it is broken down into seven specific stages.

  • Think of a problem encountered in the past by a group of which you are a member. How did the group solve the problem? How satisfactory was the solution? Discuss your results with your classmates.
  • Consider again the problem you described in Exercise 1. In view of the seven-step framework, which steps did the group utilize? Would following the full seven-step framework have been helpful? Discuss your opinion with a classmate.
  • Research one business that you would like to know more about and see if you can learn about how they communicate in groups and teams. Compare your results with those of classmates.
  • Think of a decision you will be making some time in the near future. Apply the cost-benefit analysis framework to your decision. Do you find this method helpful? Discuss your results with classmates.

Adler, R. (1996). Communicating at work: Principles and practices for business and the professions . Boston, MA: McGraw-Hill.

McLean, S. (2005). The basics of interpersonal communication . Boston, MA: Allyn & Bacon.

Business Communication for Success Copyright © 2015 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Logo for Maricopa Open Digital Press

Conflict and Problem Solving in Small Groups

38 Group Problem Solving

eCampusOntario

illustration of a series of black question marks with one bright red one

Source: pixabay.com

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.

While there are many ways to approach a problem, the American educational philosopher John Dewey’s reflective thinking sequence has stood the test of time. This seven-step process (Adler, 1996 ) has produced positive results and serves as a handy organizational structure. If you are member of a group that needs to solve a problem and don’t know where to start, consider the seven simple steps illustrated in Figure 11.2 below:

image of a person climbing a set of stairs with the steps labeled as cited in the heading 3 sections that follow

Figure 11.2 . Problem-solving process .

Define the Problem

If you don’t know what the problem is, how do you know you can solve it? Defining the problem allows the group to set boundaries of what the problem is and what it is not and to begin to formalize a description or definition of the scope, size, or extent of the challenge the group will address. A problem that is too broadly defined can overwhelm the group. If the problem is too narrowly defined, important information will be missed or ignored.

In the following example, there is a web-based company called Favourites that needs to increase its customer base and ultimately sales. A problem-solving group has been formed, and they start by formulating a working definition of the problem.

Example problems:

Too broad:   “Sales are off, our numbers are down, and we need more customers.”

More precise:   “Sales have been slipping incrementally for six of the past nine months and are significantly lower than a seasonally adjusted comparison to last year. Overall, this loss represents a 4.5 percent reduction in sales from the same time last year. However, when we break it down by product category, sales of our nonedible products have seen a modest but steady increase, while sales of edibles account for the drop off and we need to halt the decline.”

Analyze the Problem

The problem-solving group Kevin, Mariah, and Suri analyze the problem and begin to gather information to learn more. The problem is complex and requires more than one area of expertise. Why do nonedible products continue selling well? What is it about the edibles that is turning customers off?

Kevin is responsible for customer resource management. He is involved with the customer from the point of initial contact through purchase and delivery. Most of the interface is automated in the form of an online “basket model,” where photographs and product descriptions are accompanied by “buy it” buttons. He is available during normal working business hours for live chat and voice chat if needed, and customers are invited to request additional information. Most Favourites customers do not access this service, but Kevin is kept quite busy, as he also handles returns and complaints. Because Kevin believes that superior service retains customers while attracting new ones, he is always interested in better ways to serve the customer. Looking at edibles and nonedibles, he will study the cycle of customer service and see if there are any common points—from the main webpage, through the catalog, to the purchase process, and to returns—at which customers abandon the sale. He has existing customer feedback loops with end-of-sale surveys, but most customers decline to take the survey and there is currently no incentive to participate.

Mariah is responsible for products and purchasing. She wants to offer the best products at the lowest price, and to offer new products that are unusual, rare, or exotic. She regularly adds new products to the Favourites catalog and culls underperformers. Right now she has the data on every product and its sales history, but it is a challenge to represent it. She will analyze current sales data and produce a report that specifically identifies how each product—edible and nonedible—is performing. She wants to highlight “winners” and “losers” but also recognizes that today’s “losers” may be the hit of tomorrow. It is hard to predict constantly changing tastes and preferences, but that is part of her job. It’s not all science, and it’s not all art. She has to have an eye for what will catch on tomorrow while continuing to provide what is hot today.

Suri is responsible for data management at Favourites . She gathers, analyzes, and presents information gathered from the supply chain, sales, and marketing. She works with vendors to make sure products are available when needed, makes sales predictions based on past sales history, and assesses the effectiveness of marketing campaigns.

The problem-solving group members already have certain information on hand. They know that customer retention is one contributing factor. Attracting new customers is a constant goal, but they are aware of the well-known principle that it takes more effort to attract new customers than to keep existing ones. Thus, it is important to ensure a quality customer service experience for existing customers and encourage them to refer friends. The group needs to determine how to promote this favourable customer behaviour.

Another contributing factor seems to be that customers often abandon the shopping cart before completing a purchase, especially when purchasing edibles. The group members need to learn more about why this is happening.

Establish Criteria

Establishing the criteria for a solution is the next step. At this point, information is coming in from diverse perspectives, and each group member has contributed information from their perspective, even though there may be several points of overlap.

Kevin: Customers who complete the postsale survey indicate that they want to know (1) what is the estimated time of delivery, (2) why a specific item was not in stock and when it will be available, and (3) why their order sometimes arrives with less than a complete order, with some items back-ordered, without prior notification.

He notes that a very small percentage of customers complete the postsale survey, and the results are far from scientific. He also notes that it appears the interface is not capable of cross-checking inventory to provide immediate information concerning back orders, so that the customer “buys it” only to learn several days later that it was not in stock. This seems to be especially problematic for edible products, because people may tend to order them for special occasions like birthdays and anniversaries. But we don’t really know this for sure because of the low participation in the postsale survey.

Mariah: There are four edible products that frequently sell out. So far, we haven’t been able to boost the appeal of other edibles so that people would order them as a second choice when these sales leaders aren’t available. We also have several rare, exotic products that are slow movers. They have potential, but currently are underperformers.

Suri: We know from a postal code analysis that most of our customers are from a few specific geographic areas associated with above-average incomes. We have very few credit cards declined, and the average sale is over $100. Shipping costs represent on average 8 percent of the total sales cost. We do not have sufficient information to produce a customer profile. There is no specific point in the purchase process where basket abandonment tends to happen; it happens fairly uniformly at all steps.

Consider Possible Solutions to the Problem

The group has listened to each other and now starts to brainstorm ways to address the challenges they have addressed while focusing resources on those solutions that are more likely to produce results.

Kevin: Is it possible for our programmers to create a cross-index feature, linking the product desired with a report of how many are in stock? I’d like the customer to know right away whether it is in stock, or how long they may have to wait. As another idea, is it possible to add incentives to the purchase cycle that won’t negatively impact our overall profit? I’m thinking a small volume discount on multiple items, or perhaps free shipping over a specific dollar amount.

Mariah: I recommend we hold a focus group where customers can sample our edible products and tell us what they like best and why. When the best sellers are sold out, could we offer a discount on related products to provide an instant alternative? We might also cull the underperforming products with a liquidation sale to generate interest.

Suri: If we want to know more about our customers, we need to give them an incentive to complete the postsale survey. How about a 5 percent off coupon code for the next purchase to get them to return and to help us better identify our customer base? We may also want to build in a customer referral rewards program, but it all takes better data in to get results out. We should also explore the supply side of the business by getting a more reliable supply of the leading products and trying to get discounts that are more advantageous from our suppliers, especially in the edible category.

Decide on a Solution

Kevin, Mariah, and Suri may want to implement all the solution strategies, but they do not have the resources to do them all. They’ll complete a cost-benefit analysis, which ranks each solution according to its probable impact.

Implement the Solution

Kevin is faced with the challenge of designing the computer interface without incurring unacceptable costs. He strongly believes that the interface will pay for itself within the first year—or, to put it more bluntly, that Favourites’ declining sales will get worse if the website does not have this feature soon. He asks to meet with top management to get budget approval and secures their agreement, on one condition: he must negotiate a compensation schedule with the information technology consultants that includes delayed compensation in the form of bonuses after the feature has been up and running successfully for six months.

Mariah knows that searching for alternative products is a never-ending process, but it takes time and the company needs results. She decides to invest time evaluating products that competing companies currently offer, especially in the edible category, on the theory that customers who find their desired items sold out on the Favourites  website may have been buying alternative products elsewhere instead of choosing an alternative from Favourites’  product lines.

Suri decides to approach the vendors of the four frequently sold-out products and ask point blank, “What would it take to get you to produce these items more reliably in greater quantities?” By opening the channel of communication with these vendors, she is able to motivate them to make modifications that will improve the reliability and quantity. She also approaches the vendors of the less popular products with a request for better discounts in return for their cooperation in developing and test-marketing new products.

Follow Up on the Solution

Kevin: After several beta tests, the cross-index feature was implemented and has been in place for thirty days. Now customers see either “in stock” or “available [mo/da/yr]” in the shopping basket. As expected, Kevin notes a decrease in the number of chat and phone inquiries to the effect of, “Will this item arrive before my wife’s birthday?” However, he notes an increase in inquiries asking, “Why isn’t this item in stock?” It is difficult to tell whether customer satisfaction is higher overall.

Mariah: In exploring the merchandise available from competing merchants, she got several ideas for modifying Favourites’ product line to offer more flavors and other variations on popular edibles. Working with vendors, she found that these modifications cost very little. Within the first thirty days of adding these items to the product line, sales are up. Mariah believes these additions also serve to enhance the Favourites brand identity, but she has no data to back this up.

Suri: So far, the vendors supplying the four top-selling edibles have fulfilled their promise of increasing quantity and reliability. However, three of the four items have still sold out, raising the question of whether Favourites needs to bring in one or more additional vendors to produce these items. Of the vendors with which Favourites asked to negotiate better discounts, some refused, and two of these were “stolen” by a competing merchant so that they no longer sell to Favourites . In addition, one of the vendors that agreed to give a better discount was unexpectedly forced to cease operations for several weeks because of a fire.

This scenario allows us to see that the problem may have several dimensions as well as solutions, that resources can be limited, and not every solution is successful. Even though the problem is not immediately resolved, the group problem-solving pattern and communication among the group members serves as a useful guide through the problem-solving process.

Small Group Problem Solving Examples

Washed ashore.

Tiny Houses

New York City Trash

The Crisis of Leadership

Group Problem Solving Copyright © by eCampusOntario is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.

Share This Book

35 problem-solving techniques and methods for solving complex problems

Problem solving workshop

Design your next session with SessionLab

Join the 150,000+ facilitators 
using SessionLab.

Recommended Articles

A step-by-step guide to planning a workshop, how to create an unforgettable training session in 8 simple steps, 47 useful online tools for workshop planning and meeting facilitation.

All teams and organizations encounter challenges as they grow. There are problems that might occur for teams when it comes to miscommunication or resolving business-critical issues . You may face challenges around growth , design , user engagement, and even team culture and happiness. In short, problem-solving techniques should be part of every team’s skillset.

Problem-solving methods are primarily designed to help a group or team through a process of first identifying problems and challenges , ideating possible solutions , and then evaluating the most suitable .

Finding effective solutions to complex problems isn’t easy, but by using the right process and techniques, you can help your team be more efficient in the process.

So how do you develop strategies that are engaging, and empower your team to solve problems effectively?

In this blog post, we share a series of problem-solving tools you can use in your next workshop or team meeting. You’ll also find some tips for facilitating the process and how to enable others to solve complex problems.

Let’s get started! 

How do you identify problems?

How do you identify the right solution.

  • Tips for more effective problem-solving

Complete problem-solving methods

  • Problem-solving techniques to identify and analyze problems
  • Problem-solving techniques for developing solutions

Problem-solving warm-up activities

Closing activities for a problem-solving process.

Before you can move towards finding the right solution for a given problem, you first need to identify and define the problem you wish to solve. 

Here, you want to clearly articulate what the problem is and allow your group to do the same. Remember that everyone in a group is likely to have differing perspectives and alignment is necessary in order to help the group move forward. 

Identifying a problem accurately also requires that all members of a group are able to contribute their views in an open and safe manner. It can be scary for people to stand up and contribute, especially if the problems or challenges are emotive or personal in nature. Be sure to try and create a psychologically safe space for these kinds of discussions.

Remember that problem analysis and further discussion are also important. Not taking the time to fully analyze and discuss a challenge can result in the development of solutions that are not fit for purpose or do not address the underlying issue.

Successfully identifying and then analyzing a problem means facilitating a group through activities designed to help them clearly and honestly articulate their thoughts and produce usable insight.

With this data, you might then produce a problem statement that clearly describes the problem you wish to be addressed and also state the goal of any process you undertake to tackle this issue.  

Finding solutions is the end goal of any process. Complex organizational challenges can only be solved with an appropriate solution but discovering them requires using the right problem-solving tool.

After you’ve explored a problem and discussed ideas, you need to help a team discuss and choose the right solution. Consensus tools and methods such as those below help a group explore possible solutions before then voting for the best. They’re a great way to tap into the collective intelligence of the group for great results!

Remember that the process is often iterative. Great problem solvers often roadtest a viable solution in a measured way to see what works too. While you might not get the right solution on your first try, the methods below help teams land on the most likely to succeed solution while also holding space for improvement.

Every effective problem solving process begins with an agenda . A well-structured workshop is one of the best methods for successfully guiding a group from exploring a problem to implementing a solution.

In SessionLab, it’s easy to go from an idea to a complete agenda . Start by dragging and dropping your core problem solving activities into place . Add timings, breaks and necessary materials before sharing your agenda with your colleagues.

The resulting agenda will be your guide to an effective and productive problem solving session that will also help you stay organized on the day!

group problem solving process

Tips for more effective problem solving

Problem-solving activities are only one part of the puzzle. While a great method can help unlock your team’s ability to solve problems, without a thoughtful approach and strong facilitation the solutions may not be fit for purpose.

Let’s take a look at some problem-solving tips you can apply to any process to help it be a success!

Clearly define the problem

Jumping straight to solutions can be tempting, though without first clearly articulating a problem, the solution might not be the right one. Many of the problem-solving activities below include sections where the problem is explored and clearly defined before moving on.

This is a vital part of the problem-solving process and taking the time to fully define an issue can save time and effort later. A clear definition helps identify irrelevant information and it also ensures that your team sets off on the right track.

Don’t jump to conclusions

It’s easy for groups to exhibit cognitive bias or have preconceived ideas about both problems and potential solutions. Be sure to back up any problem statements or potential solutions with facts, research, and adequate forethought.

The best techniques ask participants to be methodical and challenge preconceived notions. Make sure you give the group enough time and space to collect relevant information and consider the problem in a new way. By approaching the process with a clear, rational mindset, you’ll often find that better solutions are more forthcoming.  

Try different approaches  

Problems come in all shapes and sizes and so too should the methods you use to solve them. If you find that one approach isn’t yielding results and your team isn’t finding different solutions, try mixing it up. You’ll be surprised at how using a new creative activity can unblock your team and generate great solutions.

Don’t take it personally 

Depending on the nature of your team or organizational problems, it’s easy for conversations to get heated. While it’s good for participants to be engaged in the discussions, ensure that emotions don’t run too high and that blame isn’t thrown around while finding solutions.

You’re all in it together, and even if your team or area is seeing problems, that isn’t necessarily a disparagement of you personally. Using facilitation skills to manage group dynamics is one effective method of helping conversations be more constructive.

Get the right people in the room

Your problem-solving method is often only as effective as the group using it. Getting the right people on the job and managing the number of people present is important too!

If the group is too small, you may not get enough different perspectives to effectively solve a problem. If the group is too large, you can go round and round during the ideation stages.

Creating the right group makeup is also important in ensuring you have the necessary expertise and skillset to both identify and follow up on potential solutions. Carefully consider who to include at each stage to help ensure your problem-solving method is followed and positioned for success.

Document everything

The best solutions can take refinement, iteration, and reflection to come out. Get into a habit of documenting your process in order to keep all the learnings from the session and to allow ideas to mature and develop. Many of the methods below involve the creation of documents or shared resources. Be sure to keep and share these so everyone can benefit from the work done!

Bring a facilitator 

Facilitation is all about making group processes easier. With a subject as potentially emotive and important as problem-solving, having an impartial third party in the form of a facilitator can make all the difference in finding great solutions and keeping the process moving. Consider bringing a facilitator to your problem-solving session to get better results and generate meaningful solutions!

Develop your problem-solving skills

It takes time and practice to be an effective problem solver. While some roles or participants might more naturally gravitate towards problem-solving, it can take development and planning to help everyone create better solutions.

You might develop a training program, run a problem-solving workshop or simply ask your team to practice using the techniques below. Check out our post on problem-solving skills to see how you and your group can develop the right mental process and be more resilient to issues too!

Design a great agenda

Workshops are a great format for solving problems. With the right approach, you can focus a group and help them find the solutions to their own problems. But designing a process can be time-consuming and finding the right activities can be difficult.

Check out our workshop planning guide to level-up your agenda design and start running more effective workshops. Need inspiration? Check out templates designed by expert facilitators to help you kickstart your process!

In this section, we’ll look at in-depth problem-solving methods that provide a complete end-to-end process for developing effective solutions. These will help guide your team from the discovery and definition of a problem through to delivering the right solution.

If you’re looking for an all-encompassing method or problem-solving model, these processes are a great place to start. They’ll ask your team to challenge preconceived ideas and adopt a mindset for solving problems more effectively.

  • Six Thinking Hats
  • Lightning Decision Jam
  • Problem Definition Process
  • Discovery & Action Dialogue
Design Sprint 2.0
  • Open Space Technology

1. Six Thinking Hats

Individual approaches to solving a problem can be very different based on what team or role an individual holds. It can be easy for existing biases or perspectives to find their way into the mix, or for internal politics to direct a conversation.

Six Thinking Hats is a classic method for identifying the problems that need to be solved and enables your team to consider them from different angles, whether that is by focusing on facts and data, creative solutions, or by considering why a particular solution might not work.

Like all problem-solving frameworks, Six Thinking Hats is effective at helping teams remove roadblocks from a conversation or discussion and come to terms with all the aspects necessary to solve complex problems.

2. Lightning Decision Jam

Featured courtesy of Jonathan Courtney of AJ&Smart Berlin, Lightning Decision Jam is one of those strategies that should be in every facilitation toolbox. Exploring problems and finding solutions is often creative in nature, though as with any creative process, there is the potential to lose focus and get lost.

Unstructured discussions might get you there in the end, but it’s much more effective to use a method that creates a clear process and team focus.

In Lightning Decision Jam, participants are invited to begin by writing challenges, concerns, or mistakes on post-its without discussing them before then being invited by the moderator to present them to the group.

From there, the team vote on which problems to solve and are guided through steps that will allow them to reframe those problems, create solutions and then decide what to execute on. 

By deciding the problems that need to be solved as a team before moving on, this group process is great for ensuring the whole team is aligned and can take ownership over the next stages. 

Lightning Decision Jam (LDJ)   #action   #decision making   #problem solving   #issue analysis   #innovation   #design   #remote-friendly   The problem with anything that requires creative thinking is that it’s easy to get lost—lose focus and fall into the trap of having useless, open-ended, unstructured discussions. Here’s the most effective solution I’ve found: Replace all open, unstructured discussion with a clear process. What to use this exercise for: Anything which requires a group of people to make decisions, solve problems or discuss challenges. It’s always good to frame an LDJ session with a broad topic, here are some examples: The conversion flow of our checkout Our internal design process How we organise events Keeping up with our competition Improving sales flow

3. Problem Definition Process

While problems can be complex, the problem-solving methods you use to identify and solve those problems can often be simple in design. 

By taking the time to truly identify and define a problem before asking the group to reframe the challenge as an opportunity, this method is a great way to enable change.

Begin by identifying a focus question and exploring the ways in which it manifests before splitting into five teams who will each consider the problem using a different method: escape, reversal, exaggeration, distortion or wishful. Teams develop a problem objective and create ideas in line with their method before then feeding them back to the group.

This method is great for enabling in-depth discussions while also creating space for finding creative solutions too!

Problem Definition   #problem solving   #idea generation   #creativity   #online   #remote-friendly   A problem solving technique to define a problem, challenge or opportunity and to generate ideas.

4. The 5 Whys 

Sometimes, a group needs to go further with their strategies and analyze the root cause at the heart of organizational issues. An RCA or root cause analysis is the process of identifying what is at the heart of business problems or recurring challenges. 

The 5 Whys is a simple and effective method of helping a group go find the root cause of any problem or challenge and conduct analysis that will deliver results. 

By beginning with the creation of a problem statement and going through five stages to refine it, The 5 Whys provides everything you need to truly discover the cause of an issue.

The 5 Whys   #hyperisland   #innovation   This simple and powerful method is useful for getting to the core of a problem or challenge. As the title suggests, the group defines a problems, then asks the question “why” five times, often using the resulting explanation as a starting point for creative problem solving.

5. World Cafe

World Cafe is a simple but powerful facilitation technique to help bigger groups to focus their energy and attention on solving complex problems.

World Cafe enables this approach by creating a relaxed atmosphere where participants are able to self-organize and explore topics relevant and important to them which are themed around a central problem-solving purpose. Create the right atmosphere by modeling your space after a cafe and after guiding the group through the method, let them take the lead!

Making problem-solving a part of your organization’s culture in the long term can be a difficult undertaking. More approachable formats like World Cafe can be especially effective in bringing people unfamiliar with workshops into the fold. 

World Cafe   #hyperisland   #innovation   #issue analysis   World Café is a simple yet powerful method, originated by Juanita Brown, for enabling meaningful conversations driven completely by participants and the topics that are relevant and important to them. Facilitators create a cafe-style space and provide simple guidelines. Participants then self-organize and explore a set of relevant topics or questions for conversation.

6. Discovery & Action Dialogue (DAD)

One of the best approaches is to create a safe space for a group to share and discover practices and behaviors that can help them find their own solutions.

With DAD, you can help a group choose which problems they wish to solve and which approaches they will take to do so. It’s great at helping remove resistance to change and can help get buy-in at every level too!

This process of enabling frontline ownership is great in ensuring follow-through and is one of the methods you will want in your toolbox as a facilitator.

Discovery & Action Dialogue (DAD)   #idea generation   #liberating structures   #action   #issue analysis   #remote-friendly   DADs make it easy for a group or community to discover practices and behaviors that enable some individuals (without access to special resources and facing the same constraints) to find better solutions than their peers to common problems. These are called positive deviant (PD) behaviors and practices. DADs make it possible for people in the group, unit, or community to discover by themselves these PD practices. DADs also create favorable conditions for stimulating participants’ creativity in spaces where they can feel safe to invent new and more effective practices. Resistance to change evaporates as participants are unleashed to choose freely which practices they will adopt or try and which problems they will tackle. DADs make it possible to achieve frontline ownership of solutions.

7. Design Sprint 2.0

Want to see how a team can solve big problems and move forward with prototyping and testing solutions in a few days? The Design Sprint 2.0 template from Jake Knapp, author of Sprint, is a complete agenda for a with proven results.

Developing the right agenda can involve difficult but necessary planning. Ensuring all the correct steps are followed can also be stressful or time-consuming depending on your level of experience.

Use this complete 4-day workshop template if you are finding there is no obvious solution to your challenge and want to focus your team around a specific problem that might require a shortcut to launching a minimum viable product or waiting for the organization-wide implementation of a solution.

8. Open space technology

Open space technology- developed by Harrison Owen – creates a space where large groups are invited to take ownership of their problem solving and lead individual sessions. Open space technology is a great format when you have a great deal of expertise and insight in the room and want to allow for different takes and approaches on a particular theme or problem you need to be solved.

Start by bringing your participants together to align around a central theme and focus their efforts. Explain the ground rules to help guide the problem-solving process and then invite members to identify any issue connecting to the central theme that they are interested in and are prepared to take responsibility for.

Once participants have decided on their approach to the core theme, they write their issue on a piece of paper, announce it to the group, pick a session time and place, and post the paper on the wall. As the wall fills up with sessions, the group is then invited to join the sessions that interest them the most and which they can contribute to, then you’re ready to begin!

Everyone joins the problem-solving group they’ve signed up to, record the discussion and if appropriate, findings can then be shared with the rest of the group afterward.

Open Space Technology   #action plan   #idea generation   #problem solving   #issue analysis   #large group   #online   #remote-friendly   Open Space is a methodology for large groups to create their agenda discerning important topics for discussion, suitable for conferences, community gatherings and whole system facilitation

Techniques to identify and analyze problems

Using a problem-solving method to help a team identify and analyze a problem can be a quick and effective addition to any workshop or meeting.

While further actions are always necessary, you can generate momentum and alignment easily, and these activities are a great place to get started.

We’ve put together this list of techniques to help you and your team with problem identification, analysis, and discussion that sets the foundation for developing effective solutions.

Let’s take a look!

  • The Creativity Dice
  • Fishbone Analysis
  • Problem Tree
  • SWOT Analysis
  • Agreement-Certainty Matrix
  • The Journalistic Six
  • LEGO Challenge
  • What, So What, Now What?
  • Journalists

Individual and group perspectives are incredibly important, but what happens if people are set in their minds and need a change of perspective in order to approach a problem more effectively?

Flip It is a method we love because it is both simple to understand and run, and allows groups to understand how their perspectives and biases are formed. 

Participants in Flip It are first invited to consider concerns, issues, or problems from a perspective of fear and write them on a flip chart. Then, the group is asked to consider those same issues from a perspective of hope and flip their understanding.  

No problem and solution is free from existing bias and by changing perspectives with Flip It, you can then develop a problem solving model quickly and effectively.

Flip It!   #gamestorming   #problem solving   #action   Often, a change in a problem or situation comes simply from a change in our perspectives. Flip It! is a quick game designed to show players that perspectives are made, not born.

10. The Creativity Dice

One of the most useful problem solving skills you can teach your team is of approaching challenges with creativity, flexibility, and openness. Games like The Creativity Dice allow teams to overcome the potential hurdle of too much linear thinking and approach the process with a sense of fun and speed. 

In The Creativity Dice, participants are organized around a topic and roll a dice to determine what they will work on for a period of 3 minutes at a time. They might roll a 3 and work on investigating factual information on the chosen topic. They might roll a 1 and work on identifying the specific goals, standards, or criteria for the session.

Encouraging rapid work and iteration while asking participants to be flexible are great skills to cultivate. Having a stage for idea incubation in this game is also important. Moments of pause can help ensure the ideas that are put forward are the most suitable. 

The Creativity Dice   #creativity   #problem solving   #thiagi   #issue analysis   Too much linear thinking is hazardous to creative problem solving. To be creative, you should approach the problem (or the opportunity) from different points of view. You should leave a thought hanging in mid-air and move to another. This skipping around prevents premature closure and lets your brain incubate one line of thought while you consciously pursue another.

11. Fishbone Analysis

Organizational or team challenges are rarely simple, and it’s important to remember that one problem can be an indication of something that goes deeper and may require further consideration to be solved.

Fishbone Analysis helps groups to dig deeper and understand the origins of a problem. It’s a great example of a root cause analysis method that is simple for everyone on a team to get their head around. 

Participants in this activity are asked to annotate a diagram of a fish, first adding the problem or issue to be worked on at the head of a fish before then brainstorming the root causes of the problem and adding them as bones on the fish. 

Using abstractions such as a diagram of a fish can really help a team break out of their regular thinking and develop a creative approach.

Fishbone Analysis   #problem solving   ##root cause analysis   #decision making   #online facilitation   A process to help identify and understand the origins of problems, issues or observations.

12. Problem Tree 

Encouraging visual thinking can be an essential part of many strategies. By simply reframing and clarifying problems, a group can move towards developing a problem solving model that works for them. 

In Problem Tree, groups are asked to first brainstorm a list of problems – these can be design problems, team problems or larger business problems – and then organize them into a hierarchy. The hierarchy could be from most important to least important or abstract to practical, though the key thing with problem solving games that involve this aspect is that your group has some way of managing and sorting all the issues that are raised.

Once you have a list of problems that need to be solved and have organized them accordingly, you’re then well-positioned for the next problem solving steps.

Problem tree   #define intentions   #create   #design   #issue analysis   A problem tree is a tool to clarify the hierarchy of problems addressed by the team within a design project; it represents high level problems or related sublevel problems.

13. SWOT Analysis

Chances are you’ve heard of the SWOT Analysis before. This problem-solving method focuses on identifying strengths, weaknesses, opportunities, and threats is a tried and tested method for both individuals and teams.

Start by creating a desired end state or outcome and bare this in mind – any process solving model is made more effective by knowing what you are moving towards. Create a quadrant made up of the four categories of a SWOT analysis and ask participants to generate ideas based on each of those quadrants.

Once you have those ideas assembled in their quadrants, cluster them together based on their affinity with other ideas. These clusters are then used to facilitate group conversations and move things forward. 

SWOT analysis   #gamestorming   #problem solving   #action   #meeting facilitation   The SWOT Analysis is a long-standing technique of looking at what we have, with respect to the desired end state, as well as what we could improve on. It gives us an opportunity to gauge approaching opportunities and dangers, and assess the seriousness of the conditions that affect our future. When we understand those conditions, we can influence what comes next.

14. Agreement-Certainty Matrix

Not every problem-solving approach is right for every challenge, and deciding on the right method for the challenge at hand is a key part of being an effective team.

The Agreement Certainty matrix helps teams align on the nature of the challenges facing them. By sorting problems from simple to chaotic, your team can understand what methods are suitable for each problem and what they can do to ensure effective results. 

If you are already using Liberating Structures techniques as part of your problem-solving strategy, the Agreement-Certainty Matrix can be an invaluable addition to your process. We’ve found it particularly if you are having issues with recurring problems in your organization and want to go deeper in understanding the root cause. 

Agreement-Certainty Matrix   #issue analysis   #liberating structures   #problem solving   You can help individuals or groups avoid the frequent mistake of trying to solve a problem with methods that are not adapted to the nature of their challenge. The combination of two questions makes it possible to easily sort challenges into four categories: simple, complicated, complex , and chaotic .  A problem is simple when it can be solved reliably with practices that are easy to duplicate.  It is complicated when experts are required to devise a sophisticated solution that will yield the desired results predictably.  A problem is complex when there are several valid ways to proceed but outcomes are not predictable in detail.  Chaotic is when the context is too turbulent to identify a path forward.  A loose analogy may be used to describe these differences: simple is like following a recipe, complicated like sending a rocket to the moon, complex like raising a child, and chaotic is like the game “Pin the Tail on the Donkey.”  The Liberating Structures Matching Matrix in Chapter 5 can be used as the first step to clarify the nature of a challenge and avoid the mismatches between problems and solutions that are frequently at the root of chronic, recurring problems.

Organizing and charting a team’s progress can be important in ensuring its success. SQUID (Sequential Question and Insight Diagram) is a great model that allows a team to effectively switch between giving questions and answers and develop the skills they need to stay on track throughout the process. 

Begin with two different colored sticky notes – one for questions and one for answers – and with your central topic (the head of the squid) on the board. Ask the group to first come up with a series of questions connected to their best guess of how to approach the topic. Ask the group to come up with answers to those questions, fix them to the board and connect them with a line. After some discussion, go back to question mode by responding to the generated answers or other points on the board.

It’s rewarding to see a diagram grow throughout the exercise, and a completed SQUID can provide a visual resource for future effort and as an example for other teams.

SQUID   #gamestorming   #project planning   #issue analysis   #problem solving   When exploring an information space, it’s important for a group to know where they are at any given time. By using SQUID, a group charts out the territory as they go and can navigate accordingly. SQUID stands for Sequential Question and Insight Diagram.

16. Speed Boat

To continue with our nautical theme, Speed Boat is a short and sweet activity that can help a team quickly identify what employees, clients or service users might have a problem with and analyze what might be standing in the way of achieving a solution.

Methods that allow for a group to make observations, have insights and obtain those eureka moments quickly are invaluable when trying to solve complex problems.

In Speed Boat, the approach is to first consider what anchors and challenges might be holding an organization (or boat) back. Bonus points if you are able to identify any sharks in the water and develop ideas that can also deal with competitors!   

Speed Boat   #gamestorming   #problem solving   #action   Speedboat is a short and sweet way to identify what your employees or clients don’t like about your product/service or what’s standing in the way of a desired goal.

17. The Journalistic Six

Some of the most effective ways of solving problems is by encouraging teams to be more inclusive and diverse in their thinking.

Based on the six key questions journalism students are taught to answer in articles and news stories, The Journalistic Six helps create teams to see the whole picture. By using who, what, when, where, why, and how to facilitate the conversation and encourage creative thinking, your team can make sure that the problem identification and problem analysis stages of the are covered exhaustively and thoughtfully. Reporter’s notebook and dictaphone optional.

The Journalistic Six – Who What When Where Why How   #idea generation   #issue analysis   #problem solving   #online   #creative thinking   #remote-friendly   A questioning method for generating, explaining, investigating ideas.

18. LEGO Challenge

Now for an activity that is a little out of the (toy) box. LEGO Serious Play is a facilitation methodology that can be used to improve creative thinking and problem-solving skills. 

The LEGO Challenge includes giving each member of the team an assignment that is hidden from the rest of the group while they create a structure without speaking.

What the LEGO challenge brings to the table is a fun working example of working with stakeholders who might not be on the same page to solve problems. Also, it’s LEGO! Who doesn’t love LEGO! 

LEGO Challenge   #hyperisland   #team   A team-building activity in which groups must work together to build a structure out of LEGO, but each individual has a secret “assignment” which makes the collaborative process more challenging. It emphasizes group communication, leadership dynamics, conflict, cooperation, patience and problem solving strategy.

19. What, So What, Now What?

If not carefully managed, the problem identification and problem analysis stages of the problem-solving process can actually create more problems and misunderstandings.

The What, So What, Now What? problem-solving activity is designed to help collect insights and move forward while also eliminating the possibility of disagreement when it comes to identifying, clarifying, and analyzing organizational or work problems. 

Facilitation is all about bringing groups together so that might work on a shared goal and the best problem-solving strategies ensure that teams are aligned in purpose, if not initially in opinion or insight.

Throughout the three steps of this game, you give everyone on a team to reflect on a problem by asking what happened, why it is important, and what actions should then be taken. 

This can be a great activity for bringing our individual perceptions about a problem or challenge and contextualizing it in a larger group setting. This is one of the most important problem-solving skills you can bring to your organization.

W³ – What, So What, Now What?   #issue analysis   #innovation   #liberating structures   You can help groups reflect on a shared experience in a way that builds understanding and spurs coordinated action while avoiding unproductive conflict. It is possible for every voice to be heard while simultaneously sifting for insights and shaping new direction. Progressing in stages makes this practical—from collecting facts about What Happened to making sense of these facts with So What and finally to what actions logically follow with Now What . The shared progression eliminates most of the misunderstandings that otherwise fuel disagreements about what to do. Voila!

20. Journalists  

Problem analysis can be one of the most important and decisive stages of all problem-solving tools. Sometimes, a team can become bogged down in the details and are unable to move forward.

Journalists is an activity that can avoid a group from getting stuck in the problem identification or problem analysis stages of the process.

In Journalists, the group is invited to draft the front page of a fictional newspaper and figure out what stories deserve to be on the cover and what headlines those stories will have. By reframing how your problems and challenges are approached, you can help a team move productively through the process and be better prepared for the steps to follow.

Journalists   #vision   #big picture   #issue analysis   #remote-friendly   This is an exercise to use when the group gets stuck in details and struggles to see the big picture. Also good for defining a vision.

Problem-solving techniques for developing solutions 

The success of any problem-solving process can be measured by the solutions it produces. After you’ve defined the issue, explored existing ideas, and ideated, it’s time to narrow down to the correct solution.

Use these problem-solving techniques when you want to help your team find consensus, compare possible solutions, and move towards taking action on a particular problem.

  • Improved Solutions
  • Four-Step Sketch
  • 15% Solutions
  • How-Now-Wow matrix
  • Impact Effort Matrix

21. Mindspin  

Brainstorming is part of the bread and butter of the problem-solving process and all problem-solving strategies benefit from getting ideas out and challenging a team to generate solutions quickly. 

With Mindspin, participants are encouraged not only to generate ideas but to do so under time constraints and by slamming down cards and passing them on. By doing multiple rounds, your team can begin with a free generation of possible solutions before moving on to developing those solutions and encouraging further ideation. 

This is one of our favorite problem-solving activities and can be great for keeping the energy up throughout the workshop. Remember the importance of helping people become engaged in the process – energizing problem-solving techniques like Mindspin can help ensure your team stays engaged and happy, even when the problems they’re coming together to solve are complex. 

MindSpin   #teampedia   #idea generation   #problem solving   #action   A fast and loud method to enhance brainstorming within a team. Since this activity has more than round ideas that are repetitive can be ruled out leaving more creative and innovative answers to the challenge.

22. Improved Solutions

After a team has successfully identified a problem and come up with a few solutions, it can be tempting to call the work of the problem-solving process complete. That said, the first solution is not necessarily the best, and by including a further review and reflection activity into your problem-solving model, you can ensure your group reaches the best possible result. 

One of a number of problem-solving games from Thiagi Group, Improved Solutions helps you go the extra mile and develop suggested solutions with close consideration and peer review. By supporting the discussion of several problems at once and by shifting team roles throughout, this problem-solving technique is a dynamic way of finding the best solution. 

Improved Solutions   #creativity   #thiagi   #problem solving   #action   #team   You can improve any solution by objectively reviewing its strengths and weaknesses and making suitable adjustments. In this creativity framegame, you improve the solutions to several problems. To maintain objective detachment, you deal with a different problem during each of six rounds and assume different roles (problem owner, consultant, basher, booster, enhancer, and evaluator) during each round. At the conclusion of the activity, each player ends up with two solutions to her problem.

23. Four Step Sketch

Creative thinking and visual ideation does not need to be confined to the opening stages of your problem-solving strategies. Exercises that include sketching and prototyping on paper can be effective at the solution finding and development stage of the process, and can be great for keeping a team engaged. 

By going from simple notes to a crazy 8s round that involves rapidly sketching 8 variations on their ideas before then producing a final solution sketch, the group is able to iterate quickly and visually. Problem-solving techniques like Four-Step Sketch are great if you have a group of different thinkers and want to change things up from a more textual or discussion-based approach.

Four-Step Sketch   #design sprint   #innovation   #idea generation   #remote-friendly   The four-step sketch is an exercise that helps people to create well-formed concepts through a structured process that includes: Review key information Start design work on paper,  Consider multiple variations , Create a detailed solution . This exercise is preceded by a set of other activities allowing the group to clarify the challenge they want to solve. See how the Four Step Sketch exercise fits into a Design Sprint

24. 15% Solutions

Some problems are simpler than others and with the right problem-solving activities, you can empower people to take immediate actions that can help create organizational change. 

Part of the liberating structures toolkit, 15% solutions is a problem-solving technique that focuses on finding and implementing solutions quickly. A process of iterating and making small changes quickly can help generate momentum and an appetite for solving complex problems.

Problem-solving strategies can live and die on whether people are onboard. Getting some quick wins is a great way of getting people behind the process.   

It can be extremely empowering for a team to realize that problem-solving techniques can be deployed quickly and easily and delineate between things they can positively impact and those things they cannot change. 

15% Solutions   #action   #liberating structures   #remote-friendly   You can reveal the actions, however small, that everyone can do immediately. At a minimum, these will create momentum, and that may make a BIG difference.  15% Solutions show that there is no reason to wait around, feel powerless, or fearful. They help people pick it up a level. They get individuals and the group to focus on what is within their discretion instead of what they cannot change.  With a very simple question, you can flip the conversation to what can be done and find solutions to big problems that are often distributed widely in places not known in advance. Shifting a few grains of sand may trigger a landslide and change the whole landscape.

25. How-Now-Wow Matrix

The problem-solving process is often creative, as complex problems usually require a change of thinking and creative response in order to find the best solutions. While it’s common for the first stages to encourage creative thinking, groups can often gravitate to familiar solutions when it comes to the end of the process. 

When selecting solutions, you don’t want to lose your creative energy! The How-Now-Wow Matrix from Gamestorming is a great problem-solving activity that enables a group to stay creative and think out of the box when it comes to selecting the right solution for a given problem.

Problem-solving techniques that encourage creative thinking and the ideation and selection of new solutions can be the most effective in organisational change. Give the How-Now-Wow Matrix a go, and not just for how pleasant it is to say out loud. 

How-Now-Wow Matrix   #gamestorming   #idea generation   #remote-friendly   When people want to develop new ideas, they most often think out of the box in the brainstorming or divergent phase. However, when it comes to convergence, people often end up picking ideas that are most familiar to them. This is called a ‘creative paradox’ or a ‘creadox’. The How-Now-Wow matrix is an idea selection tool that breaks the creadox by forcing people to weigh each idea on 2 parameters.

26. Impact and Effort Matrix

All problem-solving techniques hope to not only find solutions to a given problem or challenge but to find the best solution. When it comes to finding a solution, groups are invited to put on their decision-making hats and really think about how a proposed idea would work in practice. 

The Impact and Effort Matrix is one of the problem-solving techniques that fall into this camp, empowering participants to first generate ideas and then categorize them into a 2×2 matrix based on impact and effort.

Activities that invite critical thinking while remaining simple are invaluable. Use the Impact and Effort Matrix to move from ideation and towards evaluating potential solutions before then committing to them. 

Impact and Effort Matrix   #gamestorming   #decision making   #action   #remote-friendly   In this decision-making exercise, possible actions are mapped based on two factors: effort required to implement and potential impact. Categorizing ideas along these lines is a useful technique in decision making, as it obliges contributors to balance and evaluate suggested actions before committing to them.

27. Dotmocracy

If you’ve followed each of the problem-solving steps with your group successfully, you should move towards the end of your process with heaps of possible solutions developed with a specific problem in mind. But how do you help a group go from ideation to putting a solution into action? 

Dotmocracy – or Dot Voting -is a tried and tested method of helping a team in the problem-solving process make decisions and put actions in place with a degree of oversight and consensus. 

One of the problem-solving techniques that should be in every facilitator’s toolbox, Dot Voting is fast and effective and can help identify the most popular and best solutions and help bring a group to a decision effectively. 

Dotmocracy   #action   #decision making   #group prioritization   #hyperisland   #remote-friendly   Dotmocracy is a simple method for group prioritization or decision-making. It is not an activity on its own, but a method to use in processes where prioritization or decision-making is the aim. The method supports a group to quickly see which options are most popular or relevant. The options or ideas are written on post-its and stuck up on a wall for the whole group to see. Each person votes for the options they think are the strongest, and that information is used to inform a decision.

All facilitators know that warm-ups and icebreakers are useful for any workshop or group process. Problem-solving workshops are no different.

Use these problem-solving techniques to warm up a group and prepare them for the rest of the process. Activating your group by tapping into some of the top problem-solving skills can be one of the best ways to see great outcomes from your session.

  • Check-in/Check-out
  • Doodling Together
  • Show and Tell
  • Constellations
  • Draw a Tree

28. Check-in / Check-out

Solid processes are planned from beginning to end, and the best facilitators know that setting the tone and establishing a safe, open environment can be integral to a successful problem-solving process.

Check-in / Check-out is a great way to begin and/or bookend a problem-solving workshop. Checking in to a session emphasizes that everyone will be seen, heard, and expected to contribute. 

If you are running a series of meetings, setting a consistent pattern of checking in and checking out can really help your team get into a groove. We recommend this opening-closing activity for small to medium-sized groups though it can work with large groups if they’re disciplined!

Check-in / Check-out   #team   #opening   #closing   #hyperisland   #remote-friendly   Either checking-in or checking-out is a simple way for a team to open or close a process, symbolically and in a collaborative way. Checking-in/out invites each member in a group to be present, seen and heard, and to express a reflection or a feeling. Checking-in emphasizes presence, focus and group commitment; checking-out emphasizes reflection and symbolic closure.

29. Doodling Together  

Thinking creatively and not being afraid to make suggestions are important problem-solving skills for any group or team, and warming up by encouraging these behaviors is a great way to start. 

Doodling Together is one of our favorite creative ice breaker games – it’s quick, effective, and fun and can make all following problem-solving steps easier by encouraging a group to collaborate visually. By passing cards and adding additional items as they go, the workshop group gets into a groove of co-creation and idea development that is crucial to finding solutions to problems. 

Doodling Together   #collaboration   #creativity   #teamwork   #fun   #team   #visual methods   #energiser   #icebreaker   #remote-friendly   Create wild, weird and often funny postcards together & establish a group’s creative confidence.

30. Show and Tell

You might remember some version of Show and Tell from being a kid in school and it’s a great problem-solving activity to kick off a session.

Asking participants to prepare a little something before a workshop by bringing an object for show and tell can help them warm up before the session has even begun! Games that include a physical object can also help encourage early engagement before moving onto more big-picture thinking.

By asking your participants to tell stories about why they chose to bring a particular item to the group, you can help teams see things from new perspectives and see both differences and similarities in the way they approach a topic. Great groundwork for approaching a problem-solving process as a team! 

Show and Tell   #gamestorming   #action   #opening   #meeting facilitation   Show and Tell taps into the power of metaphors to reveal players’ underlying assumptions and associations around a topic The aim of the game is to get a deeper understanding of stakeholders’ perspectives on anything—a new project, an organizational restructuring, a shift in the company’s vision or team dynamic.

31. Constellations

Who doesn’t love stars? Constellations is a great warm-up activity for any workshop as it gets people up off their feet, energized, and ready to engage in new ways with established topics. It’s also great for showing existing beliefs, biases, and patterns that can come into play as part of your session.

Using warm-up games that help build trust and connection while also allowing for non-verbal responses can be great for easing people into the problem-solving process and encouraging engagement from everyone in the group. Constellations is great in large spaces that allow for movement and is definitely a practical exercise to allow the group to see patterns that are otherwise invisible. 

Constellations   #trust   #connection   #opening   #coaching   #patterns   #system   Individuals express their response to a statement or idea by standing closer or further from a central object. Used with teams to reveal system, hidden patterns, perspectives.

32. Draw a Tree

Problem-solving games that help raise group awareness through a central, unifying metaphor can be effective ways to warm-up a group in any problem-solving model.

Draw a Tree is a simple warm-up activity you can use in any group and which can provide a quick jolt of energy. Start by asking your participants to draw a tree in just 45 seconds – they can choose whether it will be abstract or realistic. 

Once the timer is up, ask the group how many people included the roots of the tree and use this as a means to discuss how we can ignore important parts of any system simply because they are not visible.

All problem-solving strategies are made more effective by thinking of problems critically and by exposing things that may not normally come to light. Warm-up games like Draw a Tree are great in that they quickly demonstrate some key problem-solving skills in an accessible and effective way.

Draw a Tree   #thiagi   #opening   #perspectives   #remote-friendly   With this game you can raise awarness about being more mindful, and aware of the environment we live in.

Each step of the problem-solving workshop benefits from an intelligent deployment of activities, games, and techniques. Bringing your session to an effective close helps ensure that solutions are followed through on and that you also celebrate what has been achieved.

Here are some problem-solving activities you can use to effectively close a workshop or meeting and ensure the great work you’ve done can continue afterward.

  • One Breath Feedback
  • Who What When Matrix
  • Response Cards

How do I conclude a problem-solving process?

All good things must come to an end. With the bulk of the work done, it can be tempting to conclude your workshop swiftly and without a moment to debrief and align. This can be problematic in that it doesn’t allow your team to fully process the results or reflect on the process.

At the end of an effective session, your team will have gone through a process that, while productive, can be exhausting. It’s important to give your group a moment to take a breath, ensure that they are clear on future actions, and provide short feedback before leaving the space. 

The primary purpose of any problem-solving method is to generate solutions and then implement them. Be sure to take the opportunity to ensure everyone is aligned and ready to effectively implement the solutions you produced in the workshop.

Remember that every process can be improved and by giving a short moment to collect feedback in the session, you can further refine your problem-solving methods and see further success in the future too.

33. One Breath Feedback

Maintaining attention and focus during the closing stages of a problem-solving workshop can be tricky and so being concise when giving feedback can be important. It’s easy to incur “death by feedback” should some team members go on for too long sharing their perspectives in a quick feedback round. 

One Breath Feedback is a great closing activity for workshops. You give everyone an opportunity to provide feedback on what they’ve done but only in the space of a single breath. This keeps feedback short and to the point and means that everyone is encouraged to provide the most important piece of feedback to them. 

One breath feedback   #closing   #feedback   #action   This is a feedback round in just one breath that excels in maintaining attention: each participants is able to speak during just one breath … for most people that’s around 20 to 25 seconds … unless of course you’ve been a deep sea diver in which case you’ll be able to do it for longer.

34. Who What When Matrix 

Matrices feature as part of many effective problem-solving strategies and with good reason. They are easily recognizable, simple to use, and generate results.

The Who What When Matrix is a great tool to use when closing your problem-solving session by attributing a who, what and when to the actions and solutions you have decided upon. The resulting matrix is a simple, easy-to-follow way of ensuring your team can move forward. 

Great solutions can’t be enacted without action and ownership. Your problem-solving process should include a stage for allocating tasks to individuals or teams and creating a realistic timeframe for those solutions to be implemented or checked out. Use this method to keep the solution implementation process clear and simple for all involved. 

Who/What/When Matrix   #gamestorming   #action   #project planning   With Who/What/When matrix, you can connect people with clear actions they have defined and have committed to.

35. Response cards

Group discussion can comprise the bulk of most problem-solving activities and by the end of the process, you might find that your team is talked out! 

Providing a means for your team to give feedback with short written notes can ensure everyone is head and can contribute without the need to stand up and talk. Depending on the needs of the group, giving an alternative can help ensure everyone can contribute to your problem-solving model in the way that makes the most sense for them.

Response Cards is a great way to close a workshop if you are looking for a gentle warm-down and want to get some swift discussion around some of the feedback that is raised. 

Response Cards   #debriefing   #closing   #structured sharing   #questions and answers   #thiagi   #action   It can be hard to involve everyone during a closing of a session. Some might stay in the background or get unheard because of louder participants. However, with the use of Response Cards, everyone will be involved in providing feedback or clarify questions at the end of a session.

Save time and effort discovering the right solutions

A structured problem solving process is a surefire way of solving tough problems, discovering creative solutions and driving organizational change. But how can you design for successful outcomes?

With SessionLab, it’s easy to design engaging workshops that deliver results. Drag, drop and reorder blocks  to build your agenda. When you make changes or update your agenda, your session  timing   adjusts automatically , saving you time on manual adjustments.

Collaborating with stakeholders or clients? Share your agenda with a single click and collaborate in real-time. No more sending documents back and forth over email.

Explore  how to use SessionLab  to design effective problem solving workshops or  watch this five minute video  to see the planner in action!

group problem solving process

Over to you

The problem-solving process can often be as complicated and multifaceted as the problems they are set-up to solve. With the right problem-solving techniques and a mix of creative exercises designed to guide discussion and generate purposeful ideas, we hope we’ve given you the tools to find the best solutions as simply and easily as possible.

Is there a problem-solving technique that you are missing here? Do you have a favorite activity or method you use when facilitating? Let us know in the comments below, we’d love to hear from you! 

' src=

thank you very much for these excellent techniques

' src=

Certainly wonderful article, very detailed. Shared!

Leave a Comment Cancel reply

Your email address will not be published. Required fields are marked *

cycle of workshop planning steps

Going from a mere idea to a workshop that delivers results for your clients can feel like a daunting task. In this piece, we will shine a light on all the work behind the scenes and help you learn how to plan a workshop from start to finish. On a good day, facilitation can feel like effortless magic, but that is mostly the result of backstage work, foresight, and a lot of careful planning. Read on to learn a step-by-step approach to breaking the process of planning a workshop into small, manageable chunks.  The flow starts with the first meeting with a client to define the purposes of a workshop.…

group problem solving process

How does learning work? A clever 9-year-old once told me: “I know I am learning something new when I am surprised.” The science of adult learning tells us that, in order to learn new skills (which, unsurprisingly, is harder for adults to do than kids) grown-ups need to first get into a specific headspace.  In a business, this approach is often employed in a training session where employees learn new skills or work on professional development. But how do you ensure your training is effective? In this guide, we'll explore how to create an effective training session plan and run engaging training sessions. As team leader, project manager, or consultant,…

group problem solving process

Effective online tools are a necessity for smooth and engaging virtual workshops and meetings. But how do you choose the right ones? Do you sometimes feel that the good old pen and paper or MS Office toolkit and email leaves you struggling to stay on top of managing and delivering your workshop? Fortunately, there are plenty of online tools to make your life easier when you need to facilitate a meeting and lead workshops. In this post, we’ll share our favorite online tools you can use to make your job as a facilitator easier. In fact, there are plenty of free online workshop tools and meeting facilitation software you can…

Design your next workshop with SessionLab

Join the 150,000 facilitators using SessionLab

Sign up for free

The 5-Step Group Problem-Solving Process

Group Problem Solving

One of the more challenging leadership skills is getting a group to work together on a common problem. However, a group of individuals can be more creative and productive than any one person alone.

The key is to keep the team focused throughout the process. You also want to make sure that the process doesn’t devolve into a popularity contest. For instance, let’s say that one of the team leaders comes up with a great solution. However, this team leader has a rival who leads another team. As a result, the rival team leader offers a different solution.

The process can quickly change from determining a solution based on merit to one based on persuasion. Each team leader will try to win the group to his or her side. So, an effective group problem solving process should be objective. It should also use the strengths of the entire team versus just one or two outspoken leaders.

Effective Group Problem Solving Techniques Needs to Utilize the Strengths of the Whole Group.

Perception is reality. Our experiences, successes, failures, and beliefs all create filters for our perception. If we perceive that facts are true based on our experience, we tend to hold onto these perceptions even when faced with refutable proof to the contrary.

For example, a child, who has no experience with dogs, tries to pet a neighborhood dog at the park. The dog growls, barks, and eventually bites the child. The child’s experience with dogs could create a perception that ALL dogs are mean or temper mental.

That single experience creates a filter or paradigm in the mind of the child. This paradigm clouds the person’s perception of reality. To that person, you can try to prove that most dogs are nice and loyal. But the argument may fall on deaf ears.

We all have these perceptions. Some work for us in a positive way and some are negative. For instance, when you bite into a piping hot pizza and singe the roof of your mouth, you learn something. You will, most likey, blow on the next bite to cool it before doing it again.

The point is that the sum of our experiences make us who we are. My experience is totally different from yours. As a result, my paradigms — my filters — are totally different as well.

Use Strength of Whole Group

Since We All Have Different Filters, Groups of People Are More Likely to Identify Unique Solutions.

A single person trying to solve a problem is more difficult than an entire team working on the same problem. Each person has different experiences. For instance, 20 years ago, if someone requested information from our website, they filled out a form. The form sent an email directly to our sales team and the administrative team as well. Over the years, we have added great apps like Slack and a great CRM.

However, since we started out using email decades ago, it is still there as well. I hired a VP of sales last year. The first thing he said was, “Holy cow! Why am I getting 1000 emails every day?” It was an obvious problem that we had overlooked for years. Since he was new, though, he had an entirely different paradigm. The solution was obvious. (Stop sending all the stupid, repetitive emails.)

The filter (paradigm) that you look through depends on your perspective. For instance, let’s say you are standing in the middle of a field and next to you is a curved wall. Is the wall convex or concave? The answer is, it depends on what side of the wall that you are on. Both answers are correct. For instance, if you are standing on the concave side, it would be hard to convince you the wall was convex. However, if people from each side of the wall describe it to you, you will have a more clear picture of reality.

This is the value of Group Problem Solving . The group is more likely to identify a real and unique solution.

The 5-Step Group Problem-Solving Process.

Once you have a diverse team established, the 5-step group problem-solving process works really well. The key to success, though, is to make sure you go through each step in the process. If you skip any step, the process quickly falls apart.

Step #1: Identify the Specific Problem and Create a One-Sentence Description.

This step sounds easy, but it is actually the most difficult and the most critical step as well. If your problem statement is too vague, then you will likely struggle with trying to come up with valid solutions. Also, if the problem statement is too encompassing, then a solution might be too complex to easily implement.

For example, if we decide that the problem we want to overcome is poor customer service, then the group is likely to spend countless hours trying to first define customer service. More time will be spent coming up with every solution under the sun to try to fix the vague problem. The success of the solution would also be hard to measure. However, if we broke customer service into more specific parts, solutions are easier. For instance, if we want to increase the satisfaction level of our call center agents, that is easier. Or if we want to increase repeat sales from existing customers, solutions are easier to come by.

Step #2: What are the Possibly Causes

Can't Baind-aid Solution

Take some time to identify what some of the root causes of the problem are, and your team will come up with solutions to these root causes much more quickly.

By the way, this is the step that most people skip. We come up with a good problem statement and jump right to the solution. If you don’t try to figure out what caused the problem in the first place, it will be more difficult to determine what the best solution is.

Step #3: What are the Possible Solutions

If you have a nice list of possible causes, all you have to do is state one possible cause. Then, ask the team, “How can we fix that cause?” These mini-solutions come quickly. In fact, once the root causes are uncovered, solutions should start popping like popcorn. As soon as one team member states a possible solution, another team member will “hitchhike” another idea. Initially, you may get a bunch of similar solutions.

If you see this happening, just move onto another possible cause and try to identify solutions to that root cause. The most important part of this process is to try to not pre-judge any solution. The quantity of ideas is more important than the quality of the idea at this point. Try to get as many ideas on the table as possible. The more the merrier.

Step #4: What’s the Best Possible Solution

In this step, you’ll want to weigh the pros and cons of each solution to determine what is the best plan of action based on what we know today. You may find that halfway through the implementation that one of the other solutions might work better. It’s okay to regroup and begin to implement another solution if the first “Best Possible Solution” turns out to be a poor choice after all. Don’t be afraid to take risks, though. Be willing to go out on a limb to create a breakthrough.

Make Implementation Plan

Step #5: Create an Implementation Plan

Most problem-solving meetings end when the solution is determined. Don’t fall into this trap though. Once the solution is decided upon, create a detailed plan of action that hold specific people accountable for implementation. By doing this, you ensure that the solution that you worked so hard for actually pays off for you and your company.

You have to make sure that once you come up with a fantastic solution, you have to implement the solution. Otherwise, you have wasted the entire process.

So if you want to tackle a huge problem follow these steps. First, identify a specific problem that can be solved. Next, identify a few of the possible root causes. Then, try to come up with a few possible solutions. Finally, identify the best of the solutions and implement it.

group problem solving process

Leadership Tips |

View More Posts by Category: Amazing Builders | Build-A-Bike ® | Camaraderie Quest | Case Studies | Charade Murder Mystery | Combo Team Building | Creating a Team Culture | Daily Leadership Series | Leadership Tips | Rescue Bear ® | Team Building Tips | Team Escape Room | The Ace Race ® | Uncategorized | Worklife

Logo for JMU Libraries Pressbooks

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

13 Leadership, Roles, and Problem Solving in Groups

Introduction

13.1 Group Member Roles

Task-related roles and behaviors.

Task roles and their related behaviors contribute directly to the group’s completion of a task or achievement of its goal or purpose. Task-related roles typically serve leadership, informational, or procedural functions. In this section, we will discuss the following roles and behaviors: task leader, expediter, information provider, information seeker, gatekeeper, and recorder.

Task Leader

Within any group, there may be a task leader. This person may have a high group status because of his or her maturity, problem-solving abilities, knowledge, and/or leadership experience and skills. This person acts to help the group complete its task (Cragan & Wright, 1991). This person may be a designated or emergent leader, but in either case, task leaders tend to talk more during group interactions than other group members and also tend to do more work in the group. Depending on the number of tasks a group has, there may be more than one task leader, especially if the tasks require different sets of skills or knowledge. Because of the added responsibilities of being a task leader, people in these roles may experience higher levels of stress. A task leader could lessen these stresses, however, through some of the maintenance role behaviors that will be discussed later.

We can divide task-leader behaviors two types: substantive and procedural (Pavitt, 1999). The substantive leader is the “idea person” who communicates “big picture” thoughts and suggestions that feed group discussion. The procedural leader is the person who gives the most guidance, perhaps following up on the ideas generated by the substantive leader. A skilled and experienced task leader may be able to perform both of these roles, but when the roles are filled by two different people, the person considered the procedural leader is more likely than the substantive leader to be viewed by members as the overall group leader. This indicates that task-focused groups assign more status to the person who actually guides the group toward the completion of the task (a “doer”) than the person who comes up with ideas (the “thinker”).

The expediter is a task-related role that functions to keep the group on track toward completing its task by managing the agenda and setting and assessing goals in order to monitor the group’s progress (Burke, Georganta, & Marlow, 2019). An expediter doesn’t push group members mindlessly along toward the completion of their task; an expediter must have a good sense of when a topic has been sufficiently discussed or when a group’s extended focus on one area has led to diminishing returns. In such cases, the expediter may say, “Now that we’ve had a thorough discussion of the pros and cons of switching the office from PCs to Macs, which side do you think has more support?” or “We’ve spent half of this meeting looking for examples of what other libraries have done and haven’t found anything useful. Maybe we should switch gears so we can get something concrete done tonight.”

To avoid the perception that group members are being rushed, a skilled expediter can demonstrate good active-listening skills by paraphrasing what has been discussed and summarizing what has been accomplished in such a way that makes it easier for group members to see the need to move on.

Information Provider

The information provider role includes behaviors that are more evenly shared compared to other roles, as ideally, all group members present new ideas, initiate discussions of new topics, and contribute their own relevant knowledge and experiences Burke, Georganta, & Marlow, 2019). When group members meet, they each possess different types of information. Early group meetings may consist of group members taking turns briefing each other on their area of expertise. In other situations, one group member may be chosen because of his or her specialized knowledge. This person may be the primary information provider for all other group members. For example, one of our colleagues was selected to serve on a university committee reviewing our undergraduate learning goals. Since her official role was to serve as the “faculty expert” on the subcommittee related to speaking, she played a more central information-provider function for the group during most of the initial meetings. Since other people on the subcommittee were not as familiar with speaking and its place within higher education curriculum, it made sense that information-providing behaviors were not as evenly distributed.

Information Seeker

The information seeker asks for more information, elaboration, or clarification on items relevant to the group’s task Burke, Georganta, & Marlow, 2019). The information sought may include facts or group member opinions. In general, information seekers ask questions for clarification, but they can also ask questions that help provide an important evaluative function. Most groups could benefit from more critically oriented information-seeking behaviors. As our discussion of groupthink notes, critical questioning helps increase the quality of ideas and group outcomes and helps avoid groupthink. By asking for more information, people have to defend (in a non-adversarial way) and/or support their claims, which can help ensure that the information is credible, relevant, and thoroughly considered. When information seeking or questioning occurs because of poor listening skills, it risks negatively affecting the group. Skilled information providers and seekers are also good active listeners. They increase all group members’ knowledge when they paraphrase and ask clarifying questions about the information presented.

The gatekeeper manages the flow of conversation in a group in order to achieve an appropriate balance so that all group members get to participate in a meaningful way Burke, Georganta, & Marlow, 2019). The gatekeeper may prompt others to provide information by saying something like “Let’s each share one idea we have for a movie to show during Black History Month.” He or she may also help correct an imbalance between members who have provided much information already and members who have been quiet by saying something like “Aretha, we’ve heard a lot from you today. Let us hear from someone else. Beau, what are your thoughts on Aretha’s suggestion?” Gatekeepers should be cautious about “calling people out” or at least making them feel that way. Instead of scolding someone for not participating, the gatekeeper should be ask a member to contribute something specific instead of just asking if that person has anything to add. Since gatekeepers make group members feel included, they also service the relational aspects of the group.

The recorder takes notes on the discussion and activities that occur during a group meeting. The recorder is the only role that is essentially limited to one person at a time since in most cases it would not be necessary or beneficial to have more than one person recording. At less formal meetings, there may be no recorder, while at formal meetings there is usually a person who records meeting minutes, which are an overview of what occurred at the meeting. Each committee will have different rules or norms regarding the level of detail within and availability of the minutes.

Maintenance Roles and Behaviors

Maintenance roles and their corresponding behaviors function to create and maintain social cohesion and fulfill the interpersonal needs of group members. All these role behaviors require strong and sensitive interpersonal skills. The maintenance roles we will discuss in this section include social-emotional leader, supporter, tension releaser, harmonizer, and interpreter.

Social-Emotional Leader

Photograph from behind of 4 people with their arms around each other, standing in a field.

The social-emotional leader within a group may perform a variety of maintenance roles and is generally someone who is well liked by the other group members and whose role behaviors complement but do not compete with the task leader. The social-emotional leader may also reassure and support the task leader when he or she is stressed (Koch, 2013). In general, the social-emotional leader is a reflective thinker who has good perception skills that he or she uses to analyze the group dynamics and climate and then initiate the appropriate role behaviors to maintain a positive climate. This is not a role that shifts from person to person. While all members of the group perform some maintenance role behaviors at various times, the socioemotional leader reliably functions to support group members and maintain a positive relational climate. Social-emotional leadership functions can actually become detrimental to the group and lead to less satisfaction among members when they view maintenance behaviors as redundant or as too distracting from the task (Pavitt, 1999).

The role of supporter is characterized by communication behaviors that encourage other group members and provide emotional support as needed (Koch, 2013). The supporter’s work primarily occurs in one-on-one exchanges that are more intimate and in-depth than the exchanges that take place during full group meetings. While many group members may make supporting comments publicly at group meetings, these comments are typically superficial and/or brief. A supporter uses active empathetic listening skills to connect with group members who may seem down or frustrated by saying something like “Tayesha, you seemed kind of down today. Is there anything you’d like to talk about?” Supporters also follow up on previous conversations with group members to maintain the connections they have already established by saying things like “Alan, I remember you said your mom is having surgery this weekend. I hope it goes well. Let me know if you need anything.”

Tension Releaser

The tension releaser is someone who is naturally funny and sensitive to the personalities of the group and the dynamics of any given situation and who uses these qualities to manage the frustration level of the group (Koch, 2013). Being funny is not enough to fulfill this role, as jokes or comments could indeed be humorous to other group members but are delivered at an inopportune time, which ultimately creates rather than releases tension. The healthy use of humor by the tension releaser performs the same maintenance function as the empathy employed by the harmonizer or the social-emotional leader, but it is less intimate and is typically directed toward the whole group instead of just one person.

Group members who help manage the various types of group conflict that emerge during group communication plays the harmonizer role (Koch, 2013). They keep their eyes and ears open for signs of conflict among group members and ideally intervene before it escalates. For example, the harmonizer may sense that one group member’s critique of another member’s idea was not received positively, and he or she may be able to rephrase the critique in a more constructive way, which can help diminish the other group member’s defensiveness. Harmonizers also deescalate conflict once it has already started—for example, by suggesting that the group take a break and then mediating between group members in a side conversation.

These actions can help prevent conflict from spilling over into other group interactions. In cases where the whole group experiences conflict, the harmonizer may help lead the group in perception-checking discussions that help members see an issue from multiple perspectives. For a harmonizer to be effective, he or she must be viewed as impartial and committed to the group as a whole rather than to one side, person, or faction within the larger group. A special kind of harmonizer that helps manage cultural differences within the group is the interpreter.

Interpreter

An interpreter helps manage the diversity within a group by mediating intercultural conflict, articulating common ground between different people, and generally creating a climate where difference is seen as an opportunity rather than as something to be feared (Koch, 2013). Just as an interpreter at the United Nations acts as a bridge between two different languages, the interpreter can bridge identity differences between group members. Interpreters can help perform the other maintenance roles discussed with a special awareness of and sensitivity toward cultural differences. Interpreters, because of their cultural sensitivity, may also take a proactive role to help address conflict before it emerges—for example, by taking a group member aside and explaining why his or her behavior or comments may be perceived as offensive.

Negative Roles and Behaviors

Group communication scholars began exploring the negative side of group member roles more than sixty years ago (Benne & Sheats, 1948). Studying these negative roles can help us analyze group interactions and potentially better understand why some groups are more successful than others are. It is important to acknowledge that we all perform some negative behaviors within groups but that those behaviors do not necessarily constitute a role. A person may temporarily monopolize a discussion to bring attention to his or her idea. If that behavior gets the attention of the group members and makes them realize they were misinformed or headed in a negative direction, then that behavior may have been warranted. Group members may enact negative behaviors with varying degrees of intensity and regularity, and their effects may range from mild annoyance to group failure. In general, the effects grow increasingly negative as they increase in intensity and frequency.

Self-Centered Roles Central Negative

The central negative argues against most of the ideas and proposals discussed in the group and often emerges because of a leadership challenge during group formation. The failed attempt to lead the group can lead to feelings of resentment toward the leader and/or the purpose of the group, which then manifest in negative behaviors that delay, divert, or block the group’s progress toward achieving its goal. This scenario is unfortunate because the central negative is typically a motivated and intelligent group member who can benefit the group if properly handled by the group leader or other members. Group communication scholars suggest that the group leader or leaders actively incorporate central negatives into group tasks and responsibilities to make them feel valued and to help diminish any residual anger, disappointment, or hurt feelings from the leadership conflict (Bormann & Bormann, 1988). Otherwise, the central negative will continue to argue against the proposals and decisions of the group, even when they may agree. In some cases, the central negative may unintentionally serve a beneficial function if his or her criticisms prevent groupthink.

Monopolizer

The monopolizer is a group member who makes excessive verbal contributions, preventing equal participation by other group members. In short, monopolizers like to hear the sound of their own voice and do not follow typical norms for conversational turn taking. Some people who are well-informed, charismatic, and competent communicators can get away with impromptu lectures and long stories, but monopolizers do not possess the magnetic qualities of such people. A group member’s excessive verbal contributions are more likely to be labeled as monopolizing when they are not related to the task or when they provide unnecessary or redundant elaboration. Some monopolizers do not intentionally speak for longer than they should. Instead, they think they are making a genuine contribution to the group. These folks likely lack sensitivity to nonverbal cues, or they would see that other group members are tired of listening or annoyed. Other monopolizers just like to talk and do not care what others think. Some may be trying to make up for a lack of knowledge or experience. This type of monopolizer is best described as a dilettante, or an amateur who tries to pass himself or herself off as an expert.

Several subgroups of behaviors fall under the monopolizer’s role. The “stage hog” monopolizes discussion with excessive verbal contributions and engages in one-upping and narcissistic listening. Gaining an advantage over is a spotlight-stealing strategy in which people try to verbally “out-do” others by saying something like “You think that’s bad? Listen to what happened to me!” They also listen to others in order to find something they can connect back to themselves, not to understand the message. The stage hog is like the diva that refuses to leave the stage to let the next performer begin. Unlike a monopolizer, who may engage in his or her behaviors unknowingly, stage hogs are usually aware of what they are doing.

The “egghead” monopolizes the discussion with excessive contributions based in actual knowledge. However, those contributions exceed the level of understanding of other group members or the needs of the group (Cragan & Wright, 1999). The egghead is different from the dilettante monopolizer discussed earlier because this person has genuine knowledge and expertise on a subject, which may be useful to the group. Nevertheless, like the monopolizer and stage hog, the egghead’s excessive contributions draw attention away from the task, slow the group down, and may contribute to a negative group climate. The egghead may be like an absentminded professor who is smart but lacks the social sensitivity to tell when he or she has said enough and is now starting to annoy other group members. This type of egghead naively believes that other group members care as much about the subject as he or she does.

The second type of egghead is more pompous and monopolizes the discussion to flaunt his or her intellectual superiority. While the group may tolerate the first type of egghead to a point, the group may perceive the second type of egghead more negatively and as one who will hurt the group. In general, the egghead’s advanced subject knowledge and excessive contributions can hurt the group’s potential for synergy, since other group members may defer to the egghead expert, which can diminish the creativity that comes from outside and non-expert perspectives.

13.2 Problem Solving and Decision Making in Groups

Group problem solving.

Common components of group problems: an undesirable situation, a desired situation, obstacles between undesirable and desirable situation.

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 is not 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 things 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 do. 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 require more creativity. 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 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 due to funding cuts in nearly every sector. When group members are not familiar with a problem, they will need to do background research on what similar groups have done. They may want 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 implement their solution successfully. Some small groups have many stakeholders on whom the success of a solution depends. Other groups are answerable only to themselves. In such cases, groups will want to poll those who will be affected by the solution. They may want to do a pilot implementation to see how people react. Imposing an excellent solution that does not 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 scholar John Dewey’s reflective thinking process (Bormann & Bormann, 1988). As you read the steps in the process, think about how you can apply what we learned regarding the general and specific elements of problems.

Arrow pointing right connecting 5 boxes: define the problem, analyze the problem, generate possible solutions, evaluate solutions, implement and assess the solution

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 questions to ask during this stage: What is the current difficulty? How did we come to know that the difficulty exists? Who or 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 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, do not evaluate solutions at this point, only propose and clarify. 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.

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 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?” “Can the solution actually be implemented with our current resources and connections?” “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 similar models for problem solving, groups can use many varied decision-making techniques. 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 they reach a consensus. There are also more complex decision-making models like the “six hats method,” which we will discuss later. Once the group reaches a final decision, the group leader or facilitator should confirm that the group agrees. 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 a 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? Will a new group be formed?

Certain elements of the solution may need to be delegated 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 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.

Decision Making in Groups

We all engage in personal decision making daily, and we all know that some decisions are more difficult than others are. 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 group members expose themselves 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 will 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. Therefore, 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

Photo of a woman sitting at her laptop drinking coffee. Her finger is pointed up, eyebrows raised, mouth in an O shape, eyes widened, as if she has a good idea.

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 do not follow the recommended steps of brainstorming. As you will 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. Anyone in the group can initiate the short warm-up. 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 creative juices flowing, while the second focuses more on practical and concrete ideas.
  • Do the actual brainstorming session. This session should not last more than thirty minutes and should follow the four rules of brainstorming mentioned previously. In order to realize the fourth rule, 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 is not really a foundation to an idea and that it is too vague or abstract, it may be eliminated. As a caution, though, it may be wise not to throw out off-the-wall ideas that are hard to categorize and 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 & Van 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 should not take more than twenty minutes. Whoever is facilitating the discussion should remind group members to use brainstorming techniques, which means they should not evaluate ideas as they are generated. Ask group members to remain silent once they have 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 judged.

During step three, the facilitator should note that group members could 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 making a decision (Schippers & Rus, 2021). 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 among 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 did not 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 did not. 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 is not a sign of groupthink. More typically, groups reach consensus 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 is 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 id=10 /]

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 (Franken & Muris, 2005). 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 cannot know what other group members are thinking, whether they are doing their work, and how committed they are to the group. Therefore, 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, 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.

Cultural Context and Decision-Making

Photo of 6 different hands on top of each other in a circle. Below the hands are papers and laptops on a table.

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, culturally heterogeneous groups perform better 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 since all groups experience conflict, this is not solely due to the presence of diversity. We will now look more specifically at how some of the cultural value orientations we have learned about already in this text can play out in groups with international diversity and how domestic diversity in terms of demographics can 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 (Yates & de Oliveira, 2016). Group members from individualistic cultures are more likely to value task-oriented, efficient, and direct communication. This could manifest in behaviors such as dividing 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 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. Because of this, they also tend to value conformity and face-saving (i.e., 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) begins 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 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. Therefore, 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 does not 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 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 (Hentschel, Heilman, & Peus, 2019). 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 does not take a stereotypical view from the beginning as many of the early male researchers did.

Now, instead of assuming biological sex is 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).

An older man with a mask on using machinery in a workshop.

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 common 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 mid-60s to mid-80s, 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 mid-60s, 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 mid-40s, 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 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 entering into the workforce and have been greatly affected by recent economic crises. They are 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.

Figure 13.1: Social-emotional leaders are reflective thinkers who use their perception skills to analyze group dynamics and maintain a positive climate. Dim Hou. 2019. Unsplash license . https://unsplash.com/photos/2P6Q7_uiDr0

Figure 13.2: Common components of group problems. Kindred Grey. 2022. CC BY 4.0 .

Figure 13.3: The group problem-solving process. Kindred Grey. 2022. CC BY 4.0 .

Figure 13.4: Brainstorming is a good way to generate possible solutions to a problem. Below are some suggestions to make brainstorming more of a decision-making method. Monstera. 2021. Pexels license . https://www.pexels.com/photo/excited-black-woman-using-laptop-9429552/

Figure 13.5: Culturally heterogeneous groups perform better than more homogenous groups. fauxels. 2019. Pexels license . https://www.pexels.com/photo/photo-of-people-near-wooden-table-3184418/

Figure 13.6: It is common to have different generations working together in an organizational setting. Rendy Novantino. 2021. Unsplash license . https://unsplash.com/photos/wJoRe38l8fc

Section 13.1

Benne, K. D., & Sheats, P. (1948). Functional roles of group members. Journal of Social Issues 4(2), 41–49. https://doi.org/10.1111/j.1540-4560.1948.tb01783.x

Bormann, E. G., & Bormann, N.C., (1988). Effective small group communication ( 4th ed.). Burgess International Group.

Burke, C. S., Georganta, E., & Marlow, S. (2019). A bottom up perspective to understanding the dynamics of team roles in mission critical teams. Frontiers in psychology , 10 , 1322. https://doi.org/10.3389/fpsyg.2019.01322

Cragan, J. F., & Wright, D. W. (1991). Communication in small group discussions: An integrated approach (3rd ed.). West Publishing.

Koch, A. (2013, October 24). Individual roles in groups . https://prezi.com/gmbfihtzyjg4/individual-roles-in-groups/

Pavitt, C. (1999). Theorizing about the group communication-leadership relationship. In L. R. Frey (Ed.), The handbook of group communication Theory and research (pp. 313-334). Sage.

Section 13.2

Adams, K., and Galanes, G. (2009). Communicating in groups: Applications and skills (7th ed.). McGraw Hill.

Allen, B. J. (2011). Difference matters: Communicating social identity (2nd ed.). Waveland Press.

Clarke, G. (1970, June 29). The silent generation revisited. Time, 95 (26), 38-40.

Delbecq, A. L., & Van de Ven, A. H. (1971). A group process model for problem identification and program planning. The Journal of Applied Behavioral Science , 7 (4), 466–492. https://doi.org/10.1177/002188637100700404

Franken, I. H. A., and Muris, P. (2005). Individual differences in decision-making. Personality and Individual Differences, 39 (5), 991–998. https://doi.org/10.1016/j.paid.2005.04.004

Haslett, B.B., Ruebush, J. (1999). What differences do individual differences in groups make? The effects of individuals, culture, and group composition. In L. R. Frey, D. S. Gouran, & M. S. Poole (Eds.), The handbook of group communication theory and research (pp. 115–138). Sage.

Hentschel, T., Heilman, M. E., & Peus, C. V. (2019). The multiple dimensions of gender stereotypes: A current look at men’s and women’s characterizations of others and themselves. Frontiers in Psychology , 10 . https://doi.org/10.3389/fpsyg.2019.00011

Napier, R. W., & Gershenfeld, M. K. (2004). Groups: Theory and experience (7th ed.). Houghton Mifflin.

Osborn, A. F. (1959). Applied imagination. Charles Scribner’s Sons.

Schippers, M. C., & Rus, D. C. (2021). Majority decision-making works best under conditions of leadership ambiguity and shared task representations. Frontiers in Psychology , 12 , 519295. https://doi.org/10.3389/fpsyg.2021.519295

Stanton, C. (2009, November 3). How to deliver group presentations: The unified team approach . http://sixminutes.dlugan.com/group-presentations-unified-team-approach/

Thomas, D. C. (1999). Cultural diversity and work group effectiveness: An experimental study. Journal of Cross-Cultural Psychology 30(2), 242–263. https://doi.org/10.1177/0022022199030002006

Yates, J. F., & de Oliveira, S. (2016). Culture and decision making. Organizational behavior and human decision processes , 136 , 106–118. https://doi.org/10.1016/j.obhdp.2016.05.003

A task-related role that functions to keep the group on track toward completing its task by managing the agenda and setting and assessing goals in order to monitor the group’s progress

This role includes behaviors that are more evenly shared compared to other roles, as ideally, all group members present new ideas, initiate discussions of new topics, and contribute their own relevant knowledge and experiences

The person who has this task-related role asks for more information, elaboration, or clarification on items relevant to the group’s task

This person manages the flow of conversation in a group in order to achieve an appropriate balance so that all group members get to participate in a meaningful way

The person who takes notes on the discussion and activities that occur during a group meeting. This role is the only role that is limited to one person at a time

A maintenance role that is characterized by communication behaviors that encourage other group members and provide emotional support as needed

Group members who help manage the various types of group conflict that emerge during group communication, they keep their eyes and ears open for signs of conflict among group members and ideally intervene before it escalates

This person helps manage the diversity within a group by mediating intercultural conflict, articulating common ground between different people, and generally creating a climate where difference is seen as an opportunity rather than as something to be feared

A group member who makes excessive verbal contributions preventing equal participation by other group members. Can include the “egghead” and the “stage hog.”

This 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

A commonly used decision-making technique in which a majority (one-half plus one) must agree before making the decision

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

A decision-making technique in which all members of the group must agree on the same decision

Communication in the Real World Copyright © by Faculty members in the School of Communication Studies, James Madison University is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.

Share This Book

5 Steps of Group Problem Solving Process

5 Steps Of Group Problem Solving Process

Several similar problem-solving models are based on the reflective thinking process. 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.

Group problem-solving is the process of gathering all expert people, analyzing the problem, finding a solution for it through discussions, and reaching a decision to take action.

Steps Of Group Problem-Solving Process

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.

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.

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.

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 we could do to address this problem, not what we should 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, group members must 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.

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.

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 do a pilot test to observe the solution’s effectiveness and how people react to it.

Before implementation, groups should also determine how and when they would assess the solution’s effectiveness 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 assess the solution?
  • If the solution fails, will the same group reconvene, or will a new group be formed?

As you now covered 5 steps of group problem solving process; check out explore complete guideline on organizational behavior .

  • Continuous Learning: Why Learning is the Continuous Process?
  • Fundamental Concepts of Organizational Behavior
  • 3 Components of Job Satisfaction: Evaluative, Cognitive, Affective
  • Stages of Shaping Personality
  • 4 Approaches to Organizational Behavior Studies
  • 5 Steps to Building an Organizational Culture
  • Group Process: Enhance Workgroup Communication and Decision-Making
  • Learning: Meaning, Process, Characteristics, Theories
  • Personality Traits: Big Five Personality Traits and Myers-Briggs Type Indicator
  • Values vs. Attitudes: Similarities & Difference
  • Organizational Conflict: Functions, Source, Effects
  • 8 Causes of Job Dissatisfaction
  • Attitude: Definition, Nature and Characteristics [Explained]
  • 10 Components of Learning
  • Organizational Behavior: Definition, Importance [Full Guide]

Cart

  • SUGGESTED TOPICS
  • The Magazine
  • Newsletters
  • Managing Yourself
  • Managing Teams
  • Work-life Balance
  • The Big Idea
  • Data & Visuals
  • Reading Lists
  • Case Selections
  • HBR Learning
  • Topic Feeds
  • Account Settings
  • Email Preferences

Why Groups Struggle to Solve Problems Together

  • Al Pittampalli

If your meetings are unproductive, this might be the reason.

There are five stages of problem solving: defining the problem, generating solutions, evaluating solutions, picking a solution, and making a plan. When we solve problems on our own, we intuitively move in between these stages to quickly generate solutions. We assume this method will also work in group settings, however, it often fails because each person could be occupying a different problem solving stage at the same time (essentially, no one is on the same page — even though they think they are). To solve problems as a group, we need to jettison the assumption that intuitive problem solving is sufficient, and instead embrace a more methodical approach. In a methodical meeting, for each issue that needs to be discussed, members deliberately and explicitly choose just one problem-solving stage to complete.

group problem solving process

Why are so many meetings so unproductive?

group problem solving process

  • Al Pittampalli is the founder of the Modern Meeting Company and the author of Read This Before Our Next Meeting (Penguin).

Partner Center

  • Quick links Applicants & Students Important Apps & Links Alumni Faculty and Staff Community Admissions How to Apply Cost & Aid Tuition Calculator Registrar Orientation Visit Campus Academics Register for Class Programs of Study Online Degrees & Programs Graduate Education International Student Services Study Away Student Support Bookstore UIS Life Dining Diversity & Inclusion Get Involved Health & Wellness COVID-19 United in Safety Residence Life Student Life Programs UIS Connection Important Apps UIS Mobile App Advise U Canvas myUIS i-card Balance Pay My Bill - UIS Bursar Self-Service Email Resources Bookstore Box Information Technology Services Library Orbit Policies Webtools Get Connected Area Information Calendar Campus Recreation Departments & Programs (A-Z) Parking UIS Newsroom Connect & Get Involved Update your Info Alumni Events Alumni Networks & Groups Volunteer Opportunities Alumni Board News & Publications Featured Alumni Alumni News UIS Alumni Magazine Resources Order your Transcripts Give Back Alumni Programs Career Development Services & Support Accessibility Services Campus Services Campus Police Facilities & Services Registrar Faculty & Staff Resources Website Project Request Web Services Training & Tools Academic Impressions Career Connect CSA Reporting Cybersecurity Training Faculty Research FERPA Training Website Login Campus Resources Newsroom Campus Calendar Campus Maps i-Card Human Resources Public Relations Webtools Arts & Events UIS Performing Arts Center Visual Arts Gallery Event Calendar Sangamon Experience Center for Lincoln Studies ECCE Speaker Series Community Engagement Center for State Policy and Leadership Illinois Innocence Project Innovate Springfield Central IL Nonprofit Resource Center NPR Illinois Community Resources Child Protection Training Academy Office of Electronic Media University Archives/IRAD Institute for Illinois Public Finance
  • Request Info Request info for....     Undergraduate/Graduate     Online     Study Away     Continuing & Professional Education     International Student Services     General Inquiries

Home

Group Problem Solving

rainbow over colonnade

Students are given a problem to solve. This problem can be just about anything from esoteric philosophical issues to mathematics. The goal is to come up with a solution to the problem. In some cases, the solution will be tested and reported on.

Stern, M. (1995).  Visions for a sustainable city: Owings Mills, MD . http://www3.iath.virginia.edu/stern/

Goals and Objectives

The goals of group problem solving are to develop the students ability to solve problems in the given context. Goals can also include building team skills, experience testing solutions, evaluative skills among alternatives, etc. Sample objective statements include:

During and after performing the Group Problem Solving activity, students will…

  • develop group problem solving skills,
  • interpret facts and propose solutions,
  • recognize key facets of a problem situation,
  • identify motives creating a problem situation,
  • outline a course of action,

…as determined by successfully attending to 80% of rubric items.

Materials and Resources

The instructor must present the students with the problem. This may include access to numerous background materials. The instructor should also provide a group discussion area for each group and clear guidelines on their activities.

Guiding Questions for this Lesson

As with most activities, the guiding question will depend on the purpose. For example, if group skills is the primary purpose, the guiding questions might be how well can students work together to resolve issue x? Another guiding question might be, how effectively can a student group address the given problem?

Lesson Outline and Procedure

  • Either pre-select of allow self selection of students into groups. Groups of 3-5 are usually effective in online education activities.
  • Present students with the problem to be solved and any background materials needed to begin solving the problem.
  • Provide time for group formation. Follow the groups communications very closely at the beginning to make sure that everything starts off well.
  • If it is a long process, have the groups submit progress reports.
  • Final group solutions may be submitted to the instructor or the class for peer review and comments.
  • In some cases, students may test out their solution and report on the results as a stage 2 process to the group problem solving activity.
  • Assess both individual and group performance.

Teaching Strategies

  • Group work is a fickle fiend in online education. Resources are provided below regarding effectively implementing online group work.
  • If groups have already been used in the course, the same groups may be maintained to reduce group formation time.
  • Do not present the students with too much information at the beginning. In other words, give them enough to guide them to the solution without actually telling them the solution.
  • Use problems that have multiple or complex solutions so as to more effectively make use of group synergy relationships. Easy problems do not require group work.

Accommodations

What accommodations may be needed for students with disabilities or other special needs? The primary accommodation will involve communication changes as needed for those with disabilities to actively and effectively participate in the group activity. Other accommodations may be needed depending on the nature of the problem to be solved.

The time required to complete a group problem solving exercise can very widely. Small groups could be formed in a synchronous session and given 10 minutes to come up with a problem solution. In most cases, for a class activity involving group work, at least 3 days should be given for group formation in an online course. An additional week may be needed for the group to meet and address the problem. 3-5 more days would be needed for the group to compose and submit a problem response. These would be average times that will vary by the needs of the exercise.

Ideas for Lesson Evaluation and Teacher Reflection

How did the students like the lesson? End of semester evaluations should ask about the usefulness and learning accomplished through such activities. Also, the conversation that occurs during the activity will help guage how the students are enjoying various aspects and whether they are learning and/or participating.

Questions the instructor should ask when evaluating the lesson include: Were the students engaged in efficiently working together? Does the solution actually address the problem? Is there creativity in the solution? Is the solution feasible? How quickly did they arrive at a solution?

How was student learning verified? Participation can be assessed in discussion sessions. A rubric can also be set up to help guage the quality of final work.

Sample rubrics for group work available online:

Useful Online References on Group Work in General

  • Austin, D., & Mescia, M. D. (n.d.). Strategies to incorporate active learning into online teaching . from http://www.icte.org/T01_Library/T01_245.pdf
  • Lopez-Ortiz, B. I., & Lin, L. (2005, February). What makes an online group project work? Students’ perceptions before and after an online collaborative problem/project-based learning (PBL) experience.  International Journal of Instructional Technology and Distance Learning, 2 (2). from  http://www.itdl.org/Journal/Feb_05/article04.htm

A Few Books with Information on Group Work Online

  • Harasim, L. (2007). Assessing online collaborative learning: A theory, methodology, and toolset. In B. H. Khan (Ed.). Flexible learning in an information society . pp. 282-293. Hershey, PA: Information Science Publishing.
  • Horton, W. (2000). Designing Web-based training . New York: John Wiley & Sons, Inc.
  • Ko, S., & Rossen, S. (2001). Teaching online: A practical guide . Boston: Houghton Mifflin Co.
  • Nicolay, J. A. (2002). Group assessment in the on-line learning environment. In R. S. Anderson, J. F. Bauer, & B. W. Speck (Eds.).  Assessment strategies for the on-line class: From theory to practice . pp. 43-52. San Francisco: Jossey-Bass Publishers.
  • Palloff, R. M., & Pratt, K. (1999). Building learning communities in cyberspace: Effective strategies for the online classroom . San Francisco: Jossey-Bass Publishers.
  • Palloff, R. M., & Pratt, K. (2001). Lessons from the cyberspace classroom: The realities fo online teaching . San Francisco: Jossey-Bass Publishers.
  • Salmon, G. (2002).  e-tivities: The key to active online learning . London: Kogan Page Limited.

BUS403: Negotiations and Conflict Management

group problem solving process

Problem-Solving and Decision-Making in Groups

This text summarizes common characteristics of problems and the five steps in group problem-solving. The reading describes brainstorming and discussions that should occur before group decision-making, compares and contrasts decision-making techniques, and explores various influences on decision-making. The section "Getting Competent" emphasizes the need for leaders and managers to delegate tasks and responsibilities as they identify specialized skills among their teams and employees.

Group Problem-Solving Process

Photo of people dressed in business suits solving a large puzzle.

Group problem-solving can be a confusing puzzle unless it is approached systematically.

There are several variations of similar problem-solving models based on American scholar John Dewey's reflective thinking process. 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 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. 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 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, group members must generate solutions for each part of the problem separately, ensuring 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 an "online reporting system, email, 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 group's abilities.

To do this, group members may ask, "Does this solution live up to the original purpose or mission of the group?" "Can the solution 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 problem-solving process, 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 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 affected by the solution to their opinion or even to do a pilot test to observe the solution's effectiveness and how people react to it.

Before implementation, groups should also determine how and when they would assess the solution's effectiveness by asking, "How will we know if the solution is working?" 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?

Photo of a stop light on green.

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. Certain elements of the solution may need to be delegated 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 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.

Getting Competent

Giving a group presentation requires that individual group members and the group 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.

Regarding 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 is OK for group members to 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 various group members will play openly to avoid 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.

Scheduling group meetings is one of the most challenging problems groups face, given people's busy lives. From the beginning, it should be communicated that the group needs to spend considerable time in face-to-face meetings. Group members should know they may have to sacrifice occasionally 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 not the most engaging method. Creating a master presentation and assigning individual speakers creates a more fluid and dynamic presentation. It allows everyone to become familiar with the content, which can help if a person does not show up to present and during the question-and-answer section.

Once the presentation's content is complete, figure out introductions, transitions, visual aids, and the use of time and space. 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 can potentially cause hiccups in a group presentation if they aren't fluidly integrated. Practicing 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 segment 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 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?

loading

How it works

For Business

Join Mind Tools

Article • 4 min read

The Problem-Solving Process

Looking at the basic problem-solving process to help keep you on the right track.

By the Mind Tools Content Team

Problem-solving is an important part of planning and decision-making. The process has much in common with the decision-making process, and in the case of complex decisions, can form part of the process itself.

We face and solve problems every day, in a variety of guises and of differing complexity. Some, such as the resolution of a serious complaint, require a significant amount of time, thought and investigation. Others, such as a printer running out of paper, are so quickly resolved they barely register as a problem at all.

group problem solving process

Despite the everyday occurrence of problems, many people lack confidence when it comes to solving them, and as a result may chose to stay with the status quo rather than tackle the issue. Broken down into steps, however, the problem-solving process is very simple. While there are many tools and techniques available to help us solve problems, the outline process remains the same.

The main stages of problem-solving are outlined below, though not all are required for every problem that needs to be solved.

group problem solving process

1. Define the Problem

Clarify the problem before trying to solve it. A common mistake with problem-solving is to react to what the problem appears to be, rather than what it actually is. Write down a simple statement of the problem, and then underline the key words. Be certain there are no hidden assumptions in the key words you have underlined. One way of doing this is to use a synonym to replace the key words. For example, ‘We need to encourage higher productivity ’ might become ‘We need to promote superior output ’ which has a different meaning.

2. Analyze the Problem

Ask yourself, and others, the following questions.

  • Where is the problem occurring?
  • When is it occurring?
  • Why is it happening?

Be careful not to jump to ‘who is causing the problem?’. When stressed and faced with a problem it is all too easy to assign blame. This, however, can cause negative feeling and does not help to solve the problem. As an example, if an employee is underperforming, the root of the problem might lie in a number of areas, such as lack of training, workplace bullying or management style. To assign immediate blame to the employee would not therefore resolve the underlying issue.

Once the answers to the where, when and why have been determined, the following questions should also be asked:

  • Where can further information be found?
  • Is this information correct, up-to-date and unbiased?
  • What does this information mean in terms of the available options?

3. Generate Potential Solutions

When generating potential solutions it can be a good idea to have a mixture of ‘right brain’ and ‘left brain’ thinkers. In other words, some people who think laterally and some who think logically. This provides a balance in terms of generating the widest possible variety of solutions while also being realistic about what can be achieved. There are many tools and techniques which can help produce solutions, including thinking about the problem from a number of different perspectives, and brainstorming, where a team or individual write as many possibilities as they can think of to encourage lateral thinking and generate a broad range of potential solutions.

4. Select Best Solution

When selecting the best solution, consider:

  • Is this a long-term solution, or a ‘quick fix’?
  • Is the solution achievable in terms of available resources and time?
  • Are there any risks associated with the chosen solution?
  • Could the solution, in itself, lead to other problems?

This stage in particular demonstrates why problem-solving and decision-making are so closely related.

5. Take Action

In order to implement the chosen solution effectively, consider the following:

  • What will the situation look like when the problem is resolved?
  • What needs to be done to implement the solution? Are there systems or processes that need to be adjusted?
  • What will be the success indicators?
  • What are the timescales for the implementation? Does the scale of the problem/implementation require a project plan?
  • Who is responsible?

Once the answers to all the above questions are written down, they can form the basis of an action plan.

6. Monitor and Review

One of the most important factors in successful problem-solving is continual observation and feedback. Use the success indicators in the action plan to monitor progress on a regular basis. Is everything as expected? Is everything on schedule? Keep an eye on priorities and timelines to prevent them from slipping.

If the indicators are not being met, or if timescales are slipping, consider what can be done. Was the plan realistic? If so, are sufficient resources being made available? Are these resources targeting the correct part of the plan? Or does the plan need to be amended? Regular review and discussion of the action plan is important so small adjustments can be made on a regular basis to help keep everything on track.

Once all the indicators have been met and the problem has been resolved, consider what steps can now be taken to prevent this type of problem recurring? It may be that the chosen solution already prevents a recurrence, however if an interim or partial solution has been chosen it is important not to lose momentum.

Problems, by their very nature, will not always fit neatly into a structured problem-solving process. This process, therefore, is designed as a framework which can be adapted to individual needs and nature.

Join Mind Tools and get access to exclusive content.

This resource is only available to Mind Tools members.

Already a member? Please Login here

group problem solving process

Try Mind Tools for free

Get unlimited access to all our career-boosting content and member benefits with our 7-day free trial.

Sign-up to our newsletter

Subscribing to the Mind Tools newsletter will keep you up-to-date with our latest updates and newest resources.

Subscribe now

Business Skills

Personal Development

Leadership and Management

Most Popular

Newest Releases

Article az1b1vg

The Quest For Fewer Interruptions

Article a5eygum

What Are Your Values?

Mind Tools Store

About Mind Tools Content

Discover something new today

Frederick taylor and scientific management.

Understanding Taylorism and Early Management Theory

What Is Frederick Taylor's Scientific Management Theory?

Applying science to management

How Emotionally Intelligent Are You?

Boosting Your People Skills

Self-Assessment

What's Your Leadership Style?

Learn About the Strengths and Weaknesses of the Way You Like to Lead

Recommended for you

How to be heard: secrets for powerful speaking and listening.

Julian Treasure

Book Insights

Business Operations and Process Management

Strategy Tools

Customer Service

Business Ethics and Values

Handling Information and Data

Project Management

Knowledge Management

Self-Development and Goal Setting

Time Management

Presentation Skills

Learning Skills

Career Skills

Communication Skills

Negotiation, Persuasion and Influence

Working With Others

Difficult Conversations

Creativity Tools

Self-Management

Work-Life Balance

Stress Management and Wellbeing

Coaching and Mentoring

Change Management

Team Management

Managing Conflict

Delegation and Empowerment

Performance Management

Leadership Skills

Developing Your Team

Talent Management

Problem Solving

Decision Making

SnackNation

14 Best Team Building Problem Solving Group Activities For 2024

The best teams see solutions where others see problems. A great company culture is built around a collaborative spirit and the type of unity it takes to find answers to the big business questions.

So how can you get team members working together?

How can you develop a mentality that will help them overcome obstacles they have yet to encounter?

One of the best ways to improve your teams’ problem solving skills is through team building problem solving activities .

“86% of employees and executives cite lack of collaboration or ineffective communication for workplace failures.” — Bit.AI

These activities can simulate true-to-life scenarios they’ll find themselves in, or the scenarios can call on your employees or coworkers to dig deep and get creative in a more general sense.

The truth is, on a day-to-day basis, you have to prepare for the unexpected. It just happens that team building activities help with that, but are so fun that they don’t have to feel like work ( consider how you don’t even feel like you’re working out when you’re playing your favorite sport or doing an exercise you actually enjoy! )

Team Building Problem Solving Group Activities

What are the benefits of group problem-solving activities?

The benefits of group problem-solving activities for team building include:

  • Better communication
  • Improved collaboration and teamwork
  • More flexible thinking
  • Faster problem-solving
  • Better proactivity and decision making

Without further ado, check out this list of the 14 best team-building problem-solving group activities for 2024!

Page Contents (Click To Jump)

Popular Problem Solving Activities

1. virtual team challenge.

Virtual Team Challenges are popular problem-solving activities that involve a group of people working together to solve an issue. The challenge generally involves members of the team brainstorming, discussing, and creating solutions for a given problem.

Participants work both individually and collaboratively to come up with ideas and strategies that will help them reach their goals.

Why this is a fun problem-solving activity: Participants can interact and communicate with each other in a virtual environment while simultaneously engaging with the problem-solving activities. This makes it an enjoyable experience that allows people to use their creative thinking skills, build team spirit, and gain valuable insights into the issue at hand.

Problem-solving activities such as Virtual Team Challenges offer a great way for teams to come together, collaborate, and develop creative solutions to complex problems.

2. Problem-Solving Templates

Problem-Solving Templates are popular problem-solving activities that involve a group of people working together to solve an issue. The challenge generally involves members of the team utilizing pre-made templates and creating solutions for a given problem with the help of visual aids.

This activity is great for teams that need assistance in getting started on their problem-solving journey.

Why this is a fun problem-solving activity: Problem-Solving Templates offer teams an easy and stress-free way to get the creative juices flowing. The visual aids that come with the templates help team members better understand the issue at hand and easily come up with solutions together.

This activity is great for teams that need assistance in getting started on their problem-solving journey, as it provides an easy and stress-free way to get the creative juices flowing.

Problem Solving Group Activities & Games For Team Building

3. coworker feud, “it’s all fun and games”.

Coworker Feud is a twist on the classic Family Feud game show! This multiple rapid round game keeps the action flowing and the questions going. You can choose from a variety of customizations, including picking the teams yourself, randomized teams, custom themes, and custom rounds.

Best for: Hybrid teams

Why this is an effective problem solving group activity: Coworker Feud comes with digital game materials, a digital buzzer, an expert host, and a zoom link to get the participants ready for action! Teams compete with each other to correctly answer the survey questions. At the end of the game, the team with the most competitive answers is declared the winner of the Feud.

How to get started:

  • Sign up for Coworker Feud
  • Break into teams of 4 to 10 people
  • Get the competitive juices flowing and let the games begin!

Learn more here: Coworker Feud

4. Crack The Case

“who’s a bad mamma jamma”.

Crack The Case is a classic WhoDoneIt game that forces employees to depend on their collective wit to stop a deadly murderer dead in his tracks! Remote employees and office commuters can join forces to end this crime spree.

Best for: Remote teams

Why this is an effective problem solving group activity: The Virtual Clue Murder Mystery is an online problem solving activity that uses a proprietary videoconferencing platform to offer the chance for employees and coworkers to study case files, analyze clues, and race to find the motive, the method, and the individual behind the murder of Neil Davidson.

  • Get a custom quote here
  • Download the app
  • Let the mystery-solving collaboration begin!

Learn more here: Crack The Case

5. Catch Meme If You Can

“can’t touch this”.

Purposefully created to enhance leadership skills and team bonding , Catch Meme If You Can is a hybrid between a scavenger hunt and an escape room . Teammates join together to search for clues, solve riddles, and get out — just in time!

Best for: Small teams

Why this is an effective problem solving group activity: Catch Meme If You Can is an adventure with a backstory. Each team has to submit their answer to the puzzle in order to continue to the next part of the sequence. May the best team escape!

  • The teams will be given instructions and the full storyline
  • Teams will be split into a handful of people each
  • The moderator will kick off the action!

Learn more here: Catch Meme If You Can

6. Puzzle Games

“just something to puzzle over”.

Puzzle Games is the fresh trivia game to test your employees and blow their minds with puzzles, jokes , and fun facts!

Best for: In-person teams

Why this is an effective problem solving group activity: Eight mini brain teaser and trivia style games include word puzzles, name that nonsense, name that tune, and much more. Plus, the points each team earns will go towards planting trees in the precious ecosystems and forests of Uganda

  • Get a free consultation for your team
  • Get a custom designed invitation for your members
  • Use the game link
  • Dedicated support will help your team enjoy Puzzle Games to the fullest!

Learn more here: Puzzle Games

7. Virtual Code Break

“for virtual teams”.

Virtual Code Break is a virtual team building activity designed for remote participants around the globe. Using a smart video conferencing solution, virtual teams compete against each other to complete challenges, answer trivia questions, and solve brain-busters!

Why this is an effective problem solving group activity: Virtual Code Break can be played by groups as small as 4 people all the way up to more than 1,000 people at once. However, every team will improve their communication and problem-solving skills as they race against the clock and depend on each other’s strengths to win!

  • Reach out for a free consultation to align the needs of your team
  • An event facilitator will be assigned to handle all of the set-up and logistics
  • They will also provide you with logins and a play-by-play of what to expect
  • Sign into the Outback video conferencing platform and join your pre-assigned team
  • Lastly, let the games begin!

Learn more here: Virtual Code Break

8. Stranded

“survivor: office edition”.

Stranded is the perfect scenario-based problem solving group activity. The doors of the office are locked and obviously your team can’t just knock them down or break the windows.

Why this is an effective problem solving group activity: Your team has less than half an hour to choose 10 items around the office that will help them survive. They then rank the items in order of importance. It’s a bit like the classic game of being lost at sea without a lifeboat.

  • Get everyone together in the office
  • Lock the doors
  • Let them start working together to plan their survival

Learn more here: Stranded

9. Letting Go Game

“for conscious healing”.

The Letting Go Game is a game of meditation and mindfulness training for helping teammates thrive under pressure and reduce stress in the process. The tasks of the Letting Go Game boost resiliency, attentiveness, and collaboration.

Why this is an effective problem solving group activity: Expert-guided activities and awareness exercises encourage team members to think altruistically and demonstrate acts of kindness. Between yoga, face painting, and fun photography, your employees or coworkers will have more than enough to keep them laughing and growing together with this mindfulness activity!

  • Reach out for a free consultation
  • A guide will then help lead the exercises
  • Let the funny videos, pictures, and playing begin!

Learn more here: Letting Go Game

10. Wild Goose Chase

“city time”.

Wild Goose Chase is the creative problem solving activity that will take teams all around your city and bring them together as a group! This scavenger hunt works for teams as small as 10 up to groups of over 5000 people.

Best for: Large teams

Why this is an effective group problem solving activity: As employees and group members are coming back to the office, there are going to be times that they’re itching to get outside. Wild Goose Chase is the perfect excuse to satisfy the desire to go out-of-office every now and then. Plus, having things to look at and see around the city will get employees talking in ways they never have before.

  • Download the Outback app to access the Wild Goose Chase
  • Take photos and videos from around the city
  • The most successful team at completing challenges on time is the champ!

Learn more here: Wild Goose Chase

11. Human Knot

“for a knotty good time”.

Human-knot

The Human Knot is one of the best icebreaker team building activities! In fact, there’s a decent chance you played it in grade school. It’s fun, silly, and best of all — free!

Why this is an effective group problem solving activity: Participants start in a circle and connect hands with two other people in the group to form a human knot. The team then has to work together and focus on clear communication to unravel the human knot by maneuvering their way out of this hands-on conundrum. But there’s a catch — they can’t let go of each other’s hands in this team building exercise.

  • Form a circle
  • Tell each person to grab a random hand until all hands are holding another
  • They can’t hold anyone’s hand who is directly next to them
  • Now they have to get to untangling
  • If the chain breaks before everyone is untangled, they have to start over again

Learn more here: Human Knot

12. What Would You Do?

“because it’s fun to imagine”.

Team-building-activity

What Would You Do? Is the hypothetical question game that gets your team talking and brainstorming about what they’d do in a variety of fun, intriguing, and sometimes, whacky scenarios.

Best for: Distributed teams

Why this is an effective group problem solving activity: After employees or coworkers start talking about their What Would You Do? responses, they won’t be able to stop. That’s what makes this such an incredible team building activity . For example, you could ask questions like “If you could live forever, what would you do with your time?” or “If you never had to sleep, what would you do?”

  • In addition to hypothetical questions, you could also give teammates some optional answers to get them started
  • After that, let them do the talking — then they’ll be laughing and thinking and dreaming, too!

13. Crossing The River

“quite the conundrum”.

Crossing-the-river

Crossing The River is a river-crossing challenge with one correct answer. Your team gets five essential elements — a chicken, a fox, a rowboat, a woman, and a bag of corn. You see, the woman has a bit of a problem, you tell them. She has to get the fox, the bag of corn, and the chicken to the other side of the river as efficiently as possible.

Why this is an effective group problem solving activity: She has a rowboat, but it can only carry her and one other item at a time. She cannot leave the chicken and the fox alone — for obvious reasons. And she can’t leave the chicken with the corn because it will gobble it right up. So the question for your team is how does the woman get all five elements to the other side of the river safely in this fun activity?

  • Form teams of 2 to 5 people
  • Each team has to solve the imaginary riddle
  • Just make sure that each group understands that the rowboat can only carry one animal and one item at a time; the fox and chicken can’t be alone; and the bag of corn and the chicken cannot be left alone
  • Give the verbal instructions for getting everything over to the other side

14. End-Hunger Games

“philanthropic fun”.

Does anything bond people quite like acts of kindness and compassion? The End-Hunger Games will get your team to rally around solving the serious problem of hunger.

Best for: Medium-sized teams

Why this is an effective problem solving group activity: Teams join forces to complete challenges based around non-perishable food items in the End-Hunger Games. Groups can range in size from 25 to more than 2000 people, who will all work together to collect food for the local food bank.

  • Split into teams and compete to earn boxes and cans of non-perishable food
  • Each team attempts to build the most impressive food item construction
  • Donate all of the non-perishable foods to a local food bank

Learn more here: End-Hunger Games

People Also Ask These Questions About Team Building Problem Solving Group Activities

Q: what are some problem solving group activities.

  • A: Some problem solving group activities can include riddles, egg drop, reverse pyramid, tallest tower, trivia, and other moderator-led activities.

Q: What kind of skills do group problem solving activities & games improve?

  • A: Group problem solving activities and games improve collaboration, leadership, and communication skills.

Q: What are problem solving based team building activities & games?

  • A: Problem solving based team building activities and games are activities that challenge teams to work together in order to complete them.

Q: What are some fun free problem solving games for groups?

  • A: Some fun free problem solving games for groups are kinesthetic puzzles like the human knot game, which you can read more about in this article. You can also use all sorts of random items like whiteboards, straws, building blocks, sticky notes, blindfolds, rubber bands, and legos to invent a game that will get the whole team involved.

Q: How do I choose the most effective problem solving exercise for my team?

  • A: The most effective problem solving exercise for your team is one that will challenge them to be their best selves and expand their creative thinking.

Q: How do I know if my group problem solving activity was successful?

  • A: In the short-term, you’ll know if your group problem solving activity was successful because your team will bond over it; however, that should also translate to more productivity in the mid to long-term.

Interested in a content partnership? Let’s chat!

Get Started

group problem solving process

About SnackNation

group problem solving process

SnackNation is a healthy office snack delivery service that makes healthy snacking fun, life more productive, and workplaces awesome. We provide a monthly, curated selection of healthy snacks from the hottest, most innovative natural food brands in the industry, giving our members a hassle-free experience and delivering joy to their offices.

group problem solving process

Popular Posts

Want to become a better professional in just 5 minutes?

You May Also Like

Virtual Team Building Activities

42 Best Employee Recognition Ideas & Employee Recognition Examples From Real Companies In 2024

Remote-Birthday-Employee

Leave a Reply Cancel Reply

Save my name, email, and website in this browser for the next time I comment.

SnackNation About Careers Blog Tech Blog Contact Us Privacy Policy Online Accessibility Statement

Pricing How It Works Member Reviews Take the Quiz Guides and Resources FAQ Terms and Conditions Website Accessibility Policy

Exciting Employee Engagement Ideas Employee Wellness Program Ideas Thoughtful Employee Appreciation Ideas Best ATS Software Fun Office Games & Activities for Employees Best Employee Engagement Software Platforms For High Performing Teams [HR Approved] Insanely Fun Team Building Activities for Work

Fun Virtual Team Building Activities The Best Employee Recognition Software Platforms Seriously Awesome Gifts For Coworkers Company Swag Ideas Employees Really Want Unique Gifts For Employees Corporate Gift Ideas Your Clients and Customers Will Love

© 2024 SnackNation. Handcrafted in Los Angeles

  • Recipient Choice Gifts
  • Free Work Personality Assessment
  • Happy Hour & Lunches
  • Group eCards
  • Office Snacks
  • Employee Recognition Software
  • Join Our Newsletter
  • Partner With Us
  • SnackNation Blog
  • Employee Template Directory
  • Gifts For Remote Employees
  • ATS Software Guide
  • Best Swag Vendors
  • Top HR Tools
  • Ways To Reward Employees
  • Employee Appreciation Gift Guide
  • More Networks

group problem solving process

  • Privacy Overview
  • Strictly Necessary Cookies
  • 3rd Party Cookies

This website uses cookies so that we can provide you with the best user experience possible. Cookie information is stored in your browser and performs functions such as recognising you when you return to our website and helping our team to understand which sections of the website you find most interesting and useful.

Strictly Necessary Cookie should be enabled at all times so that we can save your preferences for cookie settings.

If you disable this cookie, we will not be able to save your preferences. This means that every time you visit this website you will need to enable or disable cookies again.

This website uses Google Analytics to collect anonymous information such as the number of visitors to the site, and the most popular pages.

Keeping this cookie enabled helps us to improve our website.

Please enable Strictly Necessary Cookies first so that we can save your preferences!

Logo for Open Library Publishing Platform

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

Learning Objectives

  • Discuss the common components and characteristics of problems
  • Explain the five steps of the group problem-solving process

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 group problem-solving and important steps in the process.

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 successful outcomes. The problems that groups face are varied, but some common problems include budgeting funds, raising funds, planning events, addressing service user complaints, creating or adapting services to fit service user’s  needs,  and raising awareness about issues or causes.

According to Adams and Galanes (2009), problems of all sorts have three common components:

  • An undesirable situation. An undesirable situation is one in which we believe that some harmful effect will happen if it is not fixed.  Undesirable situations can range from simple to complex.  For example, not having enough chairs available for a group meeting could perhaps leave someone feeling left out or believe they are an afterthought, but typically a situation like this is easily resolved  That said, another example would be running a program in your agency that is causing your group to be constantly activated.  This scenario is much more complex and will involve a more complex problem solving process.
  • The desired situation. This is the situation that is our goal. 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 situations. 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, the number of possible solutions, group member interest in the problem, group member familiarity with the 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 difficult and complex tasks 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 your agency 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; preparing participants, staff, and guests; and securing loose outside objects. Other problems may be more creatively based. For example, Coming up with a new advertising for your upcoming group, may have an unlimited number of solutions that are great.  You could pick the best one, or get really creative and combine a few to get the maximum outreach.
  • 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. 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 to assist them.
  • 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 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 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 you 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 (See the journalists questions below):

  • 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.”

Tools for defining the problem

Here are some tools that I have learned over the years and have used quite often in my career as a social worker.

1. Journalist’s Questions: These are the 6 question journalists ask when writing a story.  These 5W’s & H will assist you in getting to the root of the issue.

HD wallpaper: board, questions, who, what, how, why, where, means of communication | Wallpaper Flare

2. Is/Is not analysis model : a powerful problem-solving tool that works by making the team think about the problem in more detail – specifically what is and what is not the problem. It expands on the Journalist’s questions.

How to Conduct an Is Is Not Analysis

3. SWOT Analysis:  the process of identifying the multiple strengths, weaknesses, opportunities, and threats that a group or organization has.

File:Swot analysis.png

This work is licensed under the  Creative Commons Attribution-ShareAlike 3.0  License.

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 a 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. This is where brainstorming techniques to enhance creativity may be useful to the group (see earlier chapter on “Enhancing Creativity”). 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, group members must 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.

Two people stand by a whiteboard with diagrams on it

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 non-government 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?” Conflict may 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 (see earlier chapter on “Decision-Making in Groups”). 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.

Tools for Evaluating

I have found that one of the most effective way is a pros and cons analysis.  For this tool you will write out pros in one column and cons in the second.  Then you will go through each solution listing every pro and every con.  All group members need to be a part of this.  This is also an incredibly easy method if you are meeting virtually.  You can use virtual platforms like padlet, googledocs, etc… to generate your list a-synchronously.

Step 5: Implement and Assess the Solution

A traffic light is lit up at night

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 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.

Six Thinking Hats Method

Edward de Bono developed the Six Thinking Hats method of thinking in the late 1980s, and it has since become a regular feature in problem-solving and 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 neutrally processes that information.
  • Red hat. Emotional—uses intuition, gut reactions, and feelings to judge information and suggestions.
  • Black hat. Critical—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. Process—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” 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 problem-solving 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?

Review & Reflection Questions

  • What are the three common components of a problem? Based on these, what problems have you encountered in your group?
  • What are the five steps of the reflective thinking process?
  • What challenges might you face during the process and what strategies could you use to address those challenges?
  • Adams, K., & Galanes, G. G. (2009). Communicating in groups: Applications and skills (7th ed.). McGraw-Hill.
  • Bormann, E. G., & Nancy C. Bormann, N. C. (1988). Effective small group communication ( 4th ed). Burgess CA.
  • de Bono, E. (1985). Six thinking hats. Little Brown.

Authors & Attribution

The chapter is adapted from “ Problem Solving and Decision Making in Groups ” in Communication in the Real World from the University of Minnesota. The book was adapted from a work produced and distributed under a Creative Commons license (CC BY-NC-SA) by a publisher who has requested that they and the original author not receive attribution. This work is made available under the terms of a Creative Commons Attribution-NonCommercial-ShareAlike license .

involves thoughts, discussions, actions, and decisions that occur from the first consideration of a problematic situation to the goal

a five step process to aid in group problem solving involving (1) defining the problem, (2) analyzing the problem, (3) generating possible solutions, (4) evaluating solutions, and (5) implementing and assessing the solution

a method of problem-solving developed by Edward de Bono that aims 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

Working in Small Groups Copyright © 2020 by Jasmine R. Linabary, Ph.D. is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Share This Book

Four steps to improved problem solving

Professor of the Practice in Leadership Ed Barrows discusses a four-step plan designed for leaders to address and solve complex organizational problems.

human head with a magifying glass and question mark in the middle

Every organization has problems. What I mean when I say problem, however, isn’t what the term usually conjures up — an undesirable, even unsavory situation that is highly bothersome to the affected. We all have those to be sure. This type of problem, more plainly, is a variance between the current state and the desired state.

Using this definition, we find many occasions where we’re not performing to the desired level; that’s where the need for a good problem-solving process comes in. It’s an approach to determining what’s causing the variance and identifying the steps needed to remedy it. It’s important to be both thoughtful and deliberate about the steps you take.

When addressing a problem head-on, following a simple, four-step process will help you improve the likelihood of reaching a favorable outcome significantly.

The first step is to define the problem by thinking about it in the clearest terms possible. When asked, 85% of executives admit that their companies are poor at problem diagnosis. It’s hard to properly diagnose, let alone solve, a problem that is poorly defined. The best way to ensure that the issue you’re addressing is the right one is to define it in a manner that paves the way for effective analysis.

To do this, consider different viewpoints. Use a team, bring in outside experts and think through different ways to formulate the problem together. This practice is called problem reframing.

This alone helps us offset plunging-in-bias — the act of beginning to solve an issue before truly understanding it — which is a challenge that many managers face.

2. Decompose

Once a problem is well-defined, it’s tempting to jump right into ‘solution mode’ and begin brainstorming ways to address the challenge. Resist this temptation!

Oftentimes, the solution to a problem isn’t as obvious as it first seems. The problem needs to be broken down — or decomposed, as we say — into potential causes. Utilizing a logic tree or issue tree allows you to explore various hypotheses to begin thinking through the potential drivers of a problem. This is aligned with a management approach called Evidence-Based Management, which gets us to think through a mutually exclusive, collectively exhaustive set of potential causes for the challenge we're facing. Using an approach that encourages structured thinking like this is a surefire way to improve your odds of success.

infographic of logic tree

With the potential causes of the problem now identified, you can begin investigating the source(s) of the issue in earnest. This involves working as a team to collect data around each point that you have outlined. In examining each potential cause, you can make progress toward determining the root of the performance gap.

A very effective technique for this is the Five Whys. Ask the question ‘why,’ continually, until you get down to the point that it can’t be answered anymore. Typically, this takes about five rounds of questioning before you end up at what will likely be the root cause. After this, you can identify potential solutions.

A potential solution is just that—a potential solution. You’ll need to implement the intervention you’ve developed and then check to see if it actually solved the problem. There’s a chance it only addressed part of the performance shortfall. If it wasn’t a root cause after all, it might not have solved any of it. The reason you act and then recheck is to determine the degree to which improvement has been made and decide what you might do next.

Problem solving is something managers engage in every day. Big problems are persistent in organizational life, and the people who solve them are in a great position to add additional value to their organizations. Unfortunately, managers often rely more on experience and intuition than structured thinking. No doubt, ‘gut feel’ can help in addressing challenges. It’s structured thinking, however, that will yield the most benefit, especially when the problems you face are complex.

Watch the recorded webinar:

group problem solving process

Empower Your Leadership Journey

Professional education programs at Brown provide an opportunity to refine your leadership skills, offering tailored strategies and insights to empower your professional growth and success in today's competitive landscape.

Related Stories:

Let's talk core leadership skills, four steps to thinking more strategically, leading the way in leadership education with ed barrows.

IMAGES

  1. What Is Problem-Solving? Steps, Processes, Exercises to do it Right

    group problem solving process

  2. Group Problem Solving

    group problem solving process

  3. 5 step problem solving method

    group problem solving process

  4. Problem Solving Group

    group problem solving process

  5. 7 Steps to Improve Your Problem Solving Skills

    group problem solving process

  6. 5 Steps of Group Problem Solving Process

    group problem solving process

VIDEO

  1. CTL Teaching Methods

  2. Group Problem Solving for ECED 395

  3. Relational Operations Aggregate Functions and Grouping

  4. Using the Problem Solving Model for your PSA (Optional)

  5. Problem-solving Process that focuses on Confronting and Resolving the Conflict (INPM5112

  6. problem problem problem

COMMENTS

  1. 14.3 Problem Solving and Decision Making in Groups

    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.

  2. Engaging in Group Problem-Solving

    Group Problem-Solving Process. There are several variations of similar problem-solving models based on 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 you learned regarding the general and specific elements of problems. ...

  3. Group Problem Solving Process

    Group problem solving is the process of bringing together stakeholders who through their analytical decision making abilities can influence the outcome of the problem. The use of groups in problem solving is encouraged as groups tend to evaluate diverse solutions and action plans. The core objectives of the group are identifying the problem and ...

  4. What Is Group Problem-Solving? (With Benefits and Tips)

    To solve problems in a group, consider following these six steps: 1. Identify the problem. First, explore the different facets of the problem your group is trying to solve. Many group problem-solving sessions begin with an interactive activity, where each group member describes the problem and its effects on their work.

  5. 7 Strategies for Better Group Decision-Making

    Bring a diverse group together. Appoint a devil's advocate. Collect opinions independently. Provide a safe space to speak up. Don't over-rely on experts. And share collective responsibility ...

  6. 8.5: Problem Solving and Decision-Making in Groups

    In this section, we will discuss the group problem-solving process, methods of decision making, and influences on these processes. Figure 8.5.1 8.5. 1: Group problem solving can be a confusing puzzle unless it is approached systematically. Muness Castle - Problem Solving - CC BY-SA 2.0.

  7. 5.3 Problem Solving and Decision Making in Groups

    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.

  8. Groups and Problem-Solving

    The problem-solving group members already have certain information on hand. They know that customer retention is one contributing factor. ... the group problem-solving pattern serves as a useful guide through the problem-solving process. Key Takeaway. Group problem-solving can be an orderly process when it is broken down into seven specific stages.

  9. 19.3 Group Problem Solving

    This seven-step process (Adler, R., 1996) has produced positive results and serves as a handy organizational structure. If you are member of a group that needs to solve a problem and don't know where to start, consider these seven simple steps: Define the problem. Analyze the problem. Establish criteria.

  10. Problem-Solving and Decision-Making in Groups: Group Problem-Solving

    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.

  11. Group Problem Solving

    This seven-step process (Adler, 1996) has produced positive results and serves as a handy organizational structure. If you are member of a group that needs to solve a problem and don't know where to start, consider the seven simple steps illustrated in Figure 11.2 below: Figure 11.2. Problem-solving process. Define the Problem

  12. 35 problem-solving techniques and methods for solving complex problems

    Every effective problem solving process begins with an agenda. A well-structured workshop is one of the best methods for successfully guiding a group from exploring a problem to implementing a solution. ... Everyone joins the problem-solving group they've signed up to, record the discussion and if appropriate, findings can then be shared with ...

  13. 5-Step Group Problem-Solving Process

    The 5-Step Group Problem-Solving Process. Once you have a diverse team established, the 5-step group problem-solving process works really well. The key to success, though, is to make sure you go through each step in the process. If you skip any step, the process quickly falls apart. Step #1: Identify the Specific Problem and Create a One ...

  14. Leadership, Roles, and Problem Solving in Groups

    Group Problem-Solving Process. There are several variations of similar problem-solving models based on scholar John Dewey's reflective thinking process (Bormann & Bormann, 1988). As you read the steps in the process, think about how you can apply what we learned regarding the general and specific elements of problems.

  15. Team Building Exercises

    Ask each group to compare their individual rankings with their collective ones, and consider why any scores differ. ... This game encourages participants to think about the problem-solving process. It builds skills such as creativity, negotiation and decision making, as well as communication and time management. After the activity, teams should ...

  16. 5 Steps of Group Problem Solving Process

    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. 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.

  17. Why Groups Struggle to Solve Problems Together

    Summary. There are five stages of problem solving: defining the problem, generating solutions, evaluating solutions, picking a solution, and making a plan. When we solve problems on our own, we ...

  18. Group Problem Solving

    If it is a long process, have the groups submit progress reports. Final group solutions may be submitted to the instructor or the class for peer review and comments. In some cases, students may test out their solution and report on the results as a stage 2 process to the group problem solving activity. Assess both individual and group performance.

  19. Group Problem Solving

    75. 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 ...

  20. Problem-Solving and Decision-Making in Groups: Group Problem-Solving

    Group members may also want to begin setting 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 ...

  21. The Problem-Solving Process

    Problem-solving is an important part of planning and decision-making. The process has much in common with the decision-making process, and in the case of complex decisions, can form part of the process itself. We face and solve problems every day, in a variety of guises and of differing complexity.

  22. 14 Brain-Boosting Problem Solving Group Activities For Teams

    Jeopardy. Problem-solving activities such as Virtual Team Challenges offer a great way for teams to come together, collaborate, and develop creative solutions to complex problems. 2. Problem-Solving Templates. Problem-Solving Templates are popular problem-solving activities that involve a group of people working together to solve an issue.

  23. Engaging in Group Problem-Solving

    Group Problem-Solving Process. There are several variations of similar problem-solving models based on 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 you learned regarding the general and specific elements of problems. ...

  24. Four steps to improved problem solving

    Professor of the Practice in Leadership Ed Barrows discusses a four-step plan designed for leaders to address and solve complex organizational problems.

  25. Conflict Resolution Strategies in Nursing

    This approach, committed to solving the problem by objectively evaluating differing views, can lead to creativity and new ideas. Compromise. This bargaining strategy recognizes the importance of resolving the relationship and can provide a temporary solution. Avoidance. In situations fueled by intense anger, avoiding conflict also provides a ...

  26. Leia Darla Davies on Instagram: "What gives you this calmness and

    20 likes, 14 comments - leia_loves_paint on March 13, 2024: "What gives you this calmness and clarity? The painting shift begins for me at about 22:00 at ni..."