steps involved in problem solving process. 1.

Recognising: The individual must first try to

recognise the problem; then only he or she is able to solve theproblem. 2. Identifying: The
identification of the problem describes the specification of the problem in the mind of
theindividual. 3. Collecting: Collecting and then preparing the list of relevant choices helps the
individual for the furtherprocess of decision making. 4. Organising: When collected relevant
choices are organised, it becomes the first decision making process. 5. Analysing: In this, those
collected and organised choices are analysed to identify its potential. 6. Assessing: The assessing
is done on the basis of analysing each choice. 7. Judging: As per assessment of each choice, its
relevance to the situation is judged with its importance tothe situational application. [Link]
judgement of each choice is synthesized with reference to the situation. 9. Selecting: As per the
combination of different choice, appropriate choice is selected as decision. 10. Applying: To
apply taken decision to solve the problem, requires skill. Success of problem solving process
depends on implementation of the decisiion. 11. Verifying: The verification is feedback from the
implementation of the decision.

Steps of problem solving 1. Identifying the Problem Identifying the problem seems like the
obvious first step, but it’s not exactly as simple as it sounds. People might identify the wrong
source of a problem, which will render the steps thus carried on useless. 2. Defining the
Problem This step mainly involves asking questions such as; WHAT, WHY, HOW, WHERE & WHEN
about the problem. 3. Forming a Strategy A problem-solving strategy is a plan of action used to
find a solution. Example of problem solving strategy include: Trial And Error Trial and error is a
problem solving method in which multiple attempts are made to reach a solution. It is a basic
method of learning that essentially all organisms use to learn new behaviors. Trial and error is
trying a method, observing if it works, and if it doesn't trying a new method. This process is
repeated until success or a solution is reached. Algorithm An algorithm is a defined set of step-
by-step procedures that provides the correct answer to a particular problem. Heuristic A
heuristic is a mental shortcut that allows people to solve problems and make judgments quickly
and efficiently There are many different kinds of heuristics, including the availability heuristic,
the representativeness heuristic, and the affect heuristic. The availability heuristic involves
making decisions based upon how easy it is to bring something to mind. When you are trying to
make a decision, you might quickly remember a number of relevant examples. Since these are
more readily available in your memory, you will likely judge these outcomes as being more
common or frequently occurring. The representativeness heuristic involves making a decision by
comparing the present situation to the most representative mental prototype. When you are
trying to decide if someone is trustworthy, you might compare aspects of the individual to other
mental examples you hold. A sweet older woman might remind you of your grandmother, so
you might immediately assume that she is kind, gentle, and trustworthy. The affect heuristic
involves making choices that are influenced by the emotions that an individual is experiencing
at that moment. For example, research has shown that people are more likely to see decisions
as having benefits and lower risks when they are in a positive mood. Negative emotions, on the
other hand, lead people to focus on the potential downsides of a decision rather than the
possible benefits. 4. Organizing Information Organizing the available information is another
crucial step to the process. Here you need to consider: • What do you know about the problem?
• What do you not know about the problem? Accuracy of the solution for your problem will
depend on the amount of information available. 5. Allocating Resources Time, money and other
resources aren’t unlimited. Deciding how high the priority is to solve your problem will help you
determine the resources you’ll be using in your course to find the solution. If the problem is
important, you can allocate more resources to solving it. However, if the problem isn’t as
important, it’s not worth the time and money you might spend on it if not for proper planning.
For instance, let’s consider a different scenario where your business deal is stuck, but it’s few
thousand miles away. Now, you need to analyze the problem and the resources you can afford
to expend to solve the particular problem. If the deal isn’t really in your favor, you could just try
solving it over the phone, however, more important deals might require you to fly to the
location in order to solve the issue. 6. Monitoring Progress Effective problem-solvers have been
known to monitor their progress regularly. 7. Evaluating the Results Your job still isn’t done even
if you’ve reached a solution. You need to evaluate the solution to find out if it’s the best possible
solution to the problem. The evaluation might be immediate or might take a while. For instance,
answer to a math problem can be checked then and there, however solution to your yearly tax
issue might not be possible to be evaluated right there.

Problem-solving is a process and so it involves a number of steps: Step 1: Find and Frame the
problem: The first step in problem solving is to find and frame the problem. The problem you
select should be neither too broad nor too narrow. If it is too broad, you will not be able to
complete it within the stipulated time. If it is too narrow, you will not be able to gather enough
stuff to support your point of view. Once you have identified the topic, you have to look at it
from all perspectives and define it in crystal clear terms. Step 2: Develop a good problem solving
strategy: Once you have identified and defined the problem, the next step is to select a suitable
strategy for solving it. The common strategies that are used for solving problems are: (i) setting
sub goals, (ii) using algorithms, and (iii) relying on heuristics. I. II. III. Setting sub goals refers to
breaking the overall goal into a number of sub goals such as locating resources, gathering
information, organizing information, preparing the first draft, etc. In other words, it is concerned
with setting the time schedule notifying the time period allowed to each stage. Using algorithms
is yet another strategy that can be used for solving problems. Algorithms are strategies that
guarantee a solution to a problem. They come in different forms such as formulas, instructions,
tests, etc. Heuristics refers to a rough and ready procedure for solving problems without the
application of an algorithm. Heuristics help us narrow down the possibilities to find one that
works. The investigator who is trying to solve the problem can select the most appropriate of
these strategies for solving the problem. Step 3: Evaluate the solution: Taking action in itself is
not enough. We have to see whether or not the results of the action stand in relation to the
expected outcome. We have to evaluate and find out the extent to which the plan is working in
practice. Step 4: Rethink and Redefine problems and solutions over time. In case, the action
does not yield the expected result we have to bring about the needed changes in the process.
For example, you might have come across with children who feel stressed often. In this
situation, you could help them find out the source of stress whether it is generating from
academic work or home problems. Spend time with such children to express their pent-up
feelings and suggest various strategies to handle such situations. An individual who is trying to
solve a problem can select the most appropriate strategy for solving her/his problem.

Obstacles to ProblemSolving

Mental Set Onefactor that can hinder problem solving is mental set—a frame of mind involving
an existing model for representing a problem, a problem context, or a procedure for problem
solving, that does not work well mainly in solving particular problem Functional fixedness
Functional fixedness is the inability to realize that something known to have a particular use
mayalsobe used for performing other functions. Functional fixedness prevents us from solving
new problems by using old tools in novel ways, involves fixation on a particular use (function)
for an object Fixation The tendency to repeat wrong solutions or faulty responses, especially as
a result of becoming blind to alternatives. Usually, it occurs when we place unnecessary
restrictions on our thinking. E.g.: Could you place 4 small trees so that each is on equal distance
from all the other, One prime example of restricted thinking is functional fixedness.

Researchers have hypothesized networks within the brain for promoting components of
attention including focusing, sustaining attention, and shifting attention. They describe
neuroanatomical correlations for the superior and temporal cortices with focusing attention;
external parietal and corpus striatal regions with motor executive functions; the hippocampus
with encoding of memory traces; and the prefrontal cortex with shifting from one stimulus to
another. Further hypotheses suggest that the brainstem, which contains the reticular thalamic
nuclei function, is involved in sustained attention. A review of magnetic resonance imaging
(MRI), positron emission tomography (PET), and single photon emission computerized
tomography (SPECT) suggests that populations of children with ADHD show evidence of both
decreased volume and decreased activity in prefrontal regions, anterior cingulated, globus
pallidus, caudate, thalamus, and cerebellum. PET scans have also shown that female
adolescents with ADHD have globally lower glucose metabolism than both control female and
male adolescents without ADHD. One theory postulates that the frontal lobes in children with
ADHD do not adequately inhibit lower brain structures, an effect leading to disinhibition.
Researchers have developed hypotheses describing distinct neural networks responsible for
different components of attention. Specific neuroanatomical correlations have been proposed
for key functions: the superior and temporal cortices are linked to focusing attention; the
external parietal and corpus striatal regions are associated with motor executive functions;
the hippocampus plays a role in the encoding of memory traces; and the prefrontal cortex
(PFC) is believed to be crucial for shifting attention from one stimulus to another. Furthermore,
the brainstem, which contains the reticular thalamic nuclei, is hypothesized to be involved in
sustained attention. A review of neuroimaging studies using techniques such as Magnetic
Resonance Imaging (MRI), Positron Emission Tomography (PET), and Single Photon Emission
Computerized Tomography (SPECT) reveals consistent findings in children with ADHD. These
populations show evidence of both decreased volume and decreased activity across several
critical brain regions. The areas most frequently implicated include the prefrontal regions,
anterior cingulate, globus pallidus, caudate, thalamus, and cerebellum. These structural and
functional differences provide tangible support for a neurobiological basis of the disorder.
Further investigation using PET scans has highlighted differences based on sex, showing that
female adolescents with ADHD exhibit globally lower glucose metabolism compared to both
control female and male adolescents without ADHD, suggesting a possible metabolic
component to the disorder. Regarding overall function, one prominent theory postulates that
the frontal lobes in children with ADHD do not adequately inhibit lower brain structures. This
inadequate inhibitory control from the higher-order frontal regions leads to a state of
disinhibition, which could account for the characteristic impulsivity and hyperactivity
symptoms.