This week, we are talking about applying model processes to problems or decisions. Applying a process best benefits you when the problem or decision is complex. What if the problem or decision is complex, but you have only a short time to make the decision? Do you still use a model or do you make a decision from the gut? First responders are often faced with situations like this and are trained accordingly. The key is to understand and memorize the basic steps of a process and apply them as rapidly as possible.

Using the following scenario, explain how you might apply the steps of our problem model quickly.

Scenario

You are attending a concert in a small local arena. Part of the show involves a huge lighting display on stage. The music is very loud and drowns out the sound of the lighting platform crashing. The crash starts a fire and in a matter of minutes flames and smoke erupt and sparks fly into the crowd. The stage collapses and musicians jump into the crowd. People are panicked and begin a massive run for the main exit, trampling some along the way. You are becoming surrounded by the crowd. What do you do?

Problem-Solving Steps Here are the basic steps to the problem-solving process we are using this week:

• Step 1:Problem findinginvolves finding or foreseeing problems and opportunities.
• Step 2:Fact findinginvolves dynamically collecting information related to the current situation in relation to the selected problem.
• Step 3:Problem definitioninvolves using divergence to translate the key facts and create a range of thoughtful and dynamic definitions of the problem.
• Step 4:Idea findingconsists of using active divergence to design a large number of possible solutions for the chosen problem definition
• Step 5:Evaluation and selectionis about assessing the solutions by generating a set of evaluation criteria.
• Step 6:Action planningis about discovering the tasks needed before and during the implementation.
• Step 7:Gaining acceptancefinds ways to encourage others to take ownership of the changes needed to implement and use the solution.
• Step 8:Action takingis the final stage and is part of the overall decision-making and problem-solving process.

Make sure that you post your substantive initial posting no later than Saturday this week, and be sure to use outside support for your posting. This should be from reliable sources (other than the text book), and you need to reference the sources using proper APA Version 7 formatting.

Reference:

https://hbr.org/2012/09/are-you-solving-the-right-problem

Reference

Decision Education Foundation. (2009).What are decision making skills and what is a good decision? https://www.decisioneducation.org/skills

The model we will use in this class is adapted from the Decision Quality Model, developed by the Decision Education Foundation in conjunction with Stanford University. We have adapted the model by adding and combining elements to the traditional six-step chain. We will call itMDQM,or Modified Decision Quality Model.

Elements of the MDQM

• Define the decision to be madebyevaluating the facts surrounding the decision, including a problem that may have generated the decision (if there is a problem), and separate facts that are not relevant to the purpose for making the decision. Form a clear statement of the decision that must be made.
• Frame the decision.There are three components to a decision:
  • purposewhat you hope to accomplish by making the decision, or your objectives(note that objectivesdiffer from outcomes, which drive a problem-solving process),
  • scalewhat to include and exclude in the decision, and
  • perspectiveyour point of view about the decision and the ways you want to approach, or others may approach, making the decision.
• Build the decision.This includes researching the relevant facts and all potential opportunities suggested by the decision statement and objectives. This also includes ideas about collecting and evaluating relevant data/research and developing creative alternatives that could result in the objectives being met.
• Evaluate and make a decision.Compare alternatives using tools (e.g., a decision matrix) which seek to minimize subjectivity in the evaluation process. Decide if there are gaps in the quality of the decision. Do you have areas you are uncertain of or feel lack information? Fill in the gaps and see if the choice is still what you want.
• Assess the decision.Assess the process up to the time of implementation by asking questions: Does the decision chosen fulfill the objectives? Was the process applied successfully? Were there objectives missed that need repeating so that implementation of the decision will go well? The answers to these questions are subjective, but if the answers register discomfort for the decision-maker, it is possible that the wrong decision has been made or that objectives were prioritized poorly or not provided. In this case, review of the process may be needed.

Reference

Decision Education Foundation. (2009).What are decision making skills and what is a good decision? https://www.decisioneducation.org/skills