Students get to solve various problems in class, which range from Mathematics to social issues. These problems help students to develop and apply problem solving techniques, which are essential in promoting their critical analysis of their environment along with its complexities.
Problem solving abilities are therefore very important in developing intellectuals for enrichment of the society. It transforms student learning techniques into participative rather than passive recipients when it comes to creation of understanding.
Students develop capacity to Apply problem solving skills whenever faced with unexpected occurrences or situations in a timely manner. Real world problems are usually different from class problems, this call on students to recollect and transform their problem solving skills into solution for real world problems.
This paper will explore two real world problems and provide persuasive as well as scientific thinking solutions to them (Harris, 2002, p. 1).
Problem solving techniques are those skills used to solve life problems. They refer to an individual’s ability to reason both inductively and deductively, as well as be able to apply logic which can help that individual to infer problems, analyze and think critically.
These problems may require solutions arising from different elements such as persuasive thinking as well as scientific thinking, among others. Most problem solving processes involve the following stages; problem identification, analysis, generation of potential solutions, testing of solutions and evaluating the outcome.
In order to ensure that these methods are well applied, one needs to critically analyze the problem encountered. The following is an illustration of problems and their solutions (Harris, 2002, p. 1).
Problem 1
Real world problems are numerous and people face them each day as they require instant solutions. In this part, we shall study a problem whose solution is based on persuasive thinking. For instance, environmental pollution has been an issue that demands solution.
Every green movement tries to make known to us the need for saving our environmental. This is a problem we encounter in every part of the world, with people disposing wastes anyhow. It is believed that human activities contribute more environmental pollution than other causes such as animal and plant wastes, among others.
These agents of pollution are many, ranging from fossil fuels that release greenhouse gases, which have been faulted for the depletion of the ozone layer.
Other agents include pollution of lake and rivers, deforestation, and charcoal burning, among others. It is also estimated by the Natural Resources defense council that global warming is set to increase by over 1o Celsius even before the completion of 21st century.
This problem poses threat to our lives and the lives of our children. It therefor requires solution and an immediate one to help reduce its risks (Harris, 2002, p. 1).
Solution: Persuasive Thinking
In the situation above, the world is faced by an imminent disaster in global warming, because of increased environmental pollution. For persuasive thinking, one aspect that has to be defined is the problem, its causes, possible solutions, advantages and disadvantages as well as the choice or path taken.
The problem in this case is pollution of the environment; environment is continually getting worse with great effects already felt all over the world. The effects include unpredictable weather, Global warming, shortened life expectancy, famine, drought and increased spread of diseases, among others.
Its advantages include, making work easier for man in terms of transport, Machinery, and many more. When these effects are compared, we find that, the disadvantages are numerous and adverse to the survival of life, which includes the human race on earth. In essence, it has to be mitigated.
The next step is finding possible solutions, which include stopping the release of greenhouse gases, afforestation and conservation of our environment. Since human activities cannot stop as their lives also depend on it, the other possible solutions include investing on alternative energy sources.
Therefore solution to this problem out of persuasive thinking would be to conserve our environment. It starts with us and without action our survival is threatened (Poole, 2006, p. 1).
Problem 2
This part will study a problem whose solution is based on scientific thinking. For instance, a young couple that do not want children and yet they also never want to use protection.
Their reason for not wanting children is that they are still young and unstable financially to support one, however, in the future when they are stable they’ll need. So the problem is preventing unwanted pregnancy in a couple, and they require a scientific thinking to solve it (Harris, 2002, p. 1).
Solution: Scientific Thinking
In the problem above, the issues are identified as ways of preventing unwanted pregnancies within a marriage setting. The first step involves understanding the problem and then gathering information and research on the same. For instance, a research from, women on waves, provides several researched solution to this problem.
These include, Total abstinence (100% protection), which is impossible for married couple, and use of contraceptives. The latter option is contraceptives, in which there are several methods with different rates of protection.
These include use of diaphragm-80% (type and estimated percentage effectiveness), Emergency contraceptives-75%, surgical sterilization-99%, Intrauterine device-99%, implant-99%, injection-99%, oral contraceptives-95%, female condom-79% and male condom-86%.
These are methods that have been researched and proved medically, using scientific techniques. Since they need a child in the future, sterilization is out of question, they can then use oral contraceptives, implant or injection. And since oral contraceptives have been proved to have some side effects, then implant would be wise for the couple (Women on Waves, 2011, p. 1).
Summary
Problem solving techniques or skills are very essential in aiding individuals to provide quick solutions to their everyday needs. These need critical thinking, inference and analysis which can only be mastered by intellectuals and critical think-tanks, Persuasive thinking involves the use of critical thinking to bring out logic on a problem.
The logic inferred should be used to persuade others to follow that idea. It also involves persistence, and this convinces people that you have faith and knowledge of the idea. Individuals pursuing persuasive thinking must provide the advantages and disadvantages of their solutions before deciding on it.
It is also imperative for that individual to provide concise and conclusive evidences on the advantages as well as the disadvantages of the chosen idea (Poole, 2006, p. 1).
In scientific thinking, we must have a thorough knowledge of the problem, study it, gather information related to it, analyze, explore possible solutions, and use credible sources along with researched ideas to decide on the best solution.
Since the couple do not want to use condoms, and they also require children in the future, implant would be their best option as it will be removed when they are ready (Women on Waves, 2011, p. 1).
Conclusion
Every problem needs a solution, people face different problems in the world, and in most cases this requires transformation of learned skills into applicable problem solving skills. Most employers are after graduates who can solve real problems as fast as possible, and this can only happen with critical thinkers.
The two methods of problem solving are different although persuasive thinking may sometimes borrow ideas from scientific thinking to prove ideas (Harris, 2002, p. 1).
For several decades many people relied on myths and traditions in order to understand how language came about and the factors that influenced the speech process. Some people also became more curious to know more about the nature of language and how it came about.
It was out of this curiosity that many scientists took their time and resources to establish how communication takes place. A lot of experiments were conducted by many psychologists to determine the cognitive process that influence “verbal behavior” in human beings. B.F Skinner is one of them.
According to him, verbal behavior is also influenced by other variables and factors which always influence operant behavior. He also indentified the problems affecting verbal behavior as one of the dependent variables.
B.F Skinner’s “Verbal Behavior”
In his bid to find out the strength of a verbal response, B.F Skinner indentified the following variables: “limitation, speed, emission, and overall accuracy”. Apart from these variables “mand” is also another factor that influences how verbal behavior takes place.
The term “mand” as used in verbal behavior analysis can be defined as “a form of verbal behavior that is controlled by deprivation, satiation as well as a controlling history”.
For instance when a person is hungry he or she can look for food. A “mand” can give a description of “its reinforcement however it might not correspond with the reinforcement”.
Verbal stimuli as one of the factors that influence verbal behavior, was also explained by B.F Skinner. Textual behavior is an element of verbal stimuli. A verbal stimulus which is always not heard is believed to control a vocal response.
Skinner was also among the first people who identified the importance of “imitation” in the learning of new a language. He came up with the concept of “echoic”. The term echoic can be defined as “a behavior under the functional control of a verbal stimulus”.
A correspondence known as” point to point” is commonly used by both verbal response and stimulus. For example the speaker may repeat what he or she has said. In the case of echoic behavior, we have an auditory stimulus and a vocal response. Another element of verbal behavior is tact. Tact refers to “the behavior that is controlled by a general reinforcement”.
The audience always acts as a form of reinforcement to the verbal behavior of person. It exhibits reinforcing characteristics and it is always not easy to identify the physical aspects of a given circumstance or environment which may affect the ability of a person to listen.
There is however no reinforcement in the case of a negative audience. In general, B.F Skinner in his explanation of the verbal behavior came up with the following variables: “textual, echoic, mand, tact, and the relationship between the audience and the speaker”.
Even though B.F Skinner tried to give a critical analysis of the theory of verbal behavior, his work was however criticized by some scholars and scientists who felt that he did not give a substantial analysis of the cognitive processes leading to a particular verbal behavior.
For example, Chomsky was one of the people who criticized “verbal behavior” and he defined it as “learned behavior which has its characteristic consequences being delivered through the learned behavior of others; this makes for a view of communicative behaviors much larger than that usually addressed by linguists”.
He also argued that Skinners analysis of verbal behavior was largely based on the functional element of language. For example we can use language when requesting for something.
Howard Knox’s “Non Verbal Test”
In 1912 to 1916, Howard Knox served as surgeon in a New York hospital. It was during this time that he developed the intelligence tests which were used to control the migration of the people who had mental problems and were trying to migrate to the United States of America.
These tests were later used in psychological therapy for patients with mental problems, educational, scientific, and social research. Knox formulated the cube imitation examination in 1913, as away of testing intelligence using nonverbal test.
“Many scientific researches have shown its reliability however performance is governed by both performance and verbal IQ”. “It is also commonly understood by many scientists that the ability of person to perform can be affected by the lesions in the cerebral part of the brain”.
The cube imitation test was an experimental analysis which depended both on verbal representation and visual information. This test proved that in order for a person to quantify the level of intelligence of an individual, he or she should use performance tests as well as verbal tests.
Non verbal tests experiments on the ability of a person to comprehend and give an interpretation of visual information and it also aims at finding out how well a person can find solutions to problems through visual reasoning.
Such tests can help students to find solutions to difficult problems by not necessarily depending on the language skills. Apart from the cube test, Howard Knox also conducted a series of other experimental researches on intelligence.
Comparison
From the above analysis we find that both Skinner’s theory of verbal behavior and Howard’s nonverbal test can be applied in problem solving. For example the functionality of language as explained by Skinner can help a person to get something that he or she is missing.
For example you can ask for food if you are hungry. “Howard’s nonverbal test has been used by various firms to check the competence of the employees”. The second similarity that these two theories of communication share is the fact that they both use verbal skills in testing the intelligence of a person.
For example Skinner tried to explain the variables influencing how people respond to stimulus which in turn leads to different actions. Howard also looked at the variables affecting performance which is an out come of a cognitive process.
“Both nonverbal skills and verbal skills are used in psychotherapy to examine the response of the patients”. Even though their analyses have some similarities, they however have differences.
Nonverbal tests as explained by Howard depends on both “verbal and performance skills in measuring the level of intelligence in a person”. On the other hand, verbal behavior only relies on verbal skills in measuring the intelligence of a person.
Conclusion
From the above discussion we can conclude that the experiments that were conducted by these two scientists helped people understand the various factors that affect the manner people communicate and respond to stimulus when they get new information or when faced with a given problem.
It is still very important for more research to be done in this area because cases of mental challenges which demand psychological therapy are now increasing.
References
American Psychological Association. (1999). Standards for educational and psychological testing. New York: American Educational Research Association.
Gregory, R. (2006). Psychological testing: history, principles, and applications. New York: Allyn and Bacon.
Litchtenberger, E., Mather, N., & Kaufman, A. (2004). Essentials of assessment report writing (essentials of psychological assessment). Chicago: Wiley.
Marnat, G. (2009). Hand Book of Psychological Assessment. Chicago: Wiley.
Transfer of knowledge also known as transfer of learning is a notion that refers to the ease of performance of new tasks owing to previous exposure to a similar situation or a situation that shares similar characteristics to the current one. In this regard it is generally expected that mastery of one cognitive skill will influence another related one.
By the end of the 19th century various views on transfer had emerged. Key among these views was the Doctrine of Formal Discipline (Ormrod, 2004).
This doctrine explained improvement in mental power using the correlation that exists between physical activity and muscle power. It was held that cognitive function could be improved by mental exercise. Study of subjects regarded as difficult was therefore, expected to improve learning of simpler subjects.
Other influential views on this area are the associations approach and the meaning theory. The associations approach asserted that problem solving is achieved through a quick mental trial and error. In this context thinking is a process in which all possible solutions to a problem are mentally tried until one that is appropriate is identified. The identical elements theory gives further insight to this approach (Schunk, 2012).
The theory advances that transfer can only occur when the new task and learned task share identical elements. The identical elements are thought to be stimulus-response pairs. Transfer of a skill increases with increase in the number of identical elements. It can therefore, be said that transfer is functionally related to similarity and difference between stimuli and responses in an original and a transfer task.
Gestalt approach and meaning theory presume that thinking is a process of relating a problem situation to another resulting in understanding (Ormrod, 2004). In such a scenario a transfer is achieved by reorganizing ideas to gain an insight into the problem to be solved.
Two forms of transfer emerge from these approaches; the near transfer and the far transfer. Near transfer denotes a transfer process in which there is overlap between situations. That is, the original and the transfer situations are analogous. For example, learning how to drive a saloon car and transferring that to acquiring skills necessary to drive a truck.
In far transfer there is little overlap between situations. For example, learning problem solving in school and later using knowledge gained to solve problems outside the classroom setting.
Mechanisms of transfer
Two mechanisms of transfer exist. They are the procedural overlap and scheme-based transfer. Procedural overlap transfer is of the view that production sequences gained during training are applicable in performing a new task. A greater overlap in the required productions results in greater the transfer. This kind of transfer is applicable to skills that have recurrent sequences.
Scheme-based transfer is applicable to situations that require an understanding of the problem before a solution is developed. During learning and practice, cognitive schemata are acquired. These acquired schemes provide knowledge necessary for understanding the new problem situation.
Difference between experts and novices in problem solving
Though experts and novices may both achieve a desirable result to a problem, the way they go about it is different. Novices and experts perceive and understand stimuli differently. When solving problems experts can recognize patterns and connections that are not immediately evident to novices.
The experts can therefore, arrive at a solution faster than novices. Experts are also able to filter information faster. Experts often notice the relevant information and separate it from irrelevant information. It is this attribute that helps experts act quickly in situations that require quick and useful responses to avert a danger.
Experts are flexible and highly adaptable to different situations. Experts are able to vary their methods of learning and practice with ease as compared to novices who may have difficulty doing this. This enables the expert to come up with new solutions to a problem. Flexibility is important in problem solving especially when a new challenge is encountered.
Teaching adults problem solving skills
The approaches used to teach adults problem solving skills are not very different from those used when teaching children. Adults can be taught problem solving skills using the problem solving process. This process has three major steps namely; representing the problem, solution search and implementation of the solution.
However, for adults contextual learning is important (Ormrod, 2004). Adults should be taught with special emphasis laid on context. Examples used should be those that one is likely to encounter in real life situations. The examples should be real and properly put in the right context.
References
Ormrod, J. E. (2004). Human learning (4th ed.). Upper Saddle River, NJ, USA: Pearson.
I have been a member of a student group at our college for a while. This group was created in our first year in college to help us in our studies. The group consists of ten members belonging to the same academic level. We discuss several subjects learned in class, we also help each other out socially by coming up with appropriate means of solving personal problems. The group has a leader whose main responsibility is to guide the group however he only makes decisions for the group after consultation.
Skills, strengths and their benefits
I have positively benefited this group as a result of the skills I possess. The most significant is the fact that I am a good listener. This allows me to make sense of what the group members are saying thus understanding them better. This is beneficial to the group as it helps the members understand the assignments better. It is through this that we achieve whatever is expected of us. It also helps in the resolution of problems among members thus benefiting the group. I am also critical of the concepts put forth within the group setting.
I believe that constructive criticism is important in the propagation of a strong relationship, one which facilitates the solution of our problems. It is worth noting that I ask questions and listen to learn more about how other members of the group understood their roles in the execution of assignments their feelings regarding their performance. Constructive criticism is important and beneficial for a group as it creates a balance between positive and negative feedback. It is also beneficial as it improves performance and increases satisfaction in the group. I have strengths that I bring to the group. An example is a flexibility as seen in my accommodation of views and ideas that do not conform to my school of thought. This is beneficial to the group as it reduces confrontations and disagreements (Fitzgerald, Orey & Branch 2004).
Drawbacks brought about my strengths and skills
Drawbacks exist about these skills and points of strength. For example, listening is a good skill but it has drawbacks when it is exaggerated and the listener doesn’t contribute to the solution of a problem. Some members will simply listen to others talk yet they never contribute to the topic of discussion. As a result, some members may feel used. This feeling brings about disputes in the group. Criticism has drawbacks, an example is seen when it is misdirected thus hurting the feelings of the group members. Group members may not take criticism positively. This may result in quarrels and resentments within the group. Flexibility has its drawbacks as it may result in leaving good ideas to pass by.
Other group member’s strengths and skills
Other group members also have commendable skills and strengths that contribute to the group’s success as seen in the control of emotions. This is helpful to the group as it enables them to discuss and complete assignments based on reasoning as opposed to conforming to emotional control. The skill of persuasion exists within the group Specific members have the capability of persuading the whole group to support their ideas. This has negative effects as the group members in possession of such a skill can mislead other members’. Analytical and planning skills also exist within the group. This has impacted positively on the group as seen in the ability to set goals thus coming up with the most suitable ways of achieving them.
Improving skills
Some skills in our group need to be sharpened and improved. I need to learn the most suitable means of delivering effective and constructive criticism. Group members can do with improvements in their listening and emotional control skills.
To help others become better listeners, I would advise them to pay more attention. They should respond by nodding or even smiling, such people should provide feedback on the subject of discussion furthermore a request should be accorded to them about deferring judgment until the speaker is done, finally, I would advise them to respond appropriately by being candid, honest and open. To help members improve emotional control skills, I would advise them to think of other alternatives of handling a situation, I would also advise them to replay the actual situations vividly thus developing new behavior (Fitzgerald et al. 2004).
Problem-solving techniques
The utilization of problem-solving techniques as seen in the identification of a problem entails outlining the description of the problem. Another technique is the identification of the goal. This is done by asking oneself, what do I want to change or achieve at the end? Brainstorming is another technique whereby an individual explores different problem-solving techniques thus choosing an option capable of solving the problem (Adair, 2007).
How these techniques influence groups decisions
These techniques are important in the group since they can help the members improve their decision-making skills about the quality of decisions. This is because making decisions is natural to certain people. An individual who is not a natural decision-maker can use these techniques to make quality assessments necessary to make appropriate decisions. These techniques, therefore, help the members make better decisions that benefit the group.
Other problem-solving techniques
There are other techniques used in making decisions. An example is taking into consideration the consequences of making a particular decision. In this case, one considers all the positive and negative consequences of picking a particular alternative. Another technique is implementing the decision or its alternative. Evaluation of the results is also an important decision-making technique that leads to the solution of problems. In the end, one should find out whether the decision made was appropriate or not (Adair, 2007).
Improving problem-solving techniques
To improve decision-making techniques, one should generate as many ideas as possible and write them down as they come along. Experts in the field advise that one should alter their focus, especially when faced with difficulties. This in turn helps the subconscious mind to analyze the problem while the conscious mind concentrates on daily events. It is also important to journal our ideas for future use. Allowing our ideas to develop and following them through helps in decision making. These skills however take time, determination, and practice to develop.
References
Adair, J. (2007). Decision-making and problem-solving strategies. London: Kogan Page publishers.
Fitzgerald, A. Orey, M. & Branch, M. (2004). Educational Media and Technology yearbook 2003. Volume 28. Englewood, Colorado: Publisher Libraries Unlimited.
Problem solving entails formulation of new answers where you explore beyond the simple use of understood rules to come up with a solution or attain a goal state. Solving a problem involves thinking. The process is the most intricate of all the intellectual functions and entails the intonation and control of fundamental skills or more routine (Goldstein & Levin, 1987). It is necessitated when an organism is unable to proceed from a particular state to a targeted goal position. A problem process includes problem solving besides problem finding and shaping.
In the case of Maria students, the task involves proposing and promoting a solution to protect and repopulate the endangered species. Therefore, in solving this problem, the use of Gestalt approach would be of significance to Maria students.
According to Gestalt psychologists, human beings are open systems that are actively interacting with the environment. In solving problems Gestalt psychologists argues that a solution is noticeable only after the person tackling the problem changes his or her view of the problem. It is worth noting that the problem solver might fail to recognize the level at which he is to getting a solution due to the sudden and unprecedented conceptual shift which come prior to creating a solution. The conceptual reorganization of the problem happens before the abrupt insight. Thus, the conceptual reorganization of the problem’s depiction can give the insight required in problem solving.
In this approach, incubation is necessary where time is allowed to pass so as to solve a problem. It provides the problem solver with a chance to select among the best suited concepts and leave the inappropriate ones.
The process of reasoning and problem solving
Reasoning is the mental process of seeking reasons for feeling, conclusions, beliefs, or actions. It relies on known factors to make judgments as well as draw inferences. Reasoning involves deductive reasoning where conclusions are curved basing on general rules but are used for a specific solution. In inductive reasoning, the premises of the dispute support the conclusion although it does not guarantee it.
Analogical reasoning
Analogical reasoning entails the application of analogy to answer a problem using problems solutions from other areas. Therefore, with analogical reasoning and day to day knowledge, individuals are able to comprehend the less familiar concepts. For a successful analogical reasoning, an individual is able to transfer the appropriate quality of the known to the unknown in one-to-one communication.
Analogy is an argument or an inference from a specific subject to another specific one. It is used to evaluate two things that are basically varied but have some similarities. Hence it is useful in explaining as well as clarifying a concept.
Examples of analogies include the common metaphors and similes. Metaphors only imply the analogous relationship as opposed to overtly stating it. Together with analogies, metaphors are useful in learning. Equally, similes are comparisons used in speech but unlike metaphors use words such as “like” or “as”.
In processing analogies, selection, mapping, evaluation, inferences, and learning are the main components. Selection is the picking of a known item to assist in explaining an unknown item. Mapping entails transferring the meaning from the known to the target. Proper inferences and evaluation must be made in analogies. Lastly, learning advance from previous knowledge.
References
Goldstein, C. F., & Levin, S. H. (1987): Disorders of reasoning and problem solving ability. Taylor & Francis Group, London.
Goldstein, E. (2007): Cognitive Psychology. (2nd edn.) Thomas Wadsorth.
Mayer, R. E. (1992): Thinking, problem solving, cognition. (2nd edn.). Freeman and Company, New York
Individuals are often faced with certain difficult situations that require a quick and necessary step to be taken. In as much as there may be a need to act promptly, care has to be taken before arriving at the appropriate steps to manage the situation. There have to be justifications to the course of action that is to be taken to solve a given problem.
This would involve an examination of the possible steps that could be taken and their respective advantages and disadvantages. An examination of the success of such a course of action in the past is also essential. As such, reasoning, judgment, and subsequent decision-making play important functions in a problem-solving environment.
Reasoning
The use of principles of reason is of importance in solving difficult situations. Reasoning involves providing logical arguments to make some conclusion. It is “any systematic mental process that constructs or evaluates implications from premises of some sort” (Bucciarelli, Khemlani, & Johnson-Laird, 2008, p.123).
The reasoning is concerned with developing evidence that supports a given statement before asserting that the statement is true and justifiable. It involves presenting a set of preliminary statements (referred to as premises) and the subsequent concluding statement. The premises need to be obvious, self-explanatory or those that are derived from universally accepted principles.
An individual will be convinced to accept the validity of the given premise if he or she has the cognitive ability to comprehend the statement without undue influence of the holder. Two types of reasoning are often encountered, namely, deductive and inductive reasoning (Bucciarelli, Khemlani, & Johnson-Laird, 2008, p.123). Deductive reasoning often involves considerations of general cases than making conclusions on a specific based on the general observations.
On the other hand, inductive reasoning involves consideration of a few cases then generalizing this observation on all other cases that have been observed. The latter approach is not appropriate in serious problem-solving situations as there are high chances of making false generalizations.
Judgment
The other cognitive process that is attached to reasoning is judgment. Experience comes from an analysis of the whole set of instinct or perception of an individual concerning a particular subject. As such, an individual can make a judgment that an action is good or bad depending on the intuition he or she develops from the action. Similarly, judgment can be made from the experience that an individual has had of the given subject or object.
Having encountered different deaths, an individual can make a judgment that man dies. The previous ugly consequences of a given action are good evidence to judge that the action is wrong. In this respect, a judgment will be right or wrong depending truth of the preliminary premises from which it is derived.
Decision-making
Judgment is associated with decision-making. Reasoning provides a logical approach to make a particular conclusion. The purpose of developing the logical method in a problem-solving situation is to be able to develop a justifiable solution. The individual’s intuitive judgment also comes in handy in developing an appropriate solution to the problem at hand.
The principles of reasoning and judgment then culminate into decision-making. Emotions of an individual also play an essential role in the decision-making process. In particular, it has been observed that “positive emotions increase creative problem solving and facilitate the integration of information” (Mellers, Schwartz, & Cooke, 1998, p.453).
Decision-making in a problem-solving environment involves an analysis of the possible courses of action that could be taken. Each of the possible courses of action is examined, and its advantages and disadvantages noted. The reason, as well as intuitive judgment, then enables an individual to come up with a course of action that is of the most good from among the other alternative courses of action.
References
Bucciarelli, M., Khemlani, S. and Johnson-Laird, P. (2008). The psychology of moral reasoning.Judgment and Decision Making, 3(2), pp. 121–139.
Mellers, B., Schwartz, A., and Cooke, A. (1998). Judgment and Decision Making. Annual. Review of Psychology, 49:447-477. Web.
Human beings are unique from other animals by their ability to solve problems. Most researches in psychology have focussed their attention on how human and other animal adopts certain behavior or react to some external things in a certain way. However, researchers have been closely interested in the cognitive development of humans together with how it affects their behavior and thinking. Problem-solving is a function that human beings have to deal with in their daily activities. However, there exist obstacles that affect the ability of human beings to solve problems. From early days, human beings had used tools in their day-to-day activities. In the use of tools, a mental block referred to as functional fixedness affects how they use tools.
Overview
The use of tools to solve problems is evidence of the cognitive capability of human beings. Although this ability is not purely unique to human beings, as with some primates, it is one of the greatest human achievements. As human beings encounter challenges in their daily lives, new tools had been innovated to solve the challenges and come up with easier ways of performing tasks. The wide variety, sophistication and complexity of human artifacts and tools are evidence that human beings are ultimate tool users. In fact, a random observation of the immediate neighborhood would show that human artifacts are far more than natural objects.
The use of tools is almost unique to human beings. While it has been so for thousands of years, there is still much that is common about our use of tools. The particular function that we assign a tool over other possible functions limits our potential actions with that tool. This is not necessarily in and of itself bad or faulty, as it has been suggested that our interpretations for the functions of various tools come from the results or difficulties that the tools were meant to solve.
However, to be inventive is a desired trait in a human being as well and this extends even to the use of tools. A person that can reinvent the use of tools is considered intelligent, crafty and creative. On the other hand, a person’s inability to reinvent the use of tools leads to functional fixedness. Such a person has a tendency to see only a sole function of a tool and uses a tool in a fixed conventional way (Maier, N. R, 1931, p89). This is a common and perhaps limiting feature of our cognitive development, and as such, there have already been ventures into the study of functional fixedness.
Functional fixedness studies have been an area of psychology and cognitive neuroscience that has been investigated relatively little. Most of the researches in this come before 1975. From then there has been a steady decline leading to a wide disparity of these areas with other areas of psychology.
The negative effects of functional fixedness were first studied by Gestalt psychologists. Studies by these psychologists identified functional fixedness as the main obstacle in creativity and the use of insight. Potential solution tools to particular problems were hampered by the habitual use of the tools.
Investigations on Functional fixedness
The effects of functional fixedness were clearly demonstrated in a classical experiment on problem-solving. Early experimental psychology investigated how human beings were affected by their knowledge of an object’s usual functions. In the experimental task, the subjects were required to fit a candle in a vertical way, so that it could burn effectively (Duncker, K, 1945, p56). The subjects were assigned with candles, a box of tacks and a book of matches (Adamson, R.E. & Taylor, D.W, 1954, p33). With these types of equipment, the subjects were asked to come up with as many solutions as they could to the challenge. From the experiments, Duncker observed that the subjects were hesitant to use the box as a base for the candles. However, when presented with the box and tacks separately, the probability of the subjects using the box as a base was raised. Inference from this experiment suggested that subjects were used to the usual use of a box as a container and could not think of how they could use it as a platform (Duncker, K, 1945, p35). Similar observations as in this experiment have been observed in other experiments on object use.
A similar investigation to Dunker’s experiment was repeated by Adamson in 1952. Adamson set a replication of Dunker’s experiment but split the participants into two groups. In one of the groups, there was preutilization while in the other group there was no preutilization. In the case where there was preutilization, participants presented with the objects in a conventional manner, participants were observed to have a low likelihood of considering another use for the box. On the other hand, when there was no preutilization, it was observed that participants had a higher likelihood of inventing a new way of using the box (Adamson, R.E. & Taylor, D.W, 1954, p37). Thus, from this instigation, Adamson showed that preutilization played a big role in functional fixedness. When in the usual atmosphere, human beings were less likely to use an object in another way apart from the familiar manner.
Another significant experiment showed that decision on the use of tools was influenced by experience with the tools. The experiment by Birch and Rabinowitz involved three groups in a problem that involved the use of heavy objects to fix a cord problem. Participants were given two cords hanging from a ceiling of a building, and two weighty objects from the room. The task involved connecting the two cords together; however, the cords were far that one could not be reached easily. To fix this, the participants were supposed to use the heavy objects presented to them. One end of the cords was to be tied with one of the heavy objects to form a pendulum and then swing the cord to hold the other cord. Two of the groups had a pre-task experience with heavy objects. One of the groups had used a relay in pre-task while the other group had used a switch in their pre-task. The third group did not have a pre-task experience. From the experiment, it was observed that the groups that had participated in a pre-task experience were more likely to use a different object as used in the pre-task experience in the experiment (Adamson, R.E, 1952, p5). The explanation given to this observation was that the two groups were not able to conceive other uses of the objects used in pre-task experience because of functional fixedness.
Although recent studies into functional fixedness are not much, however, there exist recent studies that shed more light on this area. In most of the studies, functional fixedness is observed to affect human creativity, insight and problem-solving. There has been interested in the effect of functional fixedness across different cultures and backgrounds. One of the recent studies showed preliminary evidence on the universality of functional fixedness. Despite the culture and background of a community, functional fixedness is likely to be observed. However, functional fixedness is influenced by experiences in a certain object or a tool in a community. A community with experience with the use of a certain tool or similar tools may be more likely to have functional fixedness towards such or similar tools. Provision with prior information on the function of a tool could help to reduce the likelihood of functional fixedness. However, even with prior information on the new function of an object or a tool, human beings are still more likely to continue with the usual uses of a particular tool. Functional fixedness also differs in different stages of development. Adults have more experience in a certain use of a particular object or tool (German, T. P. & Defeyter, M. A, 2000, p17). Due to this experience, Adults are less likely to adopt new ways of use of an object. In children, functional fixedness varies with age and past exposure. Older children are more likely to have a fixed way of the use of a particular tool than younger children are. Young children have less exposure to tools and other objects. When offered a new object, a young child is more likely to come up with creative ways of using an object.
Functional Fixedness and Concept on artifacts
Indeed human beings are tool-using species. However, cognitive capabilities that underlie the attainment of understanding about the tools are not well understood. In addition, the capacities that enable the human being to transfer the understanding in solving a day-to-day problem are perplexing. The lack of many types of research in these areas has made information on this area to be lacking. Development of other more technologically sophisticated tools calls for more understanding of tool development, use and effects. Most of the investigations on knowledge on artifacts that both adults and children have taken more focus on intuitions about objects and their functions. These investigations show a correlation between objects and functions with categorization task, judgment and extension. However, this information does not shed enough light on the importance of artifact knowledge that is important to problem-solving. Conceptual systems that organize information about artifacts are one of the factors that affect how humans choose and use tools.
In adults, reasoning about artifacts influences the adoption of a design stance. Design’s stance gives an abstract explanation of concepts on the relationship between tools and the purpose for which a tool was made. Adults make judgments of the way to use tools by reflecting what was in the designer’s mind while designing an artifact. From investigations, it is observed that adults make their conclusions on artifacts by using two basic factors: the intended function and design (Victor Lee, V. & Das Gupta, P, 1995, p55). To adults, the intention of a tool is more important than the outside appearance of an artifact while the designed functions are givens precedence to the current use of an artifact. Thus, design stance as used in making Inference on the way to use an artifact is mostly based on common sense rather than rational reasoning over the matter.
Research on the origin of designs stances is correlated with the idea of common sense. Recent findings in cognitive development suggest that understanding of the world by use of common sense is based on dedicated intelligence, quick learning guided by basic knowledge. This intelligence is responsible for perception, attention and reasoning about a certain issue in children (Eyseneck, M. W. & Keane, M. T, 2005, p123). Viewing the conception of artifacts from these perspectives, knowledge of artifacts by adults is developed in a similar way. Alternatively, knowledge about artifacts is developed by combining different concepts on core knowledge (Adamson, R. E., & Taylor D. W, 1954, p45)). Thus, artifact function requires the ability to present and rationalize the physical features of an object and constraints that the physical features of the artifact affect its motion and interaction with other objects. In addition, the similarity of artifacts may also lead to the decision-making on the use of an artifact.
The other concept on knowledge about artifacts relates an artifact with problem-solving. However, there exists a gap between children’s representation of concepts on artifacts and the use of the concepts in simple problem-solving. However, a very relevant link was established between Germany and Defeyster. These researches study the effect of artifact concepts in performance in an object use problem by children. Element of functional fixedness was observed on how children used the artifact with variation with age and past information.
Inference from traditional investigations shows that functional fixedness is influenced by the accumulated information on the use of artifacts. The regular design function of an object is usually activated by the demonstration of the function. This, somehow block the ability of a person to use the artifact in an alternative way leading to functional fixedness (Defeyter, M. A. & German, T. P, 2003, p78). The importance of past information has more relevance while investigation learning in children. From investigations, it is shown that young children tend to accumulate information in a way that is closely related to information that is already acquired or based on the habitual use of information. From this, it can be concluded that each person has an abstract concept on an artifact. This abstract concept is responsible for the ways in which we use an artifact. Thus, functional fixedness is a consequence of human beings having prior ideas on the function of an artifact such that they cannot conceive an alternative function of a tool.
Looking at the effects of age on functional fixedness it is seen that young children have less likelihood of functional fixedness. Exposures to an artifact or to another similar artifact lead to the development of concepts about the artifact. Young children are not exposed to many artifacts, thus their concept of the functions of an artifact is not developed in their minds. When presented with an artifact, young children are more likely to explore many other uses of the artifact (Dusink, L. & Latour, L, 1996, p77). On the other hand, older children may have prior knowledge of certain use of an artifact or they may have prior experience on the function of a similar artifact. This prior knowledge leads to a certain concept about an artifact and influences how they are likely to use an artifact.
Functional Fixedness across Culture
Functional fixedness varies with culture and technology exposure. Evidence various studies on cognitive development show attainment of knowledge on artifacts differs from the attainment of knowledge on other natural kinds (German, T. P. & Defeyter, M. A, 2000, p17). From recent findings, it is suggested that adults develop their concept on the function of an artifact from their understanding of the category and functions of an artifact from information about the design of the artifact. To children, the conceptions on the functions of artifacts become influenced by information on the functional design of an artifact. The concepts developed from this age become influential use of artifacts at adulthood. The prior information on the use of an artifact is not based on information on a single artifact. This is an integration of information from principle knowledge. Its function is for making judgments on mechanical properties and aims of the agents that use artifacts (German, T.P., & Barrett, H.C, 2005, p67). Investigation on the effect of functional fixedness in non-industrialized communities showed that such communities were more susceptible to functional fixedness than industrialized communities were.
Influence of Language on Cognitive Development
Among the marvels of nature is a child’s ability to acquire language. The ease with which children progress from the babbling stage through the one-word stage to the telegraphic speech of the two-word stage and beyond; has sparked a lively debate concerning how they do it. Behaviourist B. F. Skinner proposed that we learn language by the familiar principles of association, reinforcement, and imitation. Challenging this claim, linguist Noam Chomsky argued that children are biologically prepared to learn words and use grammar. Cognitive neuroscientists emphasize that for mastery of grammar, the learning that occurs during life’s first few years, when the brain is building a dense network of neuronal connections, is critical. Words convey ideas, and different languages embody different ways of thinking. Although the linguistic relativity hypothesis suggested that language determines thought, it is more accurate to say that language influences thought (Glucksberg, S., & Weisberg, R. W, 1966, p61). Studies of the effects of the generic pronoun he and the ability of vocabulary enrichment to enhance thinking reveal the influence of words. On functional fixedness, concepts acquired from the use of language influence the concept that we develop overuse of a specific artifact.
Functional Fixedness in Mathematical Reasoning
Mathematical reasoning entails the ability to come up with a solution that comes spontaneously to mind. Insight in mathematical reasoning leads to a spontaneous solution but this is not always the case since mental blocks, in form of mental set and functional fixedness, interfere with this reasoning (English, L., 2004, p172). In the development of mathematical concepts, a conceptual system of a child is important and influences how the concepts are developed and used in a child.
Conclusion
When faced with a novel situation for which no well-learned response will do, we may use such strategies as algorithms and heuristics. Sometimes the solution comes in a flash of insight. We, however, do face obstacles to successful problem-solving. The confirmation bias predisposes us to verify rather than challenge our hypotheses. Moreover, fixations, such as mental set and functional fixedness, may prevent our taking a needed fresh perspective on a problem. Viewing certain objects through the lens of a common definition leads one to accept objects in their mutually agreed upon the state. One may have to destroy the embedded roles of a concept allowing it to escape from a rigid understanding before creativity can occur. It is the avoidance of cognitive dissonance and a reliance on the convenience of functional fixedness. This leads most human beings to see a hammer as a tool for hammering nails, and not as a shoehorn.
Reference List
Adamson, R.E. (1952) Functional fixedness as related to problem-solving: a repetition of three experiments. Journal of Experimental Psychology, 44, 4, 288-291.
Adamson, R.E. & Taylor, D.W (1954). Functional fixedness as related to elapsed time and to set, Journal of Experimental Psychology, 47, 2, 122-126.
Duncker, K. (1945). On problem-solving. Psychological monographs, 58, 113.
Dusink, L. & Latour, L. (1996). Controlling functional fixedness: the essence of successful reuse. Knowledge-Based Systems, 9, 2, 137-143.
Defeyter, M. A. & German, T. P. (2003). Acquiring an understanding of design: evidence from children’s insight problem-solving. Cognition, 89, 133-155.
Eyseneck, M. W. & Keane, M. T. (2005). Cognitive Psychology: A Student’s Handbook. Hove: Psychology Press.
English, L. (2004).Mathematical and analogical reasoning of young learners. New York: Routledge
German, T. P. & Defeyter, M. A. (2000). Immunity to functional fixedness in young children. Psychonomic Bulletin & Review, 7, 707-712.
German, T.P., & Barrett, H.C. (2005). Functional fixedness in a technologically sparse culture. Psychological Science, 16, 1-5.
Glucksberg, S., & Weisberg, R. W. (1966). Verbal behavior and problem solving: Some effects of labeling in a functional fixedness problem. Journal of Experimental Psychology, 71(5), 659-664
Maier, N. R. F. (1931). Reasoning in humans II. The solution of a problem and its appearance in consciousness. Journal of Comparative Psychology, 12, 181-194.
Victor Lee, V. & Das Gupta, P (1995). Children’s Cognitive and Language Development. Oxford: Blackwell.
Every day, people tend to come across different problems which they are supposed to solve. Some problems seem to be easy, and their solution proves to be obvious. Others happen to be difficult and require much effort. Although some people are likely to believe that this is a natural ability which everyone has, solving problems appears to be a crucial skill for specialists in different spheres to acquire, as well as a rather complicated process, with its definition, importance, and models.
Solving problems is acknowledged to be a process of accomplishment of actions and reflective operations. It aims to achieve a goal which has been set in the frame of the problem situation. Solving problems is acknowledged to be a part of thinking. From the cognitive viewpoint, the process of solving problems is one of the most complicated functions which the intellect has. Therefore, it is possible to define it as a cognitive process of a higher rank which requires approval and control from more elemental fundamental skills. Generally, the process of solving problems consists of the following stages. First, it is necessary to detect the problem situation. Second, the task is supposed to be set. It implies defining the given and the aim. The final stage is to find the solution to the problem. These stages are likely to be observed in different theories devoted to solving problems (Chaffee, 2015).
The purpose and the subject’s characteristics are two factors which influence the process of solving problems and its success. The solution to a certain number of problems by the same method is supposed to encourage using this method to solve other problems. There are four subjects’ characteristics: a motivational state, knowledge, intellect, and a personality. The previous failure is expected to make the solution less effective. Besides, the medium level of motivation is stated to entrain the best outcome. At the same time, low and high motivations are believed to result in worse results. Apart from that, knowledge tends to both increase and decrease the effectiveness of the solutions due to the representativeness and habits. Moreover, people with a low intellect are like to be more susceptible to the purpose. Furthermore, the success of solving problems is connected with flexibility, initiative, confidence, nonconformity, and ability to restrain movements (Chaffee, 2015).
From the viewpoint of the informational approach, the problem is defined as the difference between two states. The problem is considered to be solved if the characteristics of the given and the required state appear to be identical. Therefore, the process of solving problems takes place when the organism or the artificial intellect system implements a changeover from the current state to the desired target state. The representatives of the informational approach are claimed to base themselves on the fact that a person, like a computer, operates with symbols (signs). Therefore, calculating machines might be used as a device which imitates the process of the human thinking. Hence, some models of problem-solving tend to represent computer programs (Chaffee, 2015).
The process of solving problems could be described in the following way. All the information which is available at the moment and is related to the problem is called the awareness state. Solving problems can be considered as a sequential changeover from one awareness state to another. This continues until the required awareness state is reached. The changeover is performed with the help of operators finding which is the major difficulty in solving problems (Carlgren, 2013).
There are two strategies for problem-solving: a direct search and an inverted search. In the course of the direct search, a person is expected to test one of the methods of problem-solving. After that, the person sees whether there is any advance due to the application.
In the course of the inverted search, people consider the solution to be made. They answer the question which preliminary step they should take to reach the solution. Once this step is defined, it is necessary to reflect upon the step prior to it. The procedure repeats until the initial point of the problem is reached. The inverted search is accomplished with the help of the analysis of the means and the result. This is a juxtaposition of the means and the purposes. At each step, the intermediate purpose is compared with the present awareness state. The operator which is aimed to reduce the gap is necessary to be found. There are two types of operators: algorithms and heuristic devices. Algorithms are a set of rules which guarantee the result. Heuristic devices are applied in the case of complex problems where it is not possible to use algorithms (Sak, 2011).
Solving problems is a mental process. Therefore, it is possible to distinguish three types of solutions: intuitive solutions, solutions based on judgments, and creative solutions. Intuitive solutions are made due to the feeling that it is right to make it. In this case, the person who is supposed to make a decision does not weigh pros and cons consciously and do not attempt to analyze the situation. Many specialists admit that, in the course of serious problem-solving, they rely on the non-formalized information and intuition. However, it is necessary to take into account that people who make right intuitive decisions have much experience. In fact, intuition is unconsciously cumulative and processed volumes of information (Sak, 2011).
Solutions based on judgments are a conscious choice. They are based on the knowledge and experience. In this case, people juxtapose the present situation and analog situations in the past. They try to make a prognosis on the consequences of the decision to make. Normally, the alternative which was successful in the past is likely to be chosen. There are two advantages to making solutions based on judgments. First, they require mere experience and knowledge and do not take much time. Second, contrary to the intuitive approach, in this situation, it is possible to give explanations. However, there are certain drawbacks. First, it is necessary to have previous experience. Hence, in new situations, this method cannot be applied. Second, using previous experience might result in missing a great alternative which could be more effective than the variants already known and used (Sak, 2011).
Creative solutions are a complex and systematized process. It consists of a problem diagnosis, a definition of limitations, criteria for problem-solving, search for alternatives, their evaluation, and the final choice. Creative solving is based on the objective analytical process and the objective formalized method. The solution to make can be complex and large-scale. Besides, it might influence many people. So, its scientific proof gets more important. At the same time, volitional methods in its taking-up appear to be less acceptable. The major difference between creative solutions and solutions based on judgment is that the first ones do not depend on the previous experience. As already mentioned, creative problem-solving comprises the following stages: a problem diagnosis, a formulation of limitations and criteria to solve the problem, elicitation of alternatives, their evaluation, and the final decision (Sak 2011).
Thus, the first step to solving the problem is its definition or diagnosis. They should be both complete and right. The first stage in the diagnostics of a complicated matter is the establishment of the symptoms and the possibilities which are available. The realization and establishment of the symptoms help to define the problem in general. In order to discover the reasons for the problem to occur, it is necessary to collect the internal and external information. In the course of observation, it is necessary to see the difference between relevant and inappropriate information. Relevant information is the data which concerns only these specific problem, person, purpose, and time period. The problem can be of the following types: routine, crisis, and potential possibility. Routine and repeated problems are structured. Crisis and potential possibilities are unstructured. Structured problems require programmed decisions. Unstructured ones require non-programmed decisions (Sak, 2011).
The limitations are varied and depend on the situation. The number of alternatives under elaboration and consideration is stated to depend on various factors such as time, resources, information. Once the limitations are defined, it is necessary to work out criteria for alternatives to be evaluated. There are two types of criteria. They are “we must” and “we want.” In the case of “we want,” those purposes which are desirable are considered. Thus, it is not necessary to work out any alternatives. As for the criteria “we must,” it should be defined before any alternatives are considered. At the stage of the definition of alternatives, it is necessary to formulate alternatives to the solution. Frequently, they are not difficult to find. They can be standard or taken from the previous experience (Sak, 2011).
The solution to unique problems requires creative approach in the search for alternatives. Brainstorming and group analysis are used in this situation. As for the evaluation of alternatives, it is necessary to weigh pros and cons, as well as possible consequences. To juxtapose the solutions, it is necessary to use standards which have been formulated on the second stage. Based on the criteria, it is possible to evaluate potential results of the realization of each alternative. If the problem has been defined in the right way, and alternative solutions are weighed and evaluated, it is easy to make a final solution. It is necessary to choose the alternative with the most favorable outcome. It is possible to take the previous experience into account, as well as experiments, researches, and analyses (Sak, 2011).
One other issue to dwell upon in this work is ethical problems in nursing. Nurse managers should try to solve this kind of issues in medical facilities. Besides, they should encourage a good ethical attitude in the team. The range of matters which nurse managers are supposed to resolve consideration, collaboration, management, interference, individual importance, working standards, statistics and feedback, and personal issues. Nevertheless, the list is not specified. Besides, there is no algorithm how to deal with each issue. Therefore, it is necessary to elaborate an approach to solving ethical problems in nursing (Laukkanen, 2016).
In conclusion, it is necessary to point out that solving problems is a mental activity which is performed every day. There are three types of solutions: intuitive, based on judgments and creative. Creative solutions are taken based on the model described in the paper. As for solving ethical problems in nursing, a systematic approach is to be worked out. Finally, it is required to underline that solving problems is an important process.
References
Carlgren, T. (2013). Communication, critical thinking, problem solving: A suggested course for all high school students in the 21st century. Interchange, 44(1-2), 63-81.
Chaffee, J. (2015). Solving problems. In Thinking Critically (pp. 105-145). Stamford, CT: Cengage Learning.
The community is made of diverse people with various needs, likes and dislikes. To balance the diverse interests and values, the residents must come up with community committee members who include elected officials to act as facilitators of various residential concerns problem. Better facilitators or representatives ought to be non-government officials but good and experienced leaders such as renowned chief executives, chairman of various community corporations, who are endorsed by the community members.
Community representatives often solve various problems that the government takes a lot of time and even fails to answer. The panel should include both groups with the highest stakes in the issue, in this case the club owners and the community leaders. Each of the groups must have a spokesperson with ability to gladly accept and endorse any agreed recommendations.
Methodology
The methodology for solving this concerns that link to the club within a residential area would first involve identification of the main concerns of the residences and then development of strategies to address them.
The concerns are urination in public, late-night noise from the club especially during weekend evenings, home brake-ins and quarrels as well as fighting that might have been the results of recent murder of a woman. People are also involved in drug dealings particularly at the parking lots, the club are also often overcrowded, server minors and over server its clients who are time after time found passed out in the yard.
A scan of the problem through community policing would assist in identification of this concerns. The identification procedure helps in determining whether the concerns are genuine or imposed out of jealousy. Recognizing the problem also assist in bringing in a clear idea of potential weaknesses of action to consider.
The second step would involve analysis of the course of action to avoid possible and common problems that may arise in solving such a concern, since it may lack straight evidence. Although the community problem is clearly identified, it is a challenging task since its nature involves a struggle between two parties; the residents and the club owners/clients. Solving this problem would first involve analysis of the code or laws governing running of a club.
What are the laws that the club is breaking? Constructed too close to residential area, noise pollution, overcrowding, selling to minors and over-selling are clear violation of the law. Revising governing articles keenly and analyzing essential details can assist in provision of supportive recommendations, for instance proposing a shut-down of the club.
Going through the law also helps in freshening complainants’ mind over identification of possible consequence of their actions. The committee is made of competent personnel and inquiring from them the possible course of actions to consider is also a good part of the analytical procedure. The committee leaders must also understand the situation properly to provide their form of analysis regarding the situation.
Thirdly the methodology will involve a response plan for the thoughtful and intelligent analysis. What is the response plan and how will it be implemented? The response plan will be technical if it will lead to closure of the club and easy if it involves implementation of policies to change some club-operation procedures. The closure plan presents a measureable, attainable and clear objective of solving all or majority of the community concerns. It also assists in final analysis of the problem and judgement of the considered solution procedure.
Lastly the methodology will require assessment of the results. Did the crimes minimized or end? Was the goal attained? Complaints from residents should minimize or totally disappear. Some community-based problems such as the club-related crimes respond to actions slowly than crimes that are less serious.
The community based policing and involvement in solving the matter at hand is a better handling process that provides instance response and solutions. The assessment would involve finding out whether there are reduced calls for crime related incidences in the area. Reduced calls mean satisfied residents.
Recommendation and Implementation
The residents should voice their concerns through the committee members and recommend closure of the club. Press for closure ought to occur due to the fact that the club has violated various operational laws such as operating in a residential area, disturbance through noise pollution and involvement with minors. The residence should also support their claims based on the occurrences such as public urinations, drunkenness, fights and fighting.
The main concerns of the residents must be the recent murder and the home break-ins that can have a close connection to the club clients. Failure to meet the recommendations may require legal proceedings therefore the case must be filed in a court of law by the committee members and evidence provided to offer support. Filing the case can either mean closure or recommended reform of the club operation procedures.
Plans for Assessing/Evaluating the Course of Action
The plans for assessing the course of action will include residential surveys through focus groups or interviews of residents to determine if behaviours such as drunkenness, public urination or drugs-related fights are still evident in the area. Other assessment indicators procedure will include analysis of residents’ fears over occurrences at the club if the course of action is to reform the club. Related crimes such as injuries and incidents related to drunkenness, murder and house break-ins must minimize or end.
Problem solving is a process that people go through to determine, analyze and solve problems. Problem solving requires some creative, analytical, and mental skills in order to solve a problem. Logical or analytical thinking skills include, comparing, ordering, selecting and evaluating which provide an agenda for problem solving that helps to decide on the best alternative solution, identify the problem, gather formation, choose the cause and identify the best possible solutions for implementation and finally review.
Group Work
At the beginning of the new semester, the lecturer gave us a topic to discuss on drugs affecting the youth. The assignment was to be submitted by a certain deadline and the best one was to take a price. No student had an idea on how to go about it. I came up with an idea of forming a group to discuss the issue that is the problems that affect youth who are using drugs.
Each member in our group gave various ideas and solutions on the matter, what is more, each point was carefully written down. Some of the ideas such as punishing the victim involved in drugs or jailing them were not an appropriate solution for such victims. Some of the obstacles that hindered the ability of solving problems effectively were lack of relevant information, Ignorance and assumptions.
The students tried to come up with solutions that were all not applicable in this case. Therefore, I came up with an idea that every student should identify the problem, search for information about drug abuse, choose the cause, identify the possible and the best solution which can be applied.
On the next group discussion, every member had some points to support their facts, which we were discussing in detail and recording important points; the aspect that made this discussion enjoyable is that every member was able to contribute his or her thoughts that improved social interaction, sharing of values and culture from different members; self esteem was raised for the members who felt inferior and a lot of knowledge was exchanged.
In the group discussion, members were able to contribute their ideas with confidence because every member was free to give his or her own opinion. As I presented our work, it scored the high marks and was rated the best one.
Conclusion
The members were very happy with the approach I used to tackle the problem we were facing for finding solutions and they were thankful a lot. During the semester, we used the group work in our academics and other activities that improved our skills, social interactions, and grades making everyone happy about it.
This also helped me in my college entrance exam. The group work discussion method improved our social skills and I would recommend it for people who find it difficult to follow the process of problem solving and search for assistant from people who are experienced in this area.