Unit 2: Decision-Making Skills
Lesson 1: Solving Problems
OBJECTIVE
Identify the steps in a standard process to solve problems and make decisions.
MATERIALS NEEDED
marker board or something to write on
INSTRUCTIONAL FORMAT
This lesson is designed for people with average intelligence. A separate
lesson contains training on alternative problem-solving techniques for people
with mental disabilities. Problem-solving is a cognitive skill that is difficult
for many people, regardless of intelligence. After working through the
problem-solving process, discuss handling problems in a crisis situation.
The process that is presented below is frequently credited to D'Zurilla and
Goldfried (1971).
Instruct the students on the process to solve a problem or make a decision.
It is suggested that the trainer write the steps on the board.
Define the problem – A person cannot solve a problem until he clearly
understands and identifies the problem. Try to label the problem in precise
and concrete terms. For example, "Joe can't drive me to work" identifies
a potential problem. However, it may or may not be a problem depending on
other factors. The definition above describes the cause of a potential problem.
Rephrasing the problem to "How will I get to work?" puts the focus of the
problem-solving on getting to work rather than on the fact that Joe stood
you up. The fact that Joe can't drive you to work may not be a problem if
you have other alternatives. When Joe told you he could not drive
affects the significance of the problem. If he told you two days ago, you
have less of a problem than if he called 45 minutes before work. A better
definition of the problem is "I have to be to work in 45 minutes, my usual
ride is not going to show up, and the next bus won't get me to work on
time."
Develop alternative solutions – This is better known as brainstorming.
No idea is a bad one. Each idea could be a possible solution. Try to predict
your ability to accomplish each solution and predict the consequences. Using
the example above, you may consider calling a taxi. In evaluating
this alternative, factors such as cost and whether the taxi can get you to
work on time would need to be considered. Have the class generate solutions
to solve the problem proposed above.
Make a decision and execute – Pick the best solution and solve the problem
using the solution you picked. Have the class pick the best solution to get
to work on time.
Evaluate the outcome – This is where a lot of learning takes place.
If the outcome was successful, then the person learns that this is a good
solution if the problem arises again. If it was unsuccessful, the person
knows that it would be best not to try that solution in the future.
Pose various problems to the students and have them use the process from
above to solve the problem. Use a marker board to write the alternative solutions
the class generates. If necessary, the trainer should model this process
again for further instruction. The problems below may be defined well enough
to complete the first step in the process. However, always clarify and ask
"What is the problem?" Let the students work through the process as independently
as possible. Once they pick a solution and decide how to execute it, present
a likely outcome for them to evaluate.
You see your best friend at work take some money that does not belong to him.
Your boss asks you to work overtime, but your son needs to be picked up from school.
You do not have enough money to pay this month's rent.
You are laid off from your job.
Your car needs brakes and you do not have enough in savings to pay to fix it.
A customer approaches you and complains about the service she received from another worker.
You break something at work.
Somebody at work borrowed $20 from you and has not paid you back.
Discuss solving a problem in a crisis. What is a crisis for some people is
not a crisis for others. Ask for examples of what the students consider crises.
With the help of the students, discuss why it is difficult to make decisions
during a crisis. To begin with, decisions that need to be made tend
to be harder to make. This could be why a person is in crisis. They have
put off making a tough decision or solving a problem until it was an emergency
situation. One example is not deciding to go to the doctor for minor chest
pains until the chest pains are unbearable. Another problem with making decisions
in a crisis is people tend to be emotional, making it difficult to think
clearly. A third problem with making decisions during a crisis is that they
often need to be made in a hurry. This leaves less time to develop possible
solutions. Discuss other factors that the students contribute.
Review some strategies for crisis management.
Be prepared. A person can't be prepared for everything. However, some of
these suggestions should help. Develop a savings account to prepare for the
possibility of losing a job or making an emergency purchase. Keep some extra
money at home for taxi or bus fare. Keep a spare tire, jumper cables, and
other emergency equipment in your car. Keep your home safe with fire alarms,
locks on cabinets where poisons and medications are, and a phone list with
emergency numbers.
If a crisis does develop, try to stay as calm as possible. Keeping a cool
head will increase the likelihood that you will make good decisions.
Take as much time as possible to make a decision. Even if you are under a
time crunch, it may be better to make the right decision a little late than
a wrong decision early.
Get assistance. Rely on other people to help you through the crisis.
D'Zurrilla, T. J., & Goldfried, M. R. (1971). Problem solving and behavior modification. Journal of Abnormal Psychology, 78, 107-126.
SIGNS OF GENERALIZATION
Students are using good decision-making and problem-solving skills in everyday
life. As much as possible, training on these skills should occur outside
of the classroom. Students should be encouraged to seek the assistance of
trainers when they encounter problems. This will allow trainers to coach
them through the decision-making process. By using a process, students will
improve the decisions they need to make.
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