1. According to the textbook, the first step in group problem solving is to define the problem. According to the text every problem has three pieces that need to be discussed by the group. The group needs to come together to discuss what the negative issue is, what would be a better situation, and what stands in the way of the solution being implemented. The text gave a list of good questions to be asked at the meeting: What is the current difficulty? How did we come to know that the difficulty exists? Who/what is involved? Why is it meaningful/urgent/important? What have the effects been so far? What, if any, elements of the difficulty require clarification? (Communication in the Real World). At the end of the meeting the group should have defined the problem in a single sentence. The problem in this case may be defined as: Clark College does not have enough parking during the morning and evening classes to meet the current student/enrollment demand during these times of the day.

The second step is to analyze the problem and explore why the problem exists. The group may ask questions like, "Why doesn't Clark College have enough parking for the students who attend at busy times of the day?" Or " all colleges have this same issue?" From here, the text says the group can formulate a problem question "...that will guide the group as it generates possible solutions" (Communication in the Real World). The problem question in this case may be: How can Clark College ensure sufficient parking for the amount of students it allows to enroll classes?

The third step is to come up with potential solutions to the problem. This step is an exploration of ideas and asking questions, rather than evaluation of the possible solutions. The text states that the question should be what could be done and not what should be done (Communication in the Real World). Some possible solutions in the third step could be: reduce the number of students enrolled, allow parking by paid permit only within the school's parking lots during certain hours (limiting the number of permits sold), build more parking spaces, incentives for carpooling such as designated carpool parking spaces, grade level restricted parking spaces.

The Forth step is when the possible solutions are evaluated for the best possible outcome. Step four is when "..solutions should be critically evaluated based on their credibility, completeness, and worth" (Communication in the Real World). Reducing the number of students enrolled will hurt people trying to get an education and will also reduce the school's revenue, so it probably is not the best option. Permit only parking would help, but would be cost prohibitive for some students. Building more parking would be great and alleviate the problem, however with a budget of $5,500, this would likely not be doable. Offering incentives for carpooling like designated spots closer to classes would be beneficial but carpooling does not work for a lot of people. People have sports, work etc and need their own transportation a lot of the time. Grade level restricted parking spaces could solve the issue and keep within the budget. Grade level restrictions would allow certain grade levels "access to particular type of parking spaces. For example, not allowing first-year students to park on campus or giving priority spots to seniors can work well manage tight numbers" (The Dixon Pilot). I think grade level restrictions would be the best way to manage the current parking problems at Clark College.

The fifth step will be to implement and assess the solution. At this point I would have signage made and installed, to direct students where to park, according to grade level. I would also have each student driver issued a decal or window plaque that shows which grade level are of parking they are permitted to park in. Since this is hypothetical, I will pretend that I then assessed the results of the solution. I will have found more order in the parking lots, students clear on where they can park and much less roaming traffic around the parking lots. This was a great solution for the given budget. However, I will also find that this solution did not create new spaces and there still needs to be more spaces installed once there is a budget that permits it.

2. When I was in high school I played on the football team. Right away, as a freshman I noticed the older guys seemed close and did not give the younger guys any respect. I did not recognize this as groupthink at the time. According to VeryWellMind, stereotyping is where "...members of the in-group ignore or even demonize out-group members..." (verywellmind). They demonstrated they felt they were superior to the new players coming in, as they had been on the team together longer and did not value input or effort from new players.

I think in my group it would be good to encourage ideas and critical thinking and even to appoint a devil's advocate, as suggested in the article. to help avoid groupthink. Everyone should feel heard when agreeing or disagreeing with any ideas being discussed. (Verywellmind).

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