Individual Strategic Planning

If Only I Had Time for College

In the last post, we discussed the notion of being busy. This post entails my most recent encounter with a person who fancied herself as too busy.

We have all heard someone say, “I’m just too busy to…” or “I just don’t have enough time to…” . In terms of one’s current routine, lifestyle, commitments that may appear to be a true statement.

You are probably wondering what brought this subject to mind. Briefly, last week I heard a young woman say that she would like to do a type of work (school or college counselor) that requires graduate education, but she lamented that it would take 4-5 years for her to accomplish this task. As trite as it may seem, I responded how much older will you be if you pursue this education as opposed to if you do not pursue the requisite college degrees?

She got the point, but she appeared flustered in terms of how to get started. And, as with any planned or hoped for endeavor, one must be able to assess her or his current time usage to determine where and how one’s current time is used. That “Time Log” as it is called reveals the “found time” or “amorphous time” opportunities wherein one can begin to commit time to the new endeavor.  A fuller discussion of Found Time and Amorphous Time can be found in my blog posts of October 4 and October 12, 2011.

Some of the common activities that yield found time are watching television, playing video games, and other forms of entertainment. It is not hard to find from 10-30 hours a week (or more) that is consumed by our desire or need to be entertained.

Before starting grad school, I too lamented not having the time to attend grad school – with three children and their respective routines along with the demands of a marriage. But, during that period of “lamentation”, I somehow I found time to watch three professional football games each week (two games on Sunday and one Monday night - each game lasted about three hours). Coupled with those games were 5-6 television shows and maybe a movie or two that I would watch. So, my television watching – alone - provided the found time to engage in graduate studies.

And for the young woman who was (is) otherwise engaged in a single 21-25 years of age lifestyle as a non-college student, there is time to attend classes and study as well as to work. One just has to assess where her time is currently going. And, how much time a given credit load will take – to begin creating the plans to use the 4-5 years of study – time that will elapse regardless of the activities one chooses to engage in.

By the way, you will not miss the television shows, games, movies, or parties while you are working to improve your lot in life. But, you may continue to “beat yourself up” by not following your dreams. Some of us even find college fun. As I once heard a motivation speaker say (I have never seen a tv set dispense cash. However, that additional education can and will add dollars and delight to your life – guaranteed!

So, You Are Too Busy, Too!

In December 2011, Chris Brogan submitted a blog post entitled, “You’re Not As Busy As You Think” http://www.chrisbrogan.com/notbusy/?utm_source=feedburner&utm_med...  

That title is a common “refrain” for people who aren’t or didn’t accomplish something in their lives. Most of us have likely responded to a request from another by saying, I’m too busy, but are we really?

Let’s take a moment to list 3-4 monumental accomplishment by others – living or dead. Who comes to mind? And what did she, he, or they accomplish that you so admire or aspire to? What do you have in common with that (or those) individual(s)? Now let’s explore what it is that you want to do.  Maybe your objective is not so major or monumental, but it may still seem out-of-reach – let’s see…

Are you ready to do it now?  If not, why?

Is your objective a need or want? The answer to this question may reveal the level of effort and motivation you bring to the accomplishment of this objective. If it is a need you will likely find the time, money, or other resources to make this objective happen. However, if the objective is a want, we often find it easier to excuse our lack of commitment or resolve in terms of applying our energy to accomplishing the objective.

If you are not ready, how long will it take to prepare yourself to do what you want to do? Do you hear that little voice saying “I’m too busy”? Can you do it in a week or month? Will it take a year or more? One thing that you have in common with all the authors of the greatest accomplishments is 24 hours a day. As trite as it may sound, all the world’s greatest accomplishments have taken place within the “confines” of the 24 hour day.

What obstacles stand in your way? Is one of those obstacles money? More valuable than money and more available to everyone is access to IDEAS, the precursor to money. Ideas precede and sustain money in our lives. We all have ideas. Among the most valuable ideas are those which follow an assertion / discussion of “what went wrong” in a thing or process. That discussion could lead to a better solution to the problem that the thing or process was solving. And just maybe your discussion will lead to a better “mouse trap” – saving time and / or money and / or providing another benefit to the end user(s).  Another thing that you have in common with all the authors of the greatest accomplishments is access to a universe replete with ideas – ideas to enrich you and others.

What will it take to overcome each of these obstacles? You must list and attempt to resolve the obstacles AND you would do well to seek a trusted friend or relative to help you flesh out your obstacles as she or he sees it / them. Enlist her or his help to see what obstacles you face in accomplishing your objective. 

The third thing that you have in common with all the authors of the greatest accomplishments is Vision or purpose fashioned by a sense of time to do what you want or need to do along with the ideas (the world’s only indestructible currency) of what problems you can solve in your own life and the lives of others. These three things are like to legs of a stool – three legs are the minimum number of legs that enable a stool to stand on its own.

Continue to ferret out the other resources to help you to accomplish your objective? In order your “resources” can be counted as people, financial (ideas), things and/or tools. Together, time, ideas, and vision are three things that you have in common with all the authors of the world’s greatest accomplishments – go make your mark…

Skipping Post-Secondary Education Is Not An Option

How (Do) We Learn Life's Lessons?

For some parents or guardians, tuition starts with the selection of a pre-school for a daughter or a son. That cost may continue through private school education. What advice would you give a teenager (or the parent/guardian of a teen) that you choose to mentor regarding the value of the tuition costs that she or he would have to pay? If cost is a barrier to attending a post-secondary school, what would you say to overcome the objection that she or he could not afford to attend the school?

            School Options:

• • State School - [in-state vs out-of-state] for Bachelors, Masters, & Doctoral degree
  • University of – [in-state vs out-of-state] for Bachelors, Masters, & Doctoral degree
  • Ivy League (or an International University) – same degrees plus an element of prestige – more cost
  • Technical / Apprentice – time, effort and pay-off of attending
  • Military – Honor, prestige, sacrifice of serving

What can I expect to earn and how does that compare to other options?

• http://www.postsecondary.org/

Some of these charts illustrate the monetary value of the respective college degrees.

 

What is the largest school on earth?

• The University of Hard Knocks

How much does one pay in tuition to attend?

• Varies

How long must one attend to graduate?

• Up to a Lifetime

School of Hard Knocks – Tuition (price paid for uninformed decisions made)

Indicators of one’s enrollment in the school of hard knocks.

1. Trial & Error – I’ll learn by my own mistakes
2. Models – if it was good enough for (one’s role model), it’s good enough for me
3. Rebellion – you can’t tell me what to do with my life
4. Fear – I can’t do it, what if I fail, I don’t have the money
5. Necessity – I must (first) work to support my child(ren) or parent(s)
6. Hubris – I’m too smart (and/or too rich) to attend college

 

On the surface, it appears that entering the school of hard knocks is a conscious decision. Or, perhaps, we “enroll” by default, by choosing one of the foregoing postures.

Drawbacks of enrolling / paying tuition in the school of hard knocks.

1. Trial & Error – we may not have enough time to learn life’s lessons by the accumulation of mistakes. Vicarious learning is accomplished by learning from others’ mistakes – thus saving one from the stress and costs of a given mistake.
2. Models – was foregoing post-secondary education a choice of the subject role model or was it something the role model felt compelled to do? What would that role model say about your choice to forego college?
3. Rebellion – this posture of “reacting” to another / others could become a way of life. If this is our posture, we are relinquishing control of our lives – vesting it in someone who may or may not have our best interests, in mind.
4. Fear – can be overcome by approaching post-secondary education from the notion of how are other (similarly situated) people succeeding in college. There are resources available for differently-abled people as well as people without the financial resources to attend. School counselors and academic advisors populate most campuses, including online universities – ask for assistance.
5. Necessity – there truly are circumstances which divert our attention from school or work. However, online schools have allowed – otherwise “pre-occupied” people the opportunity to work at times suitable for their needs.
6. Hubris – Post-secondary education is a LIFE experience. Can anyone really be too smart or too rich to take part in this life experience?

Although, we may not consciously choose to attend the school of hard knocks, we may, by default, be enrolled – if we “own” one of the six postures for learning life’s lessons, above.

What are some of the costly decisions that we have made that could have been avoided had we learned to think critically and develop options when problem-solving? Admittedly, major life mistakes happen to college and university graduates, too. However, much of post-secondary education entails solving problems and exploring local and world as well as historical problems and their resolutions. We learn option thinking, weighing and selecting a measured approach to intra-personal, inter-personal, and societal / world problems.

Putting Competition in Its Place

As an interscholastic and intercollegiate athlete (track and cross-country) for seven years, I have learned the value of competition in honing one’s skills and knowledge of one’s respective sport.

And, as a small business owner for 15 years, some of those lessons from being an athlete helped formed my perspective in terms of the “wins and losses” in business. The gist of this intro is that I know how to compete – to win and lose – being a good “sportsman” during both outcomes, and I know when to compete and when to collaborate.

One of my college teams had an undefeated season (about 30 meets). My “take aways” from that experience included, understanding the reward and value of pursuing personal bests when I competed – making me a winner when I didn’t win the race. And I used this understanding (as a team captain) when collaborating with team mates to help one another to excel in terms of pursuing (our) personal bests.

Perhaps, the most important lesson that I learned was when to compete and when not to compete. This conclusion came by way of self-observation and observing those close to me. In one of my “careers”, I provided life skills training for several thousand people – obtaining insights into the venues where competition is helpful and where it is not helpful.

One of those venues where competition often proved counter-productive was marriage. If you or I win the battle of being a better parent or provider or of being more supportive of our mate, what exactly have we won? And, what did our mate win? More importantly, what have we lost – at least potentially? Winning necessitates losing – loss was an everyday occurrence in our track and cross country meets as each event or race had a winner and everyone else was a “loser” – an also ran, so to speak.

In a marriage (or in your personal non-marriage relationship), there is no such thing as a win-lose scenario – there can only be a lose-lose scenario OR a win-win scenario – there is no in-between. And, why would anyone want to outdo her or his mate – tacitly or overtly branding her or him a loser as to the object of the competition? If our goal is to win at the expense of our mate, the whole activity is in vain. What could be the motivation in celebrating a victory with a concomitant failure? Such a failure does nothing to enhance a relationship, but it could easily initiate or advance an estrangement of a couple from one another.

If we compete for the affection of our children – a really bad idea – we model behavior that is destructive of positive human relations. We, also risk passing on the “modeled” behavior, which could serve to sabotage our children’s relationships – in time.

School, work, and play provide ample opportunities to collaborate with others as well as some opportunities to compete. One must decide on what behaviors best advance the team, family, company, or school and there is a strong chance that her or his personal interests will also be served, that is if she or he chooses to collaborate rather than to compete.

In competition, we have a winner and one or more losers. Losing is tantamount to failing (to win). And failing can metastasize to other endeavors – to other individuals. Said another way, failing can be contagious. Failure was discussed in considerable detail in my earlier blog posts (September 2011). Each win and loss may result in a failure insertion point or propitious moment for the advent of failure – that failure could subsume the “win” gained via competition.

If your personal planning and goal setting includes others, why spend time trying to out-do someone else? Why spend time developing plans and goals which include the elements of failure as part of the basic design or outcome? Collaboration minimizes the risk of failure and the fallout attendant to failure, e.g. animosity and estrangement.

Put competition in its place!

 

 

 

 

 

De-commissioning

This blog submission is intended for the person(s) who has had a personal event (or has someone close to her or him) that persists in troubling her or him long past the actual occurrence of that event.

The goal of the following information is to DE-COUPLE the person(s) from that event. And, to establish a positive or healthy experience in its place.

 

Definitions:

 http://www.thefreedictionary.com/decommission

• Decommission - To withdraw (a ship, for example) from active service.

• Decommissioning - The process of shutting down or taking “off-line” a nuclear facility such as a nuclear reactor or reprocessing plant so as to provide adequate protection from radiation exposure and to isolate radioactive contamination from the human environment.

 

What one does here is to become aware of an event which is undesirable. Perhaps, placing the undesirable event(s) on a 3x5 card or a Post-it note will bring it into focus – long enough to begin to process the “pain” or discomfort out of the event(s).

To perfect our perspective on the event, let’s handle it like a reporter is said to cover a story – by developing the: who, what, when, where, how, and why of the event(s). This retrospective must include the feelings attendant to the re-living of the event(s), because it is the negative feelings that will be morphed into positive energy.

I have used the “de-commissioning” statements to start the process of taking the sting out of undesirable events in my life – making them more bearable.  The repetition of these statements razes the infrastructure of negative events – sometimes brick by brick. And, the “re-allocation” statements build and supply the desired results with the energy which formerly sustained the negative event in consciousness. 

Some of us are more comfortable using statements from sacred writings to purge and/or bolster our psyches in terms of morphing our respective undesirable events in our lives into desirable states. Choosing one option (i.e. affirmations versus scripture) does not negate the benefit of using either or both resources – in tandem – if you choose to. The key is to feel the emotion / energy that comes from moving away from a negative or painful recollection to a positive experience (a neutral posture may be an intermediate step).

Next is the de-commissioning statement, which begins the de-coupling process – freeing you from the continued negative feelings associated with the undesirable event(s) that you recall or relive:

I de-commission [this event – name the event] as a store of negative energy and / or a producer of negative energy in my life.

If the event(s) also produce(d) the undesirable energy, create a second statement. The first of these two statements would read, “I de-commission this event as a store of negative energy in my life”. And, the second statement would be, “I de-commission this event as a producer of negative energy in my life”. Our reaction(s) to certain events can create undesirable energy and those reactions permit continued deposits to this negative repository of undesirable energy.

The statements contained herein begin the process of breaking up, releasing, and converting the undesirable energy of past event(s) into positive energy.

Definitions:

http://www.thefreedictionary.com/allocate  

• Allocate - Distribute according to a plan or set apart for a special purpose

• Reallocate (ing) - Distribute or apportion anew.

 

I re-allocate the energy stored and / or produced by [name this event] to my [be specific]:

Again, you may use two statements, i.e. “I re-allocate the energy stored in [this event] to my [be specific]” AND “I re-allocate the energy produced by [this event] to my [be specific and name the desired end result within the context of the following broad categories], e.g.

• My business
• My marriage
• My family
• My job
• My education
• My health

There are a number of systems and techniques for achieving the same or similar results as what is being outlined herein. The question boils down to which one resonates with where you are and where you would like to go.

Best Regards,

Jim

 

 

 

 

 

 

Hand-Me-Downs

Hand-Me-Downs

Have you ever worn “hand-me-downs”? Has someone that you know? Typically, hand-me-downs refer to “gently” worn items that one family member gives to another – often times it is a parent who passes on an item to a child or from one sibling to another.

Some people look with disdain on this practice as it may be associated with poverty, but it needn’t be. Perhaps, this practice could be re-branded to indicate that we are “green” – recycling clothing, accessories, heirlooms, and other items that are being passed on.

There is another application for this notion of hand-me-downs. Hand-me-down applies to appropriating the thinking associated with another – a parent, teacher, coach, mentor, friend, clergy, media as well as other sources and making it our own. Some of us have arrived at a stage in life where we find ourselves saying things to our children that our parents said to us or our teacher, etc. said to us. We may even repeat something that we read in a book or heard on television to others.

Hand-me-down Thinking

A key consideration to thoughts that are passed on is whether or not the recipient passively or actively adopted the thinking from its “source”. Passively adopted thoughts may surface unexpectedly, such as in comments regarding a stereotype held by family or friends that you grew up with or lived/worked around. On the other hand, actively adopted hand-me-down thinking may surface in a more positive light as the thinking was found to be desirable or useful at the time of adoption.

One of the benefits of having watched children grow up is the observance of behaviors and ideas which the child(ren) imitated. A problem with imitation is that – by adding an “L”, we get limitation. We may take on the limitations of those we learn from. Or those that learn from us may take on our limitations.

Statement of Beliefs

Let’s take the things that we believe to be true or fear to be true and break them up into categories, such as intrapersonal and interpersonal; institutions and systems; living things, eco-systems, etc. Or, we could use other categories, such as family, career, education, health, spiritual, community, social, etc. to begin to examine our beliefs about each category. We would then ask what the origin/ source of our thoughts about that category is. Also ask is this “adopted” belief positively or negatively impacting my life?

We are capable of independent thought about virtually anything, but it is so much easier, at times, to ingest the “pabulum” of others’ thoughts.

Generally speaking, we will experience numerous opportunities to adopt hand-me-down thinking at work, school, or at home – we should be on the look out for positive contributions to our “body of beliefs”.

Our “body of beliefs” impinges upon our forecasts – business and personal as well as our resolutions and the results that we obtain – all emanate from our beliefs. Many of our beliefs were handed down to us from a variety of sources? We must ask ourselves, are we comfortable with and confident in the texture of and content of those beliefs? If not, we will explore how to change those belief(s) in a future post.

Resolutions

Let’s play a game of word association. I say resolutions, you say New Years or promises or resolve or failure, etc., etc., etc. Whether or not the word “failure” is at the top of (our) minds or not - it is often evoked by the routine of making and breaking New Years’ resolutions.

In a recent blog post on failure, I mentioned the recognition of failure patterns as a way to overcome critical failure factors (cff). However, the recognition of cffs is not a practice or exercise that we typically engage in, especially during the “positive” experience of making and resolving to keep our New Years’ resolutions. But, simply mentioning resolutions can create a sense of dread as we begin thinking about previous failures that resulted from past resolutions.

Why do we, universally, “suck” at making and keeping New Years’ Resolutions? And, is there a better way? The answer to the first question is discussed in my book, “How to Succeed at Personal Planning and Goal-Setting Workbook”. Briefly, that answer entails recognizing that succeeding entails knowing what to do and how to do it. Because, if you know what to do and how to do it, then failure can be described as:

"Not realizing what you want is a problem of knowledge.
Not pursuing what you want is a problem of motivation.
Not achieving what you want is a problem of persistence"
John C. Maxwell - "Failing Forward"

The answer to the second question could easily become another book. But, in the most straightforward way, we must:

            Write down what we intend to accomplish. That written statement or question (questions as goals will be discussed at another time) – to be complete - will have the element of time, detailed. For example, one would list the start or commencement time for the resolution, possible duration (if known), and intended completion time.

            List degrees of success for the resolution - on at least three levels, e.g. ambitious (more than is required); a satisfactory outcome or result; and the minimum result, which would motivate you to continue or try, again (to attain the satisfactory or ambitious levels of success).

            Include “the respite” or break in the pursuit of the resolution. Some breaks are common sense, such as the cessation of running after straining a muscle or spraining an ankle until the injury heals. The pursuit of a resolution may entail “momentum robbers” or sometimes emergency situations that require our undivided or extra attention. By codifying a “respite” in the resolution, you give yourself permission to catch your breath and pick up the pursuit of the resolution, at a later (written) time.

        Put in writing a “mothballing” or abandonment plan for the situations that require that you give up the pursuit of a resolution. At a minimum, this mothballing plan allows for the orderly non-completion of the resolution. It will detail lessons learned from the pursuit of the resolution. Mothballing includes the reason(s) for “quitting” or giving up on the resolution. It may also list new strategies, timing or scenarios for the next time – if one chooses to re-engage the resolution.

In my next book, I will detail my concept of Year Round Resolutions, which will give each of us multiple opportunities throughout the year to commence and complete resolutions.

A Problem-Solving Framework - Part 3

The 5 Whys – System 3

 

The 5 Whys can also be used to solve the problems outlined in #7, above, as well as a wide variety of personal and group problems.

 

Level Of A Problem                             Corresponding Level Of Improvement

 

There is a puddle of oil on the shop floor                       Clean up the oil

 

WHY?

 

Because the machine is leaking oil                                 ---

 

WHY?

 

Because the gasket is deteriorating                               Replace the gasket

 

WHY?                  

Because we bought gaskets made of inferior                Buy better gaskets

material 

 

WHY?

 

Because we got a good deal on them                               ---       

 

WHY?

 

Because the purchasing agent gets evaluated             Change the policy

on the basis of savings over normal price tags

 

It bears repeating that there are other examples of the use of the foregoing problem-

solving model, i.e.:

 

• Choosing a neighborhood and home to move to
• Creating and implementing nutritional, exercise, and stress reduction programs
• Changing careers
• And many more…

 

My Message to Youth

 

My message to youth is to get connected. It appears that many young people are connected to family, teachers, coaches, clergy or other trusted and experienced adults who can help them navigate tricky situations and relationships. Each young person must choose that mentor(s) or helper(s). For many of us, a valuable help can also be a trusted member of the community of therapists – psychologists and psychiatrists or clergy. These professionals can customize ways to solve specific problems that those of us in business or academia may overlook in our generalist approach to problem-solving.

 

By the way, no one is going it alone. We all depend on one another to some degree. However, if we have issues about learning to trust or rebuilding trust, it is a sign of strength and intelligence to ask for help from family, school, church, or a therapist.

 

Finally, I cannot think of a better way to engage another person than to sincerely ask for help. We each have an idea who that person is or those persons are who are likely to welcome our request. If not your parents, your grandparents, an aunt or uncle, teacher, etc. – just ask!

Needs & Wants

Abraham Maslow’s Needs Hierarchy is an esteemed treatment of what needs matter to people. However, many people have never read Maslow. And some who have read Maslow or other seminal authors – still are not able to distinguish needs from wants. Or, they may not prioritize, effectively, their needs and wants.

 

In my book, I have included a Goal Discovery and Distillation Process, which I used and taught others to use since 1994.

My Book on Amazon.com: http://www.amazon.com/Succeed-Personal-Planning-Workbook-ebook/dp/B005LVUXJQ/ref=ntt_at_ep_dpt_1

My Book on Barnes & Noble: http://search.barnesandnoble.com/How-to-Succeed-at-Personal-Planning-and-Goal-Setting-Workbook/James-Gordon/e/2940013267619#MeetTheWriter

 

Conclusion

 

The errors discussed above may cause people to miss the mark in terms of solving a given problem. By using one or more of the three methods of problem solving in this article, most people will be able to minimize or eliminate the errors and solve the problem, at hand.

 

We all pay a high price of tuition in the school of hard knocks until we learn to meet and solve the never ending stream of problems we all seem to face. There are not-so-effective choices, e.g. trial and error or opiates. And there are the tried and true systems outlined, above.

 

Those of us who have charge of young people or have children of our own can teach these children to “fish”, and thereby increase their chances of success in developing positive and effective decision alternatives.

A Problem-Solving Framework - Part 2

Problem Solving and Decision-Making Scenario - System 2

 

This method follows the contours of the methods of Kleindorfer et al and Anderson et al as it combines the best features of each.

Empty-nesters, Mr. and Mrs. Smith have decided that they wanted to relocate to a Mid-Western or Southern city to live and work. The following problem-solving scenario tracks the joint decision making steps that they used to reach their decision.

 

Step 1:  Identify and Define the Problem

 

• Problem Identification:  Process of becoming aware that a problem exists.

 After the Smith’s youngest child moved out, they began to question whether the decisions which led them to settle down in City A were still valid. Their answer was “no”. And with that realization began the incipient dissatisfaction that they now feel. Mrs. Smith, also, wanted to move closer to her family, which was about 1500 miles away.

 

• Problem Acceptance:  Attention focused on changing a situation which is not as it is desired or intentioned (versus ignoring it) – consensus or agreement may occur.

 

The Smiths discussed quality of life issues which were not being met. They talked about other locations wherein additional opportunities to mitigate their growing discontent might be found. As they had often traveled throughout the Mid-west and South, cities in these states had more appeal to them.

 

• Problem Representation:  Situation requiring a decision is linked to an outcome or outcomes which, potentially, remedy(ies) the “accepted” problem state. This representation can be as simple as a verbal statement, a written report, picture, etc.

Although these representations were solely in verbal form, the Smiths began to search the Internet and talk with friends and family in the locations they were interested in. These talks were followed up by obtaining brochures, collecting web site photos, employment data, and more from locations listed, below.

 

Step 2:  Determine the Set Of Alternative Solutions.

The Smiths’ “short” list of alternative locations included the following cities: Madison, WI; Indianapolis, IN; Columbus, OH, Nashville, TN; Des Moines, IA; and Knoxville, TN

 

Step 3:  Determine the Criterion or Criteria That Will Be Used To Evaluate the   Alternatives

• Single-criterion decision problems [high-paying job or close to family or retirement destination, etc.]
• Multi-criteria decision problems [combination of pay and location and status and recreation, etc.]  

 

The Smiths’ Quality of Life Indicators:

 

I. HIGH PRIORITY

1. CPI
2. Housing 
3. Transportation 
4. Communications  
5. Infrastructure 
6. Medical Services 
7. Low Crime

 

II. MEDIUM PRIORITY

1. University or College Town 
2. Social Services Support Network 
3. Entertainment 
4. Shopping 
5. Weather

 

III. LOW PRIORITY

1. Business Support Services 
2. Recreation 
3. Progressive Media

 

Step 4:  Evaluate The Alternatives

• Rate the criterion(ia): 1-5, excellent-to-poor, acceptable or unacceptable, etc.

 

Each of the Smiths’ selection of cities was given a “ranking” based on the priorities listed in step 3, above. The actual rankings chart, ranked the indicators from 1-14. One could use a side-by-side comparison of each feature in a table or a variety of ways to display or represent the foregoing data.

 

Step 5:  Choose An Alternative

• This is the decision.

 

The Smiths’ rankings were, Nashville, Indianapolis, and Columbus as only 6 points separated these cities. One may elect to have a back-up or Plan B or Plan C in case option one does not work as planned. One might even consider re-ranking the finalists – using the same or additional criteria.

Step 6:  Implement the Selected Alternative

For some decisions, the exercise of going through steps 1-5 may yield a choice of “none of the above”, which is OK. Since a city was chosen, initial steps might include requesting information from the area’s Realtors. Obtaining the SMSA (Standard Metropolitan Statistical Area) report could provide good data on the population and resources of the city/locale.

Step 7:  Evaluate the Results To Determine Whether A Satisfactory Solution Has Been Obtained

 

Satisfaction is in the eyes of the beholder – so to speak

 

Steps 1-5 are referred to as decision-making and steps 1-7 are referred to as the problem-solving process – a process that includes decision-making.

 

Other examples of the use of the foregoing problem-solving model include:

 

• Helping an individual, couple, or business discover why checks are bouncing
• Assisting an individual, couple, organization purchase a car(s)
• Choosing a college or degree program
• Deciding on an entrepreneurial venture
• And many other individual or group problem-solving endeavors

A Problem-Solving Framework - Part 1

Problem-Solving “Framework”

 Introduction

 

Without a problem-solving methodology/system, people will likely make more mistakes or repeat (some) mistakes, again and again. The methods contained herein reduce the likelihood of the occurrence of either of the foregoing outcomes, but they will not eliminate all negative outcomes. However, the more you practice one (or more) of the three methods outlined in this article, the better your prospects of obtaining the results you desire. Alternatively, there are a couple of not-so-effective problem-solving methods that are used by many people, they are 1) trial and error 2) opiates like alcohol and drugs.

 

It appears that “trial and error” is a common method of “problem-solving”. My experience in observing people who use this method is summed up in the words “I want to make my own mistakes”. Unfortunately, life may not be long enough to solve (successfully) all the problems we face using this perspective on life.

 

The widespread use of “opiates” may be another less-than-optimal way to solve problems as it seems to create a new “cluster” of problems including physical or psychological dependence; criminal justice entanglements; family upheavals; and reduced productivity – just to name a few interrelated or problem clusters.

 

One of the aims of this article is to feature viable problem-solving and decision-making alternatives so that readers can learn and teach others to learn the lessons of problem-solving and decision-making, vicariously, i.e. through someone else’s experience or training. The three featured problem – solving methods are not panaceas or fool-proof. However, these methods have been tested by academia and/or business and each is worth a closer look.

 

Sources

 The source of the three problem-solving methods [Systems 1-3] in this article are:

 

1. Kleindorfer, P. R. K., Howard, C.; Schoemaker, P.J.H. (1993).

Decision Sciences - An Integrative Perspective. Cambridge, United Kingdom, Cambridge University Press.

       2.  Anderson, D. R. S., Dennis, J.; Williams, T. A. (2000).  An Introduction to Management Science - Quantitative Approaches to Decision Making. Cincinnati, South-Western College Publishing.

       3.  Scholtes, P. R. (1998). The Leader's Handbook. New York, McGraw-Hill.

 

In the Kleindorfer et al book, we find a list of three types of errors that are common to the problem-solving process, they are:

1. Type I Error: Detecting a problem when there isn’t one.
2. Type II Error: Not detecting a problem when there is one.
3. Type III Error: Solving the wrong problem.

 

A solution to these errors, can be found in the following “abridged” version of the much more detailed system outlined in the book, it is:

 

Problem-Solving and Decision-Making Steps – System 1

 

Problem finding may seem like a no-brainer to many people, but finding the problem is just part of the process as once a problem is found or identified, other steps are required to resolve the problem. Below, is a three step process that may best be used by an individual or group with some experience in problem-solving. If you have little or no experience in a formal process to resolve problems, systems 2 and 3, below, may work better.

 

Problem Identification ***

• Individual
• Group (two or more people)

 

Identifying a problem or problem finding might entail determining what is wrong, what went wrong, or what might go wrong. Sometimes, it is more complex and might require engaging an expert’s help as with many medical, legal, tax, electrical, or automotive problems, etc.

 

Obtaining agreement or consensus within a group may be a problem unto itself depending on the group process skills of the members.

 

Problem Acceptance ***

• Individual
• Group

 

Acceptance entails agreeing that the problem that has been identified is indeed the “real” problem. In a group, one typically sees either an autocratic or democratic process of identifying and “accepting” the problem. You might hear someone say “it’s my way or the highway” or “because I said so” in an autocratic or I’m the boss environment. But, in a democratic environment, one might find more “trouble-shooting” or brainstorming at each step – criticism of another’s input is minimized or non-existent.

 

Problem Representation ***

• Individual
• Group

 *** This process applies to organizations and to society

 

Representation means putting the accepted problem in terms that will communicate the real problem to another person. Some people will use words, some will use pictures or a combination of both, and some people will use kinesthetic or touch / motion to communicate the problem. Often times it is best to represent the problem in different ways in order to bring someone on board that has a different learning style than you.

 

Other Possible Errors

 

Perhaps, the following observations can be placed under the category of “heuristics” as they are based on 30 years of professional experience and even more years of personal and family experience. There are at least two additional types of errors.

Type IV Error: Failure to execute the solution (or decision alternative) – due to:

 

• Lack of time
• Lack of resources - money, car, tools, computer, home, etc.
• Lack of will – fear or threats may contribute to this situation. There is the potential for or actual “blowback” – blowback entails real or imaged negative consequences from pursuing a given course of action

 

Type V Error: Problem Nesting / Clusters. Typically, these are multi-faceted or complex problems. For example, some of the social services clients that I provided job search training for faced problem clusters, e.g.

 

• loss of job and a divorce…
• substance abuse and a criminal record…
• lack of GED and no work experience…
• illness or disability and job obsolescence…
• permutations of the foregoing problems…

 

On the surface, Type V errors can best be met with an intervention by professionals in social services and/or health services. And to some extent Type IV errors may also benefit from a third party – friend, family, or professional.