Top 15 Problem-Solving Activities for Your Team to Master
Some people see problems as roadblocks, others see them as opportunities! Problem-solving activities are a great way to get to know how members of your team work, both individually and together. It’s important to teach your team strategies to help them quickly overcome obstacles in the way of achieving project goals.
The importance of problem-solving skills in today’s workplace
According to a 2019 report by McKinsey , soft skills are increasingly important in today's world — and problem-solving is the top area in which skills are lacking. A company or team’s success weighs heavily on the willingness of managers to help employees improve their problem-solving abilities. Team building activities targeting focus areas like communication and collaboration, adaptability, or strengthening decision-making techniques help.
All problem-solving processes start with identifying the problem. Next, the team must assess potential courses of action and choose the best way to tackle the problem. This requires a deep understanding of your team and its core strengths. A problem-solving exercise or game helps identify those strengths and builds problem-solving skills and strategies while having fun with your team.
Problem-solving games aren't for just any team. Participants must have an open mind and accept all ideas and solutions . They must also have an Agile mindset and embrace different structures, planning , and processes. Problems usually arise when we least expect them, so there's no better way to prepare than to encourage agility and flexibility.
Another aspect to keep in mind when engaging in problem-solving games and activities: There are no winners or losers. Sure, some games might end with a single winner, but the true goal of these exercises is to learn how to work together as a team to develop an Agile mindset . The winning team of each game should share their strategies and thought processes at the end of the exercise to help everyone learn.
Here’s a list of fun problem-solving activity examples to try with your team. From blindfolds to raw eggs, these problem-solving, team-building activities will have your team solving problems faster than Scooby and the gang.
Classic team-building, problem-solving activities
1. a shrinking vessel.
Helps with: Adaptability
Why adaptability is important for problem-solving: Adaptability is highly associated with cognitive diversity, which helps teams solve problems faster , according to the Harvard Business Review. Innovation and disruption are happening faster than ever before . People, teams, and organizations that can adapt will come out on top.
What you’ll need:
- A rope or string
Instructions:
1. Using the rope, make a shape on the floor everyone can fit into.
2. Slowly shrink the space over 10-15 minutes.
3. Work together to figure out how to keep everyone within the shrinking boundaries.
2. Marshmallow Spaghetti Tower
Helps with: Collaboration
Why collaboration is important for problem-solving: “Collectively, we can be more insightful, more intelligent than we can possibly be individually,” writes Peter Senge in The Fifth Discipline . We can solve problems better as a team than we can alone, which means developing your team’s collaboration skills will lead to better problem-solving outcomes.
What you’ll need (per team):
- 20 sticks of uncooked spaghetti
- 1 roll of masking tape
- 1 yard of string
- 1 marshmallow
1. The goal of this exercise is to see which team can use the materials provided to build the tallest tower within an allotted time period. The tower must be able to stand on its own.
2. To make this exercise more challenging, try adding a marshmallow to the top of the tower. This team problem-solving exercise helps people think on their toes while building camaraderie and leadership.
3. Egg Drop
Helps with: Collaboration, decision-making
Why decision-making is important for problem-solving: Making decisions isn’t easy , but indecision leads to team paralysis, stagnant thinking, and unsolved problems. Decision-making activities help your team practice making quick, effective choices. Train your team’s decision-making muscles and they will become more adept at problem-solving.
- A carton of eggs
- Basic construction materials such as newspapers, straws, tape, plastic wrap, balloons, rubber bands, popsicle sticks, etc., tarp, or drop cloth
- A parking lot, or some other place you don’t mind getting messy!
1. Each team gets an egg and must select from the construction materials.
2. Give everyone 20-30 minutes to construct a carrier for the egg and protect it from breaking.
3. Drop each egg carrier off a ledge (i.e. over a balcony) and see whose carrier protects the egg from breaking.
4. If multiple eggs survive, keep increasing the height until only one egg is left.
4. Stranded
Helps with: Communication, decision-making
Why communication is important for problem-solving: More employees work remotely than ever before. Good communication skills are vital to solving problems across virtual teams . Working on communication skills while your team is together will help them solve problems more effectively when they’re apart.
Here's the setting: Your team has been stranded in the office. The doors are locked, and knocking down the doors or breaking the windows is not an option. Give your team 30 minutes to decide on ten items in the office they need for survival and rank them in order of importance. The goal of the game is to have everyone agree on the ten items and their rankings in 30 minutes.
Creative problem-solving activities
Helps with: Communication
What you'll need:
1. Divide everyone into small teams of two or more.
2. Select an overseer who isn't on a team to build a random structure using Lego building blocks within ten minutes.
3. The other teams must replicate the structure exactly (including size and color) within 15 minutes. However, only one member from each group may look at the original structure. They must figure out how to communicate the size, color, and shape of the original structure to their team.
4. If this is too easy, add a rule that the member who can see the original structure can't touch the new structure.
- A lockable room
- 5-10 puzzles or clues (depending on how much time you want to spend on the game)
1. The goal of this exercise is to solve the clues, find the key, and escape a locked room within the time allotted.
2. Hide the key and a list of clues around the room.
3. Gather the team into the empty room and "lock" the door.
4. Give them 30 minutes to an hour to find the key using the clues hidden around the room.
7. Frostbite
Helps with: Decision-making, adaptability
- A blindfold
- 1 packet of construction materials (such as card stock, toothpicks, rubber bands, and sticky notes) for each team
- An electric fan
Instructions: Your employees are Arctic explorers adventuring across an icy tundra! Separate them into teams of four or five and have them select a leader to guide their exploration. Each team must build a shelter from the materials provided before the storm hits in 30 minutes. However, both the team leader’s hands have frostbite, so they can’t physically help construct the shelter, and the rest of the team has snow blindness and is unable to see. When the 30 minutes is up, turn on the fan and see which shelter can withstand the high winds of the storm.
8. Minefield
- An empty room or hallway
- A collection of common office items
1. Place the items (boxes, chairs, water bottles, bags, etc.) around the room so there's no clear path from one end of the room to the other.
2. Divide your team into pairs and blindfold one person on the team.
3. The other must verbally guide that person from one end of the room to the other, avoiding the "mines."
4. The partner who is not blindfolded can't touch the other.
5. If you want to make the activity more challenging, have all the pairs go simultaneously so teams must find ways to strategically communicate with each other.
9. Blind Formations
1. Have the group put on blindfolds and form a large circle.
2. Tie two ends of a rope together and lay it in a circle in the middle of the group, close enough so each person can reach down and touch it.
3. Instruct the group to communicate to create a shape with the rope — a square, triangle, rectangle, etc.
4. If you have a very large group, divide them into teams and provide a rope for each team. Let them compete to see who forms a particular shape quickest.
Quick and easy problem-solving activities
10. line up blind.
1. Blindfold everyone and whisper a number to each person, beginning with one.
2. Tell them to line up in numerical order without talking.
3. Instead of giving them a number, you could also have them line up numerically by height, age, birthday, etc.
11. Reverse Pyramid
Helps with: Adaptability, collaboration
1. Have everyone stand in a pyramid shape, horizontally.
2. Ask them to flip the base and the apex of the pyramid moving only three people.
3. This quick exercise works best when smaller groups compete to see who can reverse the pyramid the fastest.
12. Move It!
- Chalk, rope, tape, or paper (something to mark a space)
1. Divide your group into two teams and line them up front to back, facing each other.
2. Using the chalk, tape, rope, or paper (depending on the playing surface), mark a square space for each person to stand on. Leave one extra empty space between the two facing rows.
3. The goal is for the two facing lines of players to switch places.
4. Place these restrictions on movement:
- Only one person may move at a time.
- A person may not move around anyone facing the same direction.
- No one may not move backward.
- A person may not move around more than one person on the other team at a time.
13. Human Knot
1. Have everyone stand in a circle, and ask each person to hold hands with two people who aren’t directly next to them.
2. When everyone is tangled together, ask them to untangle the knot and form a perfect circle — without letting go of anyone's hand.
Our last two problem-solving activities work best when dealing with an actual problem:
14. Dumbest Idea First
Helps with: Instant problem-solving
1. "Dumb" ideas are sometimes the best ideas. Ask everyone to think of the absolute dumbest possible solution to the problem at hand.
2. After you have a long list, look through it and see which ones might not be as dumb as you think.
3. Brainstorm your solutions in Wrike. It's free and everyone can start collaborating instantly!
15. What Would X Do
1. Have everyone pretend they're someone famous.
2. Each person must approach the problem as if they were their chosen famous person. What options would they consider? How would they handle it?
3. This allows everyone to consider solutions they might not have thought of originally.
Looking for more team-building and virtual meeting games ? Check out these virtual icebreaker games or our Ultimate Guide to Team Building Activities that Don't Suck.
Additional resources on problem-solving activities
- Problem-Solving Model : Looking for a model to provide a problem-solving structure? This detailed guide gives you the tools to quickly solve any problem.
- The Simplex Process: Popularized by Min Basadur's book, The Power of Innovation , the Simplex Process provides training and techniques for each problem-solving stage. It helps frame problem-solving as a continuous cycle, rather than a “one and done” process.
- Fun Problem-Solving Activities and Games : Looking for more ideas? Check out this list of interesting and creative problem-solving activities for adults and kids!
- The Secret to Better Problem-Solving: This article provides tips, use cases, and fresh examples to help you become a whiz at solving the toughest problems.
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14.3 Problem Solving and Decision Making in Groups
Learning objectives.
- Discuss the common components and characteristics of problems.
- Explain the five steps of the group problem-solving process.
- Describe the brainstorming and discussion that should take place before the group makes a decision.
- Compare and contrast the different decision-making techniques.
- Discuss the various influences on decision making.
Although the steps of problem solving and decision making that we will discuss next may seem obvious, we often don’t think to or choose not to use them. Instead, we start working on a problem and later realize we are lost and have to backtrack. I’m sure we’ve all reached a point in a project or task and had the “OK, now what?” moment. I’ve recently taken up some carpentry projects as a functional hobby, and I have developed a great respect for the importance of advanced planning. It’s frustrating to get to a crucial point in building or fixing something only to realize that you have to unscrew a support board that you already screwed in, have to drive back to the hardware store to get something that you didn’t think to get earlier, or have to completely start over. In this section, we will discuss the group problem-solving process, methods of decision making, and influences on these processes.
Group Problem Solving
The problem-solving process involves thoughts, discussions, actions, and decisions that occur from the first consideration of a problematic situation to the goal. The problems that groups face are varied, but some common problems include budgeting funds, raising funds, planning events, addressing customer or citizen complaints, creating or adapting products or services to fit needs, supporting members, and raising awareness about issues or causes.
Problems of all sorts have three common components (Adams & Galanes, 2009):
- An undesirable situation. When conditions are desirable, there isn’t a problem.
- A desired situation. Even though it may only be a vague idea, there is a drive to better the undesirable situation. The vague idea may develop into a more precise goal that can be achieved, although solutions are not yet generated.
- Obstacles between undesirable and desirable situation. These are things that stand in the way between the current situation and the group’s goal of addressing it. This component of a problem requires the most work, and it is the part where decision making occurs. Some examples of obstacles include limited funding, resources, personnel, time, or information. Obstacles can also take the form of people who are working against the group, including people resistant to change or people who disagree.
Discussion of these three elements of a problem helps the group tailor its problem-solving process, as each problem will vary. While these three general elements are present in each problem, the group should also address specific characteristics of the problem. Five common and important characteristics to consider are task difficulty, number of possible solutions, group member interest in problem, group member familiarity with problem, and the need for solution acceptance (Adams & Galanes, 2009).
- Task difficulty. Difficult tasks are also typically more complex. Groups should be prepared to spend time researching and discussing a difficult and complex task in order to develop a shared foundational knowledge. This typically requires individual work outside of the group and frequent group meetings to share information.
- Number of possible solutions. There are usually multiple ways to solve a problem or complete a task, but some problems have more potential solutions than others. Figuring out how to prepare a beach house for an approaching hurricane is fairly complex and difficult, but there are still a limited number of things to do—for example, taping and boarding up windows; turning off water, electricity, and gas; trimming trees; and securing loose outside objects. Other problems may be more creatively based. For example, designing a new restaurant may entail using some standard solutions but could also entail many different types of innovation with layout and design.
- Group member interest in problem. When group members are interested in the problem, they will be more engaged with the problem-solving process and invested in finding a quality solution. Groups with high interest in and knowledge about the problem may want more freedom to develop and implement solutions, while groups with low interest may prefer a leader who provides structure and direction.
- Group familiarity with problem. Some groups encounter a problem regularly, while other problems are more unique or unexpected. A family who has lived in hurricane alley for decades probably has a better idea of how to prepare its house for a hurricane than does a family that just recently moved from the Midwest. Many groups that rely on funding have to revisit a budget every year, and in recent years, groups have had to get more creative with budgets as funding has been cut in nearly every sector. When group members aren’t familiar with a problem, they will need to do background research on what similar groups have done and may also need to bring in outside experts.
- Need for solution acceptance. In this step, groups must consider how many people the decision will affect and how much “buy-in” from others the group needs in order for their solution to be successfully implemented. Some small groups have many stakeholders on whom the success of a solution depends. Other groups are answerable only to themselves. When a small group is planning on building a new park in a crowded neighborhood or implementing a new policy in a large business, it can be very difficult to develop solutions that will be accepted by all. In such cases, groups will want to poll those who will be affected by the solution and may want to do a pilot implementation to see how people react. Imposing an excellent solution that doesn’t have buy-in from stakeholders can still lead to failure.
Group problem solving can be a confusing puzzle unless it is approached systematically.
Muness Castle – Problem Solving – CC BY-SA 2.0.
Group Problem-Solving Process
There are several variations of similar problem-solving models based on US American scholar John Dewey’s reflective thinking process (Bormann & Bormann, 1988). As you read through the steps in the process, think about how you can apply what we learned regarding the general and specific elements of problems. Some of the following steps are straightforward, and they are things we would logically do when faced with a problem. However, taking a deliberate and systematic approach to problem solving has been shown to benefit group functioning and performance. A deliberate approach is especially beneficial for groups that do not have an established history of working together and will only be able to meet occasionally. Although a group should attend to each step of the process, group leaders or other group members who facilitate problem solving should be cautious not to dogmatically follow each element of the process or force a group along. Such a lack of flexibility could limit group member input and negatively affect the group’s cohesion and climate.
Step 1: Define the Problem
Define the problem by considering the three elements shared by every problem: the current undesirable situation, the goal or more desirable situation, and obstacles in the way (Adams & Galanes, 2009). At this stage, group members share what they know about the current situation, without proposing solutions or evaluating the information. Here are some good questions to ask during this stage: What is the current difficulty? How did we come to know that the difficulty exists? Who/what is involved? Why is it meaningful/urgent/important? What have the effects been so far? What, if any, elements of the difficulty require clarification? At the end of this stage, the group should be able to compose a single sentence that summarizes the problem called a problem statement . Avoid wording in the problem statement or question that hints at potential solutions. A small group formed to investigate ethical violations of city officials could use the following problem statement: “Our state does not currently have a mechanism for citizens to report suspected ethical violations by city officials.”
Step 2: Analyze the Problem
During this step a group should analyze the problem and the group’s relationship to the problem. Whereas the first step involved exploring the “what” related to the problem, this step focuses on the “why.” At this stage, group members can discuss the potential causes of the difficulty. Group members may also want to begin setting out an agenda or timeline for the group’s problem-solving process, looking forward to the other steps. To fully analyze the problem, the group can discuss the five common problem variables discussed before. Here are two examples of questions that the group formed to address ethics violations might ask: Why doesn’t our city have an ethics reporting mechanism? Do cities of similar size have such a mechanism? Once the problem has been analyzed, the group can pose a problem question that will guide the group as it generates possible solutions. “How can citizens report suspected ethical violations of city officials and how will such reports be processed and addressed?” As you can see, the problem question is more complex than the problem statement, since the group has moved on to more in-depth discussion of the problem during step 2.
Step 3: Generate Possible Solutions
During this step, group members generate possible solutions to the problem. Again, solutions should not be evaluated at this point, only proposed and clarified. The question should be what could we do to address this problem, not what should we do to address it. It is perfectly OK for a group member to question another person’s idea by asking something like “What do you mean?” or “Could you explain your reasoning more?” Discussions at this stage may reveal a need to return to previous steps to better define or more fully analyze a problem. Since many problems are multifaceted, it is necessary for group members to generate solutions for each part of the problem separately, making sure to have multiple solutions for each part. Stopping the solution-generating process prematurely can lead to groupthink. For the problem question previously posed, the group would need to generate solutions for all three parts of the problem included in the question. Possible solutions for the first part of the problem (How can citizens report ethical violations?) may include “online reporting system, e-mail, in-person, anonymously, on-the-record,” and so on. Possible solutions for the second part of the problem (How will reports be processed?) may include “daily by a newly appointed ethics officer, weekly by a nonpartisan nongovernment employee,” and so on. Possible solutions for the third part of the problem (How will reports be addressed?) may include “by a newly appointed ethics commission, by the accused’s supervisor, by the city manager,” and so on.
Step 4: Evaluate Solutions
During this step, solutions can be critically evaluated based on their credibility, completeness, and worth. Once the potential solutions have been narrowed based on more obvious differences in relevance and/or merit, the group should analyze each solution based on its potential effects—especially negative effects. Groups that are required to report the rationale for their decision or whose decisions may be subject to public scrutiny would be wise to make a set list of criteria for evaluating each solution. Additionally, solutions can be evaluated based on how well they fit with the group’s charge and the abilities of the group. To do this, group members may ask, “Does this solution live up to the original purpose or mission of the group?” and “Can the solution actually be implemented with our current resources and connections?” and “How will this solution be supported, funded, enforced, and assessed?” Secondary tensions and substantive conflict, two concepts discussed earlier, emerge during this step of problem solving, and group members will need to employ effective critical thinking and listening skills.
Decision making is part of the larger process of problem solving and it plays a prominent role in this step. While there are several fairly similar models for problem solving, there are many varied decision-making techniques that groups can use. For example, to narrow the list of proposed solutions, group members may decide by majority vote, by weighing the pros and cons, or by discussing them until a consensus is reached. There are also more complex decision-making models like the “six hats method,” which we will discuss later. Once the final decision is reached, the group leader or facilitator should confirm that the group is in agreement. It may be beneficial to let the group break for a while or even to delay the final decision until a later meeting to allow people time to evaluate it outside of the group context.
Step 5: Implement and Assess the Solution
Implementing the solution requires some advanced planning, and it should not be rushed unless the group is operating under strict time restraints or delay may lead to some kind of harm. Although some solutions can be implemented immediately, others may take days, months, or years. As was noted earlier, it may be beneficial for groups to poll those who will be affected by the solution as to their opinion of it or even to do a pilot test to observe the effectiveness of the solution and how people react to it. Before implementation, groups should also determine how and when they would assess the effectiveness of the solution by asking, “How will we know if the solution is working or not?” Since solution assessment will vary based on whether or not the group is disbanded, groups should also consider the following questions: If the group disbands after implementation, who will be responsible for assessing the solution? If the solution fails, will the same group reconvene or will a new group be formed?
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.
Jocko Benoit – Prodigal Light – CC BY-NC-ND 2.0.
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 includes expectations for meeting attendance to increase group members’ commitment.
Group presentations require members to navigate many logistics of their presentation. While it may be easier for a group to assign each member to create a five-minute segment and then transition from one person to the next, this is definitely not the most engaging method. Creating a master presentation and then assigning individual speakers creates a more fluid and dynamic presentation and allows everyone to become familiar with the content, which can help if a person doesn’t show up to present and during the question-and-answer section. Once the content of the presentation is complete, figure out introductions, transitions, visual aids, and the use of time and space (Stanton, 2012). In terms of introductions, figure out if one person will introduce all the speakers at the beginning, if speakers will introduce themselves at the beginning, or if introductions will occur as the presentation progresses. In terms of transitions, make sure each person has included in his or her speaking notes when presentation duties switch from one person to the next. Visual aids have the potential to cause hiccups in a group presentation if they aren’t fluidly integrated. Practicing with visual aids and having one person control them may help prevent this. Know how long your presentation is and know how you’re going to use the space. Presenters should know how long the whole presentation should be and how long each of their segments should be so that everyone can share the responsibility of keeping time. Also consider the size and layout of the presentation space. You don’t want presenters huddled in a corner until it’s their turn to speak or trapped behind furniture when their turn comes around.
- Of the three main problems facing group presenters, which do you think is the most challenging and why?
- Why do you think people tasked with a group presentation (especially students) prefer to divide the parts up and have members work on them independently before coming back together and integrating each part? What problems emerge from this method? In what ways might developing a master presentation and then assigning parts to different speakers be better than the more divided method? What are the drawbacks to the master presentation method?
Decision Making in Groups
We all engage in personal decision making daily, and we all know that some decisions are more difficult than others. When we make decisions in groups, we face some challenges that we do not face in our personal decision making, but we also stand to benefit from some advantages of group decision making (Napier & Gershenfeld, 2004). Group decision making can appear fair and democratic but really only be a gesture that covers up the fact that certain group members or the group leader have already decided. Group decision making also takes more time than individual decisions and can be burdensome if some group members do not do their assigned work, divert the group with self-centered or unproductive role behaviors, or miss meetings. Conversely, though, group decisions are often more informed, since all group members develop a shared understanding of a problem through discussion and debate. The shared understanding may also be more complex and deep than what an individual would develop, because the group members are exposed to a variety of viewpoints that can broaden their own perspectives. Group decisions also benefit from synergy, one of the key advantages of group communication that we discussed earlier. Most groups do not use a specific method of decision making, perhaps thinking that they’ll work things out as they go. This can lead to unequal participation, social loafing, premature decisions, prolonged discussion, and a host of other negative consequences. So in this section we will learn some practices that will prepare us for good decision making and some specific techniques we can use to help us reach a final decision.
Brainstorming before Decision Making
Before groups can make a decision, they need to generate possible solutions to their problem. The most commonly used method is brainstorming, although most people don’t follow the recommended steps of brainstorming. As you’ll recall, brainstorming refers to the quick generation of ideas free of evaluation. The originator of the term brainstorming said the following four rules must be followed for the technique to be effective (Osborn, 1959):
- Evaluation of ideas is forbidden.
- Wild and crazy ideas are encouraged.
- Quantity of ideas, not quality, is the goal.
- New combinations of ideas presented are encouraged.
To make brainstorming more of a decision-making method rather than an idea-generating method, group communication scholars have suggested additional steps that precede and follow brainstorming (Cragan & Wright, 1991).
- Do a warm-up brainstorming session. Some people are more apprehensive about publicly communicating their ideas than others are, and a warm-up session can help ease apprehension and prime group members for task-related idea generation. The warm-up can be initiated by anyone in the group and should only go on for a few minutes. To get things started, a person could ask, “If our group formed a band, what would we be called?” or “What other purposes could a mailbox serve?” In the previous examples, the first warm up gets the group’s more abstract creative juices flowing, while the second focuses more on practical and concrete ideas.
- Do the actual brainstorming session. This session shouldn’t last more than thirty minutes and should follow the four rules of brainstorming mentioned previously. To ensure that the fourth rule is realized, the facilitator could encourage people to piggyback off each other’s ideas.
- Eliminate duplicate ideas. After the brainstorming session is over, group members can eliminate (without evaluating) ideas that are the same or very similar.
- Clarify, organize, and evaluate ideas. Before evaluation, see if any ideas need clarification. Then try to theme or group ideas together in some orderly fashion. Since “wild and crazy” ideas are encouraged, some suggestions may need clarification. If it becomes clear that there isn’t really a foundation to an idea and that it is too vague or abstract and can’t be clarified, it may be eliminated. As a caution though, it may be wise to not throw out off-the-wall ideas that are hard to categorize and to instead put them in a miscellaneous or “wild and crazy” category.
Discussion before Decision Making
The nominal group technique guides decision making through a four-step process that includes idea generation and evaluation and seeks to elicit equal contributions from all group members (Delbecq & Ven de Ven, 1971). This method is useful because the procedure involves all group members systematically, which fixes the problem of uneven participation during discussions. Since everyone contributes to the discussion, this method can also help reduce instances of social loafing. To use the nominal group technique, do the following:
- Silently and individually list ideas.
- Create a master list of ideas.
- Clarify ideas as needed.
- Take a secret vote to rank group members’ acceptance of ideas.
During the first step, have group members work quietly, in the same space, to write down every idea they have to address the task or problem they face. This shouldn’t take more than twenty minutes. Whoever is facilitating the discussion should remind group members to use brainstorming techniques, which means they shouldn’t evaluate ideas as they are generated. Ask group members to remain silent once they’ve finished their list so they do not distract others.
During the second step, the facilitator goes around the group in a consistent order asking each person to share one idea at a time. As the idea is shared, the facilitator records it on a master list that everyone can see. Keep track of how many times each idea comes up, as that could be an idea that warrants more discussion. Continue this process until all the ideas have been shared. As a note to facilitators, some group members may begin to edit their list or self-censor when asked to provide one of their ideas. To limit a person’s apprehension with sharing his or her ideas and to ensure that each idea is shared, I have asked group members to exchange lists with someone else so they can share ideas from the list they receive without fear of being personally judged.
During step three, the facilitator should note that group members can now ask for clarification on ideas on the master list. Do not let this discussion stray into evaluation of ideas. To help avoid an unnecessarily long discussion, it may be useful to go from one person to the next to ask which ideas need clarifying and then go to the originator(s) of the idea in question for clarification.
During the fourth step, members use a voting ballot to rank the acceptability of the ideas on the master list. If the list is long, you may ask group members to rank only their top five or so choices. The facilitator then takes up the secret ballots and reviews them in a random order, noting the rankings of each idea. Ideally, the highest ranked idea can then be discussed and decided on. The nominal group technique does not carry a group all the way through to the point of decision; rather, it sets the group up for a roundtable discussion or use of some other method to evaluate the merits of the top ideas.
Specific Decision-Making Techniques
Some decision-making techniques involve determining a course of action based on the level of agreement among the group members. These methods include majority, expert, authority, and consensus rule. Table 14.1 “Pros and Cons of Agreement-Based Decision-Making Techniques” reviews the pros and cons of each of these methods.
Majority rule is a simple method of decision making based on voting. In most cases a majority is considered half plus one.
Becky McCray – Voting – CC BY-NC-ND 2.0.
Majority rule is a commonly used decision-making technique in which a majority (one-half plus one) must agree before a decision is made. A show-of-hands vote, a paper ballot, or an electronic voting system can determine the majority choice. Many decision-making bodies, including the US House of Representatives, Senate, and Supreme Court, use majority rule to make decisions, which shows that it is often associated with democratic decision making, since each person gets one vote and each vote counts equally. Of course, other individuals and mediated messages can influence a person’s vote, but since the voting power is spread out over all group members, it is not easy for one person or party to take control of the decision-making process. In some cases—for example, to override a presidential veto or to amend the constitution—a super majority of two-thirds may be required to make a decision.
Minority rule is a decision-making technique in which a designated authority or expert has final say over a decision and may or may not consider the input of other group members. When a designated expert makes a decision by minority rule, there may be buy-in from others in the group, especially if the members of the group didn’t have relevant knowledge or expertise. When a designated authority makes decisions, buy-in will vary based on group members’ level of respect for the authority. For example, decisions made by an elected authority may be more accepted by those who elected him or her than by those who didn’t. As with majority rule, this technique can be time saving. Unlike majority rule, one person or party can have control over the decision-making process. This type of decision making is more similar to that used by monarchs and dictators. An obvious negative consequence of this method is that the needs or wants of one person can override the needs and wants of the majority. A minority deciding for the majority has led to negative consequences throughout history. The white Afrikaner minority that ruled South Africa for decades instituted apartheid, which was a system of racial segregation that disenfranchised and oppressed the majority population. The quality of the decision and its fairness really depends on the designated expert or authority.
Consensus rule is a decision-making technique in which all members of the group must agree on the same decision. On rare occasions, a decision may be ideal for all group members, which can lead to unanimous agreement without further debate and discussion. Although this can be positive, be cautious that this isn’t a sign of groupthink. More typically, consensus is reached only after lengthy discussion. On the plus side, consensus often leads to high-quality decisions due to the time and effort it takes to get everyone in agreement. Group members are also more likely to be committed to the decision because of their investment in reaching it. On the negative side, the ultimate decision is often one that all group members can live with but not one that’s ideal for all members. Additionally, the process of arriving at consensus also includes conflict, as people debate ideas and negotiate the interpersonal tensions that may result.
Table 14.1 Pros and Cons of Agreement-Based Decision-Making Techniques
“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—focuses on potential risks, points out possibilities for failure, and evaluates information cautiously and defensively.
- Yellow hat. Positive—is optimistic about suggestions and future outcomes, gives constructive and positive feedback, points out benefits and advantages.
- Green hat. Creative—tries to generate new ideas and solutions, thinks “outside the box.”
- Blue hat. Philosophical—uses metacommunication to organize and reflect on the thinking and communication taking place in the group, facilitates who wears what hat and when group members change hats.
Specific sequences or combinations of hats can be used to encourage strategic thinking. For example, the group leader may start off wearing the Blue Hat and suggest that the group start their decision-making process with some “White Hat thinking” in order to process through facts and other available information. During this stage, the group could also process through what other groups have done when faced with a similar problem. Then the leader could begin an evaluation sequence starting with two minutes of “Yellow Hat thinking” to identify potential positive outcomes, then “Black Hat thinking” to allow group members to express reservations about ideas and point out potential problems, then “Red Hat thinking” to get people’s gut reactions to the previous discussion, then “Green Hat thinking” to identify other possible solutions that are more tailored to the group’s situation or completely new approaches. At the end of a sequence, the Blue Hat would want to summarize what was said and begin a new sequence. To successfully use this method, the person wearing the Blue Hat should be familiar with different sequences and plan some of the thinking patterns ahead of time based on the problem and the group members. Each round of thinking should be limited to a certain time frame (two to five minutes) to keep the discussion moving.
- This decision-making method has been praised because it allows group members to “switch gears” in their thinking and allows for role playing, which lets people express ideas more freely. How can this help enhance critical thinking? Which combination of hats do you think would be best for a critical thinking sequence?
- What combinations of hats might be useful if the leader wanted to break the larger group up into pairs and why? For example, what kind of thinking would result from putting Yellow and Red together, Black and White together, or Red and White together, and so on?
- Based on your preferred ways of thinking and your personality, which hat would be the best fit for you? Which would be the most challenging? Why?
Influences on Decision Making
Many factors influence the decision-making process. For example, how might a group’s independence or access to resources affect the decisions they make? What potential advantages and disadvantages come with decisions made by groups that are more or less similar in terms of personality and cultural identities? In this section, we will explore how situational, personality, and cultural influences affect decision making in groups.
Situational Influences on Decision Making
A group’s situational context affects decision making. One key situational element is the degree of freedom that the group has to make its own decisions, secure its own resources, and initiate its own actions. Some groups have to go through multiple approval processes before they can do anything, while others are self-directed, self-governing, and self-sustaining. Another situational influence is uncertainty. In general, groups deal with more uncertainty in decision making than do individuals because of the increased number of variables that comes with adding more people to a situation. Individual group members can’t know what other group members are thinking, whether or not they are doing their work, and how committed they are to the group. So the size of a group is a powerful situational influence, as it adds to uncertainty and complicates communication.
Access to information also influences a group. First, the nature of the group’s task or problem affects its ability to get information. Group members can more easily make decisions about a problem when other groups have similarly experienced it. Even if the problem is complex and serious, the group can learn from other situations and apply what it learns. Second, the group must have access to flows of information. Access to archives, electronic databases, and individuals with relevant experience is necessary to obtain any relevant information about similar problems or to do research on a new or unique problem. In this regard, group members’ formal and information network connections also become important situational influences.
The urgency of a decision can have a major influence on the decision-making process. As a situation becomes more urgent, it requires more specific decision-making methods and types of communication.
Judith E. Bell – Urgent – CC BY-SA 2.0.
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
A long-studied typology of value orientations that affect decision making consists of the following types of decision maker: the economic, the aesthetic, the theoretical, the social, the political, and the religious (Spranger, 1928).
- The economic decision maker makes decisions based on what is practical and useful.
- The aesthetic decision maker makes decisions based on form and harmony, desiring a solution that is elegant and in sync with the surroundings.
- The theoretical decision maker wants to discover the truth through rationality.
- The social decision maker emphasizes the personal impact of a decision and sympathizes with those who may be affected by it.
- The political decision maker is interested in power and influence and views people and/or property as divided into groups that have different value.
- The religious decision maker seeks to identify with a larger purpose, works to unify others under that goal, and commits to a viewpoint, often denying one side and being dedicated to the other.
In the United States, economic, political, and theoretical decision making tend to be more prevalent decision-making orientations, which likely corresponds to the individualistic cultural orientation with its emphasis on competition and efficiency. But situational context, as we discussed before, can also influence our decision making.
Personality affects decision making. For example, “economic” decision makers decide based on what is practical and useful.
One Way Stock – Tough Decisions Ahead – CC BY-ND 2.0.
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
Just like neighborhoods, schools, and countries, small groups vary in terms of their degree of similarity and difference. Demographic changes in the United States and increases in technology that can bring different people together make it more likely that we will be interacting in more and more heterogeneous groups (Allen, 2011). Some small groups are more homogenous, meaning the members are more similar, and some are more heterogeneous, meaning the members are more different. Diversity and difference within groups has advantages and disadvantages. In terms of advantages, research finds that, in general, groups that are culturally heterogeneous have better overall performance than more homogenous groups (Haslett & Ruebush, 1999). Additionally, when group members have time to get to know each other and competently communicate across their differences, the advantages of diversity include better decision making due to different perspectives (Thomas, 1999). Unfortunately, groups often operate under time constraints and other pressures that make the possibility for intercultural dialogue and understanding difficult. The main disadvantage of heterogeneous groups is the possibility for conflict, but given that all groups experience conflict, this isn’t solely due to the presence of diversity. We will now look more specifically at how some of the cultural value orientations we’ve learned about already in this book can play out in groups with international diversity and how domestic diversity in terms of demographics can also influence group decision making.
International Diversity in Group Interactions
Cultural value orientations such as individualism/collectivism, power distance, and high-/low-context communication styles all manifest on a continuum of communication behaviors and can influence group decision making. Group members from individualistic cultures are more likely to value task-oriented, efficient, and direct communication. This could manifest in behaviors such as dividing up tasks into individual projects before collaboration begins and then openly debating ideas during discussion and decision making. Additionally, people from cultures that value individualism are more likely to openly express dissent from a decision, essentially expressing their disagreement with the group. Group members from collectivistic cultures are more likely to value relationships over the task at hand. Because of this, they also tend to value conformity and face-saving (often indirect) communication. This could manifest in behaviors such as establishing norms that include periods of socializing to build relationships before task-oriented communication like negotiations begin or norms that limit public disagreement in favor of more indirect communication that doesn’t challenge the face of other group members or the group’s leader. In a group composed of people from a collectivistic culture, each member would likely play harmonizing roles, looking for signs of conflict and resolving them before they become public.
Power distance can also affect group interactions. Some cultures rank higher on power-distance scales, meaning they value hierarchy, make decisions based on status, and believe that people have a set place in society that is fairly unchangeable. Group members from high-power-distance cultures would likely appreciate a strong designated leader who exhibits a more directive leadership style and prefer groups in which members have clear and assigned roles. In a group that is homogenous in terms of having a high-power-distance orientation, members with higher status would be able to openly provide information, and those with lower status may not provide information unless a higher status member explicitly seeks it from them. Low-power-distance cultures do not place as much value and meaning on status and believe that all group members can participate in decision making. Group members from low-power-distance cultures would likely freely speak their mind during a group meeting and prefer a participative leadership style.
How much meaning is conveyed through the context surrounding verbal communication can also affect group communication. Some cultures have a high-context communication style in which much of the meaning in an interaction is conveyed through context such as nonverbal cues and silence. Group members from high-context cultures may avoid saying something directly, assuming that other group members will understand the intended meaning even if the message is indirect. So if someone disagrees with a proposed course of action, he or she may say, “Let’s discuss this tomorrow,” and mean, “I don’t think we should do this.” Such indirect communication is also a face-saving strategy that is common in collectivistic cultures. Other cultures have a low-context communication style that places more importance on the meaning conveyed through words than through context or nonverbal cues. Group members from low-context cultures often say what they mean and mean what they say. For example, if someone doesn’t like an idea, they might say, “I think we should consider more options. This one doesn’t seem like the best we can do.”
In any of these cases, an individual from one culture operating in a group with people of a different cultural orientation could adapt to the expectations of the host culture, especially if that person possesses a high degree of intercultural communication competence (ICC). Additionally, people with high ICC can also adapt to a group member with a different cultural orientation than the host culture. Even though these cultural orientations connect to values that affect our communication in fairly consistent ways, individuals may exhibit different communication behaviors depending on their own individual communication style and the situation.
Domestic Diversity and Group Communication
While it is becoming more likely that we will interact in small groups with international diversity, we are guaranteed to interact in groups that are diverse in terms of the cultural identities found within a single country or the subcultures found within a larger cultural group.
Gender stereotypes sometimes influence the roles that people play within a group. For example, the stereotype that women are more nurturing than men may lead group members (both male and female) to expect that women will play the role of supporters or harmonizers within the group. Since women have primarily performed secretarial work since the 1900s, it may also be expected that women will play the role of recorder. In both of these cases, stereotypical notions of gender place women in roles that are typically not as valued in group communication. The opposite is true for men. In terms of leadership, despite notable exceptions, research shows that men fill an overwhelmingly disproportionate amount of leadership positions. We are socialized to see certain behaviors by men as indicative of leadership abilities, even though they may not be. For example, men are often perceived to contribute more to a group because they tend to speak first when asked a question or to fill a silence and are perceived to talk more about task-related matters than relationally oriented matters. Both of these tendencies create a perception that men are more engaged with the task. Men are also socialized to be more competitive and self-congratulatory, meaning that their communication may be seen as dedicated and their behaviors seen as powerful, and that when their work isn’t noticed they will be more likely to make it known to the group rather than take silent credit. Even though we know that the relational elements of a group are crucial for success, even in high-performance teams, that work is not as valued in our society as the task-related work.
Despite the fact that some communication patterns and behaviors related to our typical (and stereotypical) gender socialization affect how we interact in and form perceptions of others in groups, the differences in group communication that used to be attributed to gender in early group communication research seem to be diminishing. This is likely due to the changing organizational cultures from which much group work emerges, which have now had more than sixty years to adjust to women in the workplace. It is also due to a more nuanced understanding of gender-based research, which doesn’t take a stereotypical view from the beginning as many of the early male researchers did. Now, instead of biological sex being assumed as a factor that creates inherent communication differences, group communication scholars see that men and women both exhibit a range of behaviors that are more or less feminine or masculine. It is these gendered behaviors, and not a person’s gender, that seem to have more of an influence on perceptions of group communication. Interestingly, group interactions are still masculinist in that male and female group members prefer a more masculine communication style for task leaders and that both males and females in this role are more likely to adapt to a more masculine communication style. Conversely, men who take on social-emotional leadership behaviors adopt a more feminine communication style. In short, it seems that although masculine communication traits are more often associated with high status positions in groups, both men and women adapt to this expectation and are evaluated similarly (Haslett & Ruebush, 1999).
Other demographic categories are also influential in group communication and decision making. In general, group members have an easier time communicating when they are more similar than different in terms of race and age. This ease of communication can make group work more efficient, but the homogeneity may sacrifice some creativity. As we learned earlier, groups that are diverse (e.g., they have members of different races and generations) benefit from the diversity of perspectives in terms of the quality of decision making and creativity of output.
In terms of age, for the first time since industrialization began, it is common to have three generations of people (and sometimes four) working side by side in an organizational setting. Although four generations often worked together in early factories, they were segregated based on their age group, and a hierarchy existed with older workers at the top and younger workers at the bottom. Today, however, generations interact regularly, and it is not uncommon for an older person to have a leader or supervisor who is younger than him or her (Allen, 2011). The current generations in the US workplace and consequently in work-based groups include the following:
- The Silent Generation. Born between 1925 and 1942, currently in their midsixties to mideighties, this is the smallest generation in the workforce right now, as many have retired or left for other reasons. This generation includes people who were born during the Great Depression or the early part of World War II, many of whom later fought in the Korean War (Clarke, 1970).
- The Baby Boomers. Born between 1946 and 1964, currently in their late forties to midsixties, this is the largest generation in the workforce right now. Baby boomers are the most populous generation born in US history, and they are working longer than previous generations, which means they will remain the predominant force in organizations for ten to twenty more years.
- Generation X. Born between 1965 and 1981, currently in their early thirties to midforties, this generation was the first to see technology like cell phones and the Internet make its way into classrooms and our daily lives. Compared to previous generations, “Gen-Xers” are more diverse in terms of race, religious beliefs, and sexual orientation and also have a greater appreciation for and understanding of diversity.
- Generation Y. Born between 1982 and 2000, “Millennials” as they are also called are currently in their late teens up to about thirty years old. This generation is not as likely to remember a time without technology such as computers and cell phones. They are just starting to enter into the workforce and have been greatly affected by the economic crisis of the late 2000s, experiencing significantly high unemployment rates.
The benefits and challenges that come with diversity of group members are important to consider. Since we will all work in diverse groups, we should be prepared to address potential challenges in order to reap the benefits. Diverse groups may be wise to coordinate social interactions outside of group time in order to find common ground that can help facilitate interaction and increase group cohesion. We should be sensitive but not let sensitivity create fear of “doing something wrong” that then prevents us from having meaningful interactions. Reviewing Chapter 8 “Culture and Communication” will give you useful knowledge to help you navigate both international and domestic diversity and increase your communication competence in small groups and elsewhere.
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.
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Problem Solving Group - Meaning, Importance, Process & Example
What is problem solving group.
Problem solving group is a team that comprises of the relevant stakeholders who use their analytical abilities and decision making skills to find a way to solve the pertinent problem. Problem solving groups help in bringing in diverse thought and perspectives to solve the same problem, people have different experiences and that helps them in having different perspectives, so in a problem solving group it is ideal to have people from different background to evaluate different solutions and create an action plan accordingly.
There are many ways to solve a problem like brainstorming, cause-effect analysis, abstraction, trial and error and root cause analysis are some of the examples of techniques used to solve problems. Some of them are done individually and some of them are done in groups.
In this article:
Problem Solving Group Process
Importance of problem solving group, advantages of problem solving groups, example of problem solving group.
The process used by Problem solving groups to find solutions are:
1. Defining the Problem
2. Analyzing the Issue
3. Understanding the Root Cause Analysis
4. Generating Possible Solutions
5. Finalizing the Solution as a Group
6. Implementing & Assessing Collectively
Problem solving groups usually have many people to solve the problem by analyzing a problem in a different ways, the people involved in the problem solving group ideally should have different backgrounds. Problem solving discussions are done either by Delphi Technique in which the participants fill questionnaires and fill their opinions on those questionnaires, a moderator narrows down on a solution and issues a new questionnaire, after several rounds the participants are allowed to meet once and discuss their views on the problem in order to convince other participants which solution will be the best. The advantage of this technique is that group think is avoided, consensus can be reached without opinions being swayed and experts can be reached out to from their locations instead of calling them all to meet. Disadvantage is that it takes a lot of time as compared to live discussions, also bias from the moderator’s end might creep in when the moderator is taking opinions from the questionnaires.
Problem solving groups use various other technique also. Other popular way of solving problems is through crowd solving in which a problem is given to the public and whoever can come up with the best solution that would consume less time, effectively solve the problem or be cost effective, the person or people who come up with the solution will be rewarded for the solution. It is a technique that is gaining popularity among corporate sector and they release case studies which are actual problems being faced by the company, these case studies are given in colleges and institutes to solve the problem, the best solution would be rewarded, some people might be hired by the company and some companies are hiring people through this way. It is a cost-effective hiring method.
Some advantages of problem solving groups are:
1. Diverse opinions and techniques to solve a problem.
2. People with different backgrounds and also with resources can come forward and solve problems.
3. MNC’s find it a cost effective way to source solutions to problems
4. Companies are able to find bright talent through people solving case studies and they hire this talent resulting in hiring costs coming down.
During world war 2, brainstorming was one of the most popular techniques to solve a problem using a problem solving group A group of soldiers and officers were made to sit in a room and were briefed on the problem at hand, then there was a green light phase where the group was encouraged to come up with as many ideas as possible and no idea would be criticized or ridiculed in this phase, after the green light phase is over then came the red light phase where the ideas are judged upon and the feasible ideas are discussed upon and shortlisted to be the action plan.
Hence, this concludes the definition of Problem Solving Group along with its overview.
This article has been researched & authored by the Business Concepts Team . It has been reviewed & published by the MBA Skool Team. The content on MBA Skool has been created for educational & academic purpose only.
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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 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.
According to Adams and Galanes (2009), problems of all sorts have three common components:
- An undesirable situation. When conditions are desirable, there isn’t a problem.
- The 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 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 a beach house for an approaching hurricane is fairly complex and difficult, but there are still a limited number of things to do—for example, taping and boarding up windows; turning off water, electricity, and gas; trimming trees; and securing loose outside objects. Other problems may be more creatively based. For example, designing a new restaurant may entail using some standard solutions but could also entail many different types of innovation with layout and design.
- Group member interest in problem. When group members are interested in the problem, they will be more engaged with the problem-solving process and invested in finding a quality solution. Groups with high interest in and knowledge about the problem may want more freedom to develop and implement solutions, while groups with low interest may prefer a leader who provides structure and direction.
- Group familiarity with problem. Some groups encounter a problem regularly, while other problems are more unique or unexpected. A family who has lived in hurricane alley for decades probably has a better idea of how to prepare their house for a hurricane than does a family that just recently moved from the Midwest. Many groups that rely on funding have to revisit a budget every year, and in recent years, groups have had to get more creative with budgets as funding has been cut in nearly every sector. When group members aren’t familiar with a problem, they will need to do background research on what similar groups have done and may also need to bring in outside experts.
- Need for solution acceptance. In this step, groups must consider how many people the decision will affect and how much “buy-in” from others the group needs 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:
- 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. 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.
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.
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?
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
Small Group Communication by Jasmine R. Linabary, Ph.D. is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.
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26 Good Examples of Problem Solving (Interview Answers)
300+ Interview Questions Answered.
300+ Interview Questions with Expert Answers.
Employers like to hire people who can solve problems and work well under pressure. A job rarely goes 100% according to plan, so hiring managers will be more likely to hire you if you seem like you can handle unexpected challenges while staying calm and logical in your approach.
But how do they measure this?
They’re going to ask you interview questions about these problem solving skills, and they might also look for examples of problem solving on your resume and cover letter. So coming up, I’m going to share a list of examples of problem solving, whether you’re an experienced job seeker or recent graduate.
Then I’ll share sample interview answers to, “Give an example of a time you used logic to solve a problem?”
Examples of Problem Solving Scenarios in the Workplace
- Correcting a mistake at work, whether it was made by you or someone else
- Overcoming a delay at work through problem solving and communication
- Resolving an issue with a difficult or upset customer
- Overcoming issues related to a limited budget, and still delivering good work through the use of creative problem solving
- Overcoming a scheduling/staffing shortage in the department to still deliver excellent work
- Troubleshooting and resolving technical issues
- Handling and resolving a conflict with a coworker
- Solving any problems related to money, customer billing, accounting and bookkeeping, etc.
- Taking initiative when another team member overlooked or missed something important
- Taking initiative to meet with your superior to discuss a problem before it became potentially worse
- Solving a safety issue at work or reporting the issue to those who could solve it
- Using problem solving abilities to reduce/eliminate a company expense
- Finding a way to make the company more profitable through new service or product offerings, new pricing ideas, promotion and sale ideas, etc.
- Changing how a process, team, or task is organized to make it more efficient
- Using creative thinking to come up with a solution that the company hasn’t used before
- Performing research to collect data and information to find a new solution to a problem
- Boosting a company or team’s performance by improving some aspect of communication among employees
- Finding a new piece of data that can guide a company’s decisions or strategy better in a certain area
Problem Solving Examples for Recent Grads/Entry Level Job Seekers
- Coordinating work between team members in a class project
- Reassigning a missing team member’s work to other group members in a class project
- Adjusting your workflow on a project to accommodate a tight deadline
- Speaking to your professor to get help when you were struggling or unsure about a project
- Asking classmates, peers, or professors for help in an area of struggle
- Talking to your academic advisor to brainstorm solutions to a problem you were facing
- Researching solutions to an academic problem online, via Google or other methods
- Using problem solving and creative thinking to obtain an internship or other work opportunity during school after struggling at first
You can share all of the examples above when you’re asked questions about problem solving in your interview. As you can see, even if you have no professional work experience, it’s possible to think back to problems and unexpected challenges that you faced in your studies and discuss how you solved them.
Interview Answers to “Give an Example of an Occasion When You Used Logic to Solve a Problem”
Now, let’s look at some sample interview answers to, “Give me an example of a time you used logic to solve a problem,” since you’re likely to hear this interview question in all sorts of industries.
Example Answer 1:
At my current job, I recently solved a problem where a client was upset about our software pricing. They had misunderstood the sales representative who explained pricing originally, and when their package renewed for its second month, they called to complain about the invoice. I apologized for the confusion and then spoke to our billing team to see what type of solution we could come up with. We decided that the best course of action was to offer a long-term pricing package that would provide a discount. This not only solved the problem but got the customer to agree to a longer-term contract, which means we’ll keep their business for at least one year now, and they’re happy with the pricing. I feel I got the best possible outcome and the way I chose to solve the problem was effective.
Example Answer 2:
In my last job, I had to do quite a bit of problem solving related to our shift scheduling. We had four people quit within a week and the department was severely understaffed. I coordinated a ramp-up of our hiring efforts, I got approval from the department head to offer bonuses for overtime work, and then I found eight employees who were willing to do overtime this month. I think the key problem solving skills here were taking initiative, communicating clearly, and reacting quickly to solve this problem before it became an even bigger issue.
Example Answer 3:
In my current marketing role, my manager asked me to come up with a solution to our declining social media engagement. I assessed our current strategy and recent results, analyzed what some of our top competitors were doing, and then came up with an exact blueprint we could follow this year to emulate our best competitors but also stand out and develop a unique voice as a brand. I feel this is a good example of using logic to solve a problem because it was based on analysis and observation of competitors, rather than guessing or quickly reacting to the situation without reliable data. I always use logic and data to solve problems when possible. The project turned out to be a success and we increased our social media engagement by an average of 82% by the end of the year.
Answering Questions About Problem Solving with the STAR Method
When you answer interview questions about problem solving scenarios, or if you decide to demonstrate your problem solving skills in a cover letter (which is a good idea any time the job description mention problem solving as a necessary skill), I recommend using the STAR method to tell your story.
STAR stands for:
It’s a simple way of walking the listener or reader through the story in a way that will make sense to them. So before jumping in and talking about the problem that needed solving, make sure to describe the general situation. What job/company were you working at? When was this? Then, you can describe the task at hand and the problem that needed solving. After this, describe the course of action you chose and why. Ideally, show that you evaluated all the information you could given the time you had, and made a decision based on logic and fact.
Finally, describe a positive result you got.
Whether you’re answering interview questions about problem solving or writing a cover letter, you should only choose examples where you got a positive result and successfully solved the issue.
What Are Good Outcomes of Problem Solving?
Whenever you answer interview questions about problem solving or share examples of problem solving in a cover letter, you want to be sure you’re sharing a positive outcome.
Below are good outcomes of problem solving:
- Saving the company time or money
- Making the company money
- Pleasing/keeping a customer
- Obtaining new customers
- Solving a safety issue
- Solving a staffing/scheduling issue
- Solving a logistical issue
- Solving a company hiring issue
- Solving a technical/software issue
- Making a process more efficient and faster for the company
- Creating a new business process to make the company more profitable
- Improving the company’s brand/image/reputation
- Getting the company positive reviews from customers/clients
Every employer wants to make more money, save money, and save time. If you can assess your problem solving experience and think about how you’ve helped past employers in those three areas, then that’s a great start. That’s where I recommend you begin looking for stories of times you had to solve problems.
Tips to Improve Your Problem Solving Skills
Throughout your career, you’re going to get hired for better jobs and earn more money if you can show employers that you’re a problem solver. So to improve your problem solving skills, I recommend always analyzing a problem and situation before acting. When discussing problem solving with employers, you never want to sound like you rush or make impulsive decisions. They want to see fact-based or data-based decisions when you solve problems. Next, to get better at solving problems, analyze the outcomes of past solutions you came up with. You can recognize what works and what doesn’t. Think about how you can get better at researching and analyzing a situation, but also how you can get better at communicating, deciding the right people in the organization to talk to and “pull in” to help you if needed, etc. Finally, practice staying calm even in stressful situations. Take a few minutes to walk outside if needed. Step away from your phone and computer to clear your head. A work problem is rarely so urgent that you cannot take five minutes to think (with the possible exception of safety problems), and you’ll get better outcomes if you solve problems by acting logically instead of rushing to react in a panic.
You can use all of the ideas above to describe your problem solving skills when asked interview questions about the topic. If you say that you do the things above, employers will be impressed when they assess your problem solving ability.
If you practice the tips above, you’ll be ready to share detailed, impressive stories and problem solving examples that will make hiring managers want to offer you the job. Every employer appreciates a problem solver, whether solving problems is a requirement listed on the job description or not. And you never know which hiring manager or interviewer will ask you about a time you solved a problem, so you should always be ready to discuss this when applying for a job.
Related interview questions & answers:
- How do you handle stress?
- How do you handle conflict?
- Tell me about a time when you failed
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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, www.pitt.edu/~groups/probsolv.html
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
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Group Communication, Teamwork, and Leadership
41 Group Problem Solving
The problem-solving process involves thoughts, discussions, actions, and decisions that occur from the first consideration of a problematic situation to the goal. The problems that groups face are varied, but some common problems include budgeting funds, raising funds, planning events, addressing customer or citizen complaints, creating or adapting products or services to fit needs, supporting members, and raising awareness about issues or causes.
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 44.1 below:
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.
Text Attributions
- This chapter was adapted from “ Group Life Cycles and Member Roles ” in Communication for Business Professionals – Canadian Edition published by eCampusOntario, which was adapted from Business Communication for Success by a publisher who has requested that they and the original author not receive attribution (and republished by University of Minnesota Libraries Publishing). Adapted by Allison Kilgannon. CC BY-NC-SA .
Media Attributions
- Figure 44.1 “Problem solving process” © eCampus Ontario is licensed under CC BY-SA .
Group Problem Solving by Allison Kilgannon is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.
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Department of Communication, Indiana State University
8.6: decision making and problem solving in groups.
- Decision Making In Groups
When groups need to get a job done they should have a method in place for making decisions. The decision-making process is a norm that may be decided by a group leader or by the group members as a whole. Let’s look at four common ways of making decisions in groups. To make it simple we will again use a continuum as a way to visualize the various options groups have for making decisions. On the left side are those methods that require maximum group involvement (consensus and voting). On the right are those methods that use the least amount of input from all members (compromise and authority rule).
The decision-making process that requires the most group input is called consensus . To reach consensus group members must participate in the crafting of a decision and all agree to adopt it as a unanimous decision . While not all members may support the decision equally, all will agree to carry it out. In individualistic cultures like the U.S., where a great deal of value is placed on independence and freedom of choice, this option can be seen by group members as desirable, because no one is forced to go along with a policy or plan of action to which they are opposed. Even though this style of decision making has many advantages, it has its limitations as well—it requires a great deal of creativity, trust, communication, and time on the part of all group members. When groups have a hard time reaching consensus, they may opt for the next strategy which does not require buy-in from all of the group.
Group Communication and You
Perhaps you’re thinking to yourself that your future career isn’t really going to require work in a group or team. Well, you might want to think again. Forbes magazine released an article titled The Ten Skills Employers Most Want in 2015 Graduates which stated that technical knowledge related to the job is not nearly as important as effective teamwork and communications skills. In fact, the top three skills listed include, 1) ability to work in a team structure, 2) ability to make decisions and solve problems, and 3) ability to communicate verbally with people inside and outside an organization. Even non-Communication majors need to develop effective group communication skills to succeed at work. (Adams, 2014)
Voting by the majority may be as simple as having 51% of the vote for a particular decision or may require a larger percentage, such as two-thirds or three-fourths, before reaching a decision. Like consensus, voting is advantageous because everyone is able to have an equal say in the decision process (as long as they vote). Unlike consensus, everyone may not be satisfied with the outcome. In a simple majority, 49% of voters may be displeased and may be resistant to abide by the majority vote. In this case, the decision or policy may be difficult to carry out and implement. For example, our campus recently had a department vote on whether or not they wanted to hire a particular person to be a professor. Three of the faculty voted yes for the person, while two of the faculty voted no. Needless to say, there was a fair amount of contention among the professors who voted. Ultimately, the person being considered for the job learned about the split vote and decided that they did not want to take the job because they felt that the two people who voted no would not treat them well.
Toward the right of our continuum is compromise . This method often carries a positive connotation in the U.S. because it is perceived as fair when each member gives up something, as well as gains something to reach an agreement or solve a problem . Nevertheless, this decision-making process may not be as fair as it seems on the surface. The main reason for this has to do with what is given up and obtained. There is nothing in a compromise that says these concessions must be equal (that may be the ideal, but it is often not the reality). For individuals or groups that feel they have gotten the unfair end of the bargain, they may be resentful and refuse to carry out the compromise. They may also foster ill will toward others in the group, or engage in self-doubt for going along with the compromise in the first place. However, if groups cannot make decisions through consensus or voting, compromise may be the next best alternative.
At the far right of our continuum is a decision by authority rule . This decision-making process requires essentially no input from the group, although the group’s participation may be necessary for implementing the decision . The authority in question may be a member of the group who has more power than other members, such as the leader, or a person of power outside the group. While this method is obviously efficient, members are often resentful when they feel they have to follow another’s orders and feel they were not valued in the group process and their time was not validated.
During the decision-making process, groups must be careful not to fall victim to groupthink. Groupthink happens when a group is so focused on agreement and consensus that they do not examine all of the potential solutions available to them . Obviously, this can lead to incredibly flawed decision making and outcomes. Groupthink occurs when members strive for unanimity, resulting in self-deception, forced consent, and conformity to group values and ethics (Rose, Hopthrow & Crisp, 2012). Many people argue that groupthink is the reason behind some of the history’s worst decisions, such as the Bay of Pigs Invasion, The Pearl Harbor attack, The North Korea escalation, the Vietnam escalation, and the Bush administration’s decision to go to war with Iraq (Rose, Hopthrow & Crisp, 2012). Let’s think about groupthink on a smaller, less detrimental level. Imagine you are participating in a voting process during a group meeting where everyone votes yes on a particular subject, but you want to vote no. You might feel pressured to conform to the group and vote yes for the sole purpose of unanimity, even though it goes against your individual desires.
As with leadership styles, appropriate decision-making processes vary from group to group depending on context, culture, and group members. There is not a “one way fits all” approach to making group decisions. When you find yourself in a task or decision-making group, you should consider taking stock of the task at hand before deciding, as a group, the best way to proceed.
Group Work and Time
By now you should recognize that working in groups and teams has many advantages. However, one issue that is of central importance to group work is time. When working in groups, time can be both a source of frustration, as well as a reason to work together. One obvious problem is that it takes much longer to make decisions with two or more people as opposed to just one person. Another problem is that it can be difficult to coordinate meeting times when taking into account people’s busy lives of work, school, family, and other personal commitments. On the other hand, when time is limited and there are multiple tasks to accomplish, it is often more efficient to work in a group where tasks can be delegated according to resources and skills. When each member can take on certain aspects of a project, this limits the amount of work an individual would have to do if he/she were solely responsible for the project.
For example, Alex, Kellsie, and Sierra all had a project to work on. The project was large and would take a full semester to complete. They had to split up the amount of work equally to each person as well as based on skills. The thought of doing all the work alone was daunting in terms of the required time and labor. Being able to delegate assignments and work together to achieve a professional result for their project indicated that the best option for them was to work together. In the end, the group’s work produced different results and views that you wouldn’t have necessarily come to working alone. On the other hand, imagine having to work in a group where you believe you could do just the same on your own experiencing a lack of synergy or connection. When deciding whether or not to work in groups, it is important to consider time. Is the time and effort of working in a group worth the outcome? Or, is it better to accomplish the task as an individual?
Dividing the Work of Groups
When students are asked to give their feelings on group work, there are always those who say they hate working in groups. However, think about all the groups we work in every day: friendship groups, family groups, sports teams, extracurricular groups. Working with groups is part of our lives. So, what are some ways to make it more productive?
As might be expected from this course, the solution to group problems is effective communication. Throughout the process of working with a group, it is important that you and your group members communicate with each other clearly. If you have a problem, let members know. If you can’t make it to a meeting, let members know. There is nothing more frustrating for a group than someone disappearing for days only to show up on the day of the presentation with the expectation that they will be able to participate.
Another thing a group can do is establish rules and expectations for the group. If possible, it should be in writing. You can use something like Google Docs to make a shared document that is online and accessible to everyone. That way if a conflict comes up, the group can refer back to the rules they all agreed to.
Also, sharing schedules with each other is important to do early on. If there is a day of the week or a time of day you can never meet, then tell everyone early on. It is a good idea to also put this in writing. That way if you say you can’t meet on Wednesdays and they schedule a meeting that day, you can point to the document and remind them that you told them you were unavailable. There are online services for coordinating schedules that may be useful for this. Some of them are Doodle , Framadate , and When Is Good . Experiment with these. And if one doesn’t work for your group then try another.
It can also be helpful to share your working styles and the roles you typically take on in group work. This way you can know the strengths and weaknesses of the group early on. Take advantage of your strengths and work on your weaknesses.
- Cooperation and Collaboration in Groups
When it comes to how groups work, they can be cooperative, collaborative, or a combination of both. What is the difference between cooperation and collaboration? The two terms are often used interchangeably but the distinction between them can be important. In “The Construction of Shared Knowledge in Collaborative Problem Solving,” Roschelle and Teasley define cooperative group work as “the division of labour among participants, as an activity where each person is responsible for a portion of the problem solving” and collaborative work is “a coordinated, synchronous activity that is the result of a continued attempt to construct and maintain a shared conception of a problem” (1995, p. 70). In many classes, students will cooperate on an assignment and one person will work on the visual aid, another will do the research, and someone else will do the writing.
If a group works collaboratively, everyone shares ideas and contributes to all aspects of the project. The advantage of this is that everyone can have input, have a chance to point out weaknesses, and make the end result better. The disadvantages of this are that it can take more time because the group has to make decisions together which can be chaotic and lead to interpersonal conflicts. This can be minimized by following the guidelines on how to deal with conflict in this textbook. In reality, most groups do a combination of cooperation and collaboration but in most cases, groups should try to be as collaborative as possible.
Lynn Power puts it well when she writes:
The reality is that true collaboration is hard — and it doesn’t mean compromise or consensus-building. It means giving up control to other people. It means being vulnerable. It means needing to know when to fall on your sword and when to back down. Collaboration is inherently messy. Great ideas need some tension; otherwise, they would be easy to make. And ultimately, members need to be respectful of other people’s roles, thoughts and what they bring to the table. And there also needs to be trusted. (2016)
So next time you do some group work, don’t just cooperate, collaborate!
- Six Steps for Problem-Solving
Problem-solving is an important skill because we are faced with problems every day. Problem-solving is the process of finding solutions to difficult or complex issues . We solve problems on our own but we also seek support and guidance when solving problems. A group or team can be a more productive way to solve problems by allowing for more perspectives. Organization makes possible, better outcomes from the time and energy we dedicate to problem-solving in groups. However, this does not come naturally. The following provides us with a script for more efficiently solving problems in groups.
Step One: Define the Problem
In this step, you explore the nature of the problem, its scope, and who is affected by it. First, group members must come to a shared understanding of key terms embedded in the problem. For example, if your group is asked to propose a solution for improving retention at Indiana State University, does everyone in your group know what is meant by “retention” and appreciate the impact of retention on student learning? Next, group members need to determine potential issues of fact (statistical other data, comparative examples, etc.), value (determining who is impacted by the problem and who should benefit from your solution), and policy (what should be done). Finally, develop a research plan to learn more about the problem and answer question raised during this first step. Some of this research you can do during your first meeting, however, most of this research will be accomplished before your next meeting.
Step Two: Analyze the Problem
For step two, group members share the results of their research efforts. What do you now know about the problem you have been tasked with solving and those impacted by the problem? During this group discussion, it is often the case that new questions that need answers arise. Make a plan to follow-up with these questions. Next, your group needs to decide on your problem-solving direction. What set of criteria (goals) must any given solution to this problem achieve? Or, what are the non-negotiable accomplishments that must occur?
Step Three: Generate Possible Solutions
The goal is step three is to generate ideas that may contribute to the formulation of possible solutions. It is at this point where you engage in a brainstorming activity or the generating of ideas related to your discussion. Your group can set its own rules, or norms, for how your brainstorming activity will work. For example, will you allow interruptions or criticisms during the process? Why, or why not? Will you take turns during the brainstorming activity or let it be a free-for-all? Will someone take notes?
Step Four: Evaluate Possible Solutions
After your group has generated possible solutions, next you systematically evaluate each of these. Determine three or four of the best ideas generated from the brainstorming activity. Next, apply your criteria established in step two to your list of possible solutions. Finally, what are the “plusses” and “minuses” associated with each possible solution? You may also want to revisit your discussion on issues of fact, value, and policy as well as any comparative examples discussed in steps one or two.
Step Five: Select Your Solution
In this step, you decide upon a solution that your group believes best solves the problem. Given the criteria, plusses and minuses, and comparative examples which solution stands out as the best? Often, groups will employ some degree of synthesis, or the combining of certain elements of one solution with another solution. At any point during the step, groups will either use consensus, compromise, voting, or some combination of all of these as a decision-making method. However, it is important to ensure that everyone’s voice is heard. One good practice is to go around the group and give each group member a chance to vocalize his or her opinion.
Step Six: Develop Your Implementation Plan
The final step in the problem-solving process is crucial for securing a successful outcome for your group’s work. Indeed, it is not enough to have a good idea or solution. You must employ forward thinking, a specific plan for how your solution will be implemented or put into action. Who will be responsible for carrying out the solution? What outside or inside resources are needed to carry out this solution? What challenges might be faced along the way and how might these issues be resolved? What is a realistic timetable for the solution bringing a positive return? What will that positive return look like? How will you assess the solution’s success and weaknesses?
Today, we know that social media has the power to bring people together and drive change. Sports fans flock to Twitter and other social media outlets to follow their favorite teams and athletes. Less than 5 percent of TV is sports, but 50 percent of what is tweeted is about sports. And if there was any thought that this phenomenon was only for Americans that is quickly debunked by the worldwide usage statistics.
“The power to create the global sports village and encourage the next generation of pro-social media sports fans is at our fingertips.” -Adam C. Earnheardt
While communication technologies can be beneficial for bringing people together and facilitating groups, they also have drawbacks. Lack of face-to-face encounters requires members to rely on asynchronous forms of communication. When groups communicate through email, threads, discussion forums, text messaging, etc., they lose the ability to provide immediate feedback to other members. Also, using communication technologies takes a great deal more time for a group to achieve its goals due to the asynchronous nature of these channels.The face-to-face nature of traditional group meetings provides immediate processing and feedback through the interaction synchronous group communication.
Case in Point
This screen shot is from an iMessage group chat between the group that is responsible for this chapter’s content. Texting helped our group stay connected, updated, and motivated without having to meet face-to-face.
Nevertheless, technology is changing the ways we understand groups and participate in them. We have yet to work out all of the new standards for group participation introduced by technology. Used well, technology opens the door for new avenues of working in groups to achieve goals. Used poorly, technology can add to the many frustrations people often experience working in groups and teams.
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- Table of Contents
- Acknowledgements
Chapter 1: Defining Communication and Communication Study
- Foundations
- Defining Communication Study
- Defining Communication
- Communication Study and You
Chapter 2: Global Engagement and Culture
- Introduction
- What Do We Mean by Cultural Awareness?
- Understanding Intercultural Communication
- Conflict Types, Styles, and Effects
- Strategies for Handling and Preventing Conflict
Chapter 3: Verbal Communication
- Defining Verbal Communication
- Spoken versus Written Communication: What’s the Difference?
- Functions of Verbal Communication
Chapter 4: Nonverbal Communication
- Defining Nonverbal Communication
- Differences Between Verbal and Nonverbal Communication
- Types of Nonverbal Communication
- Functions of Nonverbal Communication
Chapter 5: Listening
- The Importance of Listening
- Listening vs. Hearing
- Listening Styles
- Why Listening Is Difficult
- Stages of Listening
- Listening Critically
- Listening Ethically
Chapter 6: Interpersonal Communication
- Self Disclosure
- Communication Climate
- Developing and Maintaining Friendships
- Developing and Maintaining Romantic Relationships
- Family Relationships
- 6.6: Summary, Discussion, References
Chapter 7: Professional Communication
- What Does it Mean to be Sycamore Career Ready?
- 1. Critical Thinking/Problem Solving
- 2. Oral/ Written Communications
- 3. Teamwork/ Collaboration
- 4. Digital Technology
- 5. Leadership
- 6. Professionalism/ Work Ethic
- 7. Career Management
- 8. Global/ Intercultural Fluency
Chapter 8: Small Group Communication
- Defining Small Groups and Teams
- Characteristics of Groups
- Power in Groups
- Groups Roles
- Leadership In Groups
Chapter 9: Research and Evidence
- Informed Learning
- How to Integrate and Present Research
- Evaluating Research
- Ethics and Plagiarism
Chapter 10: Speech Preparation
- Making Information Clear and Interesting for the Audience
- Finding Your Purpose
- Selecting a Topic
- Organizing Your Speech
- Organizational Patterns
- The Fun of Outlining
- Why Outline
- Types of Outlines
- Four Delivery Styles
- Functions of Presentation (Visual) Aids
Chapter 11: Persuasive
- Foundations of Persuasion
- Why Persuasion Matters
- Proposition of Fact
- Proposition of Policy
- Proposition of Value
- Attitudes, Values, and Beliefs
- Theories of Persuasion
- Organizing Persuasive Speeches
add a part it doesnt matter
- Communication Study Today and Tomorrow
- Appendix 2: Conflict Case Studies
- Appendix 3: Tips for Effective Business Texting and Emails.
- Appendix 4: Résumé Writing
- Presentational Aids
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17 Unbeatable Team Building Problem Solving Activities
Problem-solving is a critical skill for professionals and with team building problem-solving activities, you can sharpen your skills while having fun at the same time.
Updated on August 31, 2021
In the professional world, one thing is for sure: problem-solving is a vital skill if you want to survive and thrive. It’s a universal job skill that organizations seek in new potential employees and that managers look for when considering candidates for promotions.
But there’s a problem. According to Payscale , 60% of managers feel that new grads entering the workforce lack problem-solving abilities – making it the most commonly lacked soft skill.
Problem-solving skill needs to be practiced and perfected on an ongoing basis in order to be applied effectively when the time comes. And while there are tons of traditional approaches to becoming a better problem-solver, there’s another (much more interesting) option: team building problem solving activities.
The good news? This means learning and having fun don’t have to be mutually exclusive. And you can create a stronger team at the same time.
11 In-Person Team Building Problem Solving Activities for Your Work Group
1. cardboard boat building challenge, 2. egg drop , 3. clue murder mystery, 4. marshmallow spaghetti tower , 5. corporate escape room, 6. wild goose chase, 7. lost at sea , 8. domino effect challenge, 9. reverse pyramid , 10. ci: the crime investigators, 11. team pursuit, 5 virtual team building problem solving activities for your work group , 1. virtual escape room: mummy’s curse, 2. virtual clue murder mystery, 3. virtual escape room: jewel heist, 4. virtual code break , 5. virtual trivia time machine.
- 6. Virtual Jeoparty Social
There are a ton of incredible team building problem solving activities available. We’ve hand-picked 11 of our favorites that we think your corporate group will love too.
Split into teams and create a cardboard boat made out of just the materials provided: cardboard and tape. Team members will have to work together to engineer a functional boat that will float and sail across water without sinking. Once teams have finished making their boats, they will create a presentation to explain why their boat is the best, before putting their boats to the test. The final challenge will have teams racing their boats to test their durability! Nothing says problem-solving like having to make sure you don’t sink into the water!
Every day at work, you’re forced to make countless decisions – whether they’re massively important or so small you barely think about them.
But your ability to effectively make decisions is critical in solving problems quickly and effectively.
With a classic team building problem solving activity like the Egg Drop, that’s exactly what your team will learn to do.
For this activity, you’ll need some eggs, construction materials, and a place you wouldn’t mind smashing getting dirty with eggshells and yolks.
The goal of this activity is to create a contraption that will encase an egg and protect it from a fall – whether it’s from standing height or the top of a building. But the challenge is that you and your team will only have a short amount of time to build it before it’s time to test it out, so you’ll have to think quickly!
To make it even more challenging, you’ll have to build the casing using only simple materials like:
- Newspapers
- Plastic wrap
- Rubber bands
- Popsicle sticks
- Cotton balls
Feel free to have some fun in picking the materials. Use whatever you think would be helpful without making things too easy!
Give your group 15 minutes to construct their egg casing before each team drops their eggs. If multiple eggs survive, increase the height gradually to see whose created the sturdiest contraption.
If you’re not comfortable with the idea of using eggs for this activity, consider using another breakable alternative, such as lightbulbs for a vegan Egg Drop experience.
With Clue Murder Mystery, your team will need to solve the murder of a man named Neil Davidson by figuring out who had the means, motive, and opportunity to commit the crime.
But it won’t be easy! You’ll need to exercise your best problem-solving skills and channel your inner detectives if you want to keep this case from going cold and to get justice for the victim.
Collaboration is critical to problem solving.
Why? Because, as the old saying goes, the whole is greater than the sum of its parts. This expression reflects the fact that people are capable of achieving greater things when they work together to do so.
If you’re looking for a team building problem solving activity that helps boost collaboration, you’ll love Marshmallow Spaghetti Tower.
This game involves working in teams to build the tallest possible freestanding tower using only marshmallows, uncooked spaghetti, tape, and string.
The kicker? This all has to be done within an allotted timeframe. We recommend about thirty minutes.
For an added dimension of challenge, try adding a marshmallow to the top of the tower to make it a little more top heavy.
Whichever team has the highest tower when time runs out is the winner!
If you’ve never participated in an escape room, your team is missing out! It’s one of the most effective team building problem solving activities out there because it puts you and your colleagues in a scenario where the only way out is collaboratively solving puzzles and deciphering clues.
The principle is simple: lock your group in a room, hide the key somewhere in that room, and have them work through challenges within a set time frame. Each challenge will lead them one step closer to finding the key and, ultimately, their escape.
At Outback, we offer “done-for-you” escape rooms where we’ll transform your office or meeting room so you don’t have to worry about:
- Seeking transportation for your team
- Capacity of the escape rooms
- High costs
- Excessive planning
That way, you and your team can simply step inside and get to work collaborating, using creative problem solving, and thinking outside the box.
In this smartphone-based scavenger hunt team building activity , your group will split into teams and complete fun challenges by taking photos and videos around the city. Some examples of challenges you can do in this activity are:
- Parkour: Take a picture of three team members jumping over an object that’s at least waist-high.
- Beautiful Mind: Snap a photo of a team member proving a well-known mathematical theorem on a chalkboard.
- Puppy Love: Take a photo of all of your team members petting a stranger’s dog at the same time.
It takes a ton of critical thinking and problem-solving to be crowned the Wild Goose Chase Champions!
Can you imagine a higher-pressure situation than being stranded at sea in a lifeboat with your colleagues?
With this team building problem solving activity, that’s exactly the situation you and your group will put yourselves. But by the time the activity is over, you’ll have gained more experience with the idea of having to solve problems under pressure – a common but difficult thing to do.
Here’s how it works.
Each team member will get a six-columned chart where:
- The first column lists the survival items each team has on hand (see the list below)
- The second column is empty so that each team member can rank the items in order of importance for survival
- The third column is for group rankings
- The fourth column is for the “correct” rankings, which are revealed at the end of the activity
- The fifth and sixth columns are for the team to enter thee difference between their individual and correct scores and the team and correct rankings
Within this activity, each team will be equipped with the following “survival items,” listed below in order of importance, as well as a pack of matches:
- A shaving mirror (this can be used to signal passing ships using the sun)
- A can of gas (could be used for signaling as it could be put in the water and lit with the pack of matches)
- A water container (for collecting water to re-hydrate)
- Emergency food rations (critical survival food)
- One plastic sheet (can be helpful for shelter or to collect rainwater)
- Chocolate bars (another food supply)
- Fishing rods (helpful, but no guarantee of catching food)
- Rope (can be handy, but not necessarily essential for survival)
- A floating seat cushion (usable as a life preserver)
- Shark repellant (could be important when in the water)
- A bottle of rum (could be useful for cleaning wounds)
- A radio (could be very helpful but there’s a good chance you’re out of range)
- A sea chart (this is worthless without navigation equipment)
- A mosquito net (unless you’ve been shipwrecked somewhere with a ton of mosquitos, this isn’t very useful)
To get the activity underway, divide your group into teams of five and ask each team member to take ten minutes on their own to rank the items in order of importance in the respective column. Then, give the full team ten minutes as a group to discuss their individual rankings together and take group rankings, listed in that respective column. Ask each group to compare their individual rankings with those of the group as a whole.
Finally, read out the correct order according to the US Coast Guard, listed above.
The goal of this activity is for everyone to be heard and to come to a decision together about what they need most to survive.
If your team works remotely, you can also do this activity online. Using a video conferencing tool like Zoom , you can bring your group together and separate teams into “break-out rooms” where they’ll take their time individually and then regroup together. At the end, you can bring them back to the full video conference to go through the answers together.
Many problems are intricately complex and involve a ton of moving parts. And in order to solve this type of problem, you need to be able to examine it systematically, one piece at a time.
Especially in the business world, many problems or challenges involve multiple different teams or departments working through their respective portions of a problem before coming together in the end to create a holistic solution.
As you can imagine, this is often easier said than done. And that’s why it’s so important to practice this ability.
With a collaborative team building problem solving activity like Domino Effect Challenge, that’s exactly what you’ll need to do as you and your group work to create a massive, fully functional chain reaction machine.
Here’s how it goes.
Your group will break up into teams, with each team working to complete their own section of a massive “Rube Goldberg” machine. Then, all teams will regroup and assemble the entire machine together. You’ll need to exercise communication, collaboration, and on-the-fly problem solving in order to make your chain reaction machine go off without a hitch from start to finish.
Being a great problem-solver means being adaptable and creative. And if you’re looking for a quick and easy team building problem solving activity, you’ll love the reverse pyramid.
The idea here is simple: break your group out into small teams and then stand in the form of a pyramid.
Your challenge is to flip the base and the peak of the pyramid – but you can only move three people in order to do so.
Alternatively, rather than doing this activity with people as the pyramid, you can do another version – the Pyramid Build – using plastic cups instead.
This version is a little bit different. Rather than flipping the base of a pyramid to the top, you’ll need to build the pyramid instead–but in reverse, starting from the top cup and working down.
With this version, you’ll need 36 cups and one table per group. We recommend groups of five to seven people. Give your group 20 to 30 minutes to complete the activity.
To get started, place one cup face down. Then, lift that cup and place the subsequent two cups underneath it.
The real challenge here? You can only lift your pyramid by the bottom row in order to put a new row underneath – and only one person at a time can do the lifting. The remaining group members will need to act quickly and work together in order to add the next row so that it will balance the rest of the pyramid.
If any part of your pyramid falls, you’ll need to start over. Whichever team has the most complete pyramid when time runs out will be the winner!
The value of being able to approach problems analytically can’t be overstated. Because when problems arise, the best way to solve them is by examining the facts and making a decision based on what you know.
With CI: The Crime Investigators, this is exactly what your team will be called upon to do as you put your detective’s hats on and work to solve a deadly crime.
You’ll be presented with evidence and need to uncover and decipher clues. And using only the information at your disposal, you’ll need to examine the facts in order to crack the case.
Like many of our team building problem solving activities, CI: The Crime Investigators is available in a hosted format, which can take place at your office or an outside venue, as well as a virtually-hosted format that uses video conferencing tools, or a self-hosted version that you can run entirely on your own.
Each member of your team has their own unique strengths and skills. And by learning to combine those skills, you can overcome any challenge and solve any problem. With Team Pursuit, you and your team together to tackle challenges as you learn new things about one another, discover your hidden talents, and learn to rely on each other.
This team building problem solving activity is perfect for high-energy groups that love to put their heads together and work strategically to solve problems as a group.
If you and your team are working remotely, don’t worry. You still have a ton of great virtual team building problem solving options at your disposal.
In this virtual escape room experience, your team will be transported into a pyramid cursed by a restless mummy. You’ll have to work together to uncover clues and solve complex challenges to lift the ancient curse.
You’ve probably never heard of a man named Neil Davidson. But your group will need to come together to solve the mystery of his murder by analyzing clues, resolving challenges, and figuring out who had the means, motive, and opportunity to commit a deadly crime.
This activity will challenge you and your group to approach problems analytically, read between the lines, and use critical thinking in order to identify a suspect and deliver justice.
If you and your team like brainteasers, then Virtual Escape Room: Jewel Heist will be a big hit.
Here’s the backstory.
There’s been a robbery. Someone has masterminded a heist to steal a priceless collection of precious jewels, and it’s up to you and your team to recover them before time runs out.
Together, you’ll need to uncover hidden clues and solve a series of brain-boggling challenges that require collaboration, creative problem-solving, and outside-the-box thinking. But be quick! The clock is ticking before the stolen score is gone forever.
With Virtual Code Break, you and your team can learn to be adaptive and dynamic in your thinking in order to tackle any new challenges that come your way. In this activity, your group will connect on a video conferencing platform where your event host will split you out into teams. Together, you’ll have to adapt your problem-solving skills as you race against the clock to tackle a variety of mixed brainteaser challenges ranging from Sudoku to puzzles, a game of Cranium, riddles, and even trivia.
Curious to see how a virtual team building activity works? Check out this video on a Virtual Clue Murder Mystery in action.
Step into the Outback Time Machine and take a trip through time, from pre-pandemic 21st century through the decades all the way to the 60’s.
This exciting, fast-paced virtual trivia game, packed with nostalgia and good vibes, is guaranteed to produce big laughs, friendly competition, and maybe even some chair-dancing.
Your virtual game show host will warm up guests with a couple of “table hopper rounds” (breakout room mixers) and split you out into teams. Within minutes, your home office will be transformed into a game show stage with your very own game show buzzers!
And if your team loves trivia, check out our list of the most incredible virtual trivia games for work teams for even more ideas.
6. Virtual Jeoparty Social
If your remote team is eager to socialize, have some fun as a group, and channel their competitive spirit, we’ve got just the thing for you! With Virtual Jeoparty Social, you and your colleagues will step into your very own virtual Jeopardy-style game show—equipped with a buzzer button, a professional actor as your host, and an immersive game show platform! Best of all, this game has been infused with an ultra-social twist: players will take part in a unique social mixer challenge between each round.
With the right team building problem solving activities, you can help your team sharpen their core skills to ensure they’re prepared when they inevitably face a challenge at work. And best of all, you can have fun in the process.
Do you have any favorite team building activities for building problem-solving skills? If so, tell us about them in the comments section below!
Learn More About Team Building Problem Solving Activities
For more information about how your group can take part in a virtual team building, training, or coaching solution, reach out to our Employee Engagement Consultants.
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