problem solving and decision making reading answer

IELTS Mock Test 2021 April

• Published on: 27 Apr 2021
• Tests taken: 767,686

Answer Keys:

Part 1: Question 1 - 12

• 7 (An) interest
• 8 Productivity
• 10 Gambling
• 11 Impulse control disorders
• 12 Psychological (root)

Part 2: Question 13 - 26

• 16 NOT GIVEN
• 20 NOT GIVEN
• 22 NOT GIVEN
• 24 Inland Taipan
• 25 Populated areas

Part 3: Question 27 - 40

• 34 Programming
• 36 Feelings
• 38 NOT GIVEN

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剑桥雅思5听力原文-TEST3

19 Oct 2023

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Review & Explanations:

Questions 1-6

Reading Passage 1 has seven paragraphs A-G.

Choose the correct heading for paragraphs B to G from the list of headings below.

Write the correct number i-x in boxes 1-6 on your answer sheet.

Example : Paragraph A; Answer : viii

1 i ii iii iv v vi vii viii ix x Paragraph B 2 i ii iii iv v vi vii viii ix x Paragraph C 3 i ii iii iv v vi vii viii ix x Paragraph D 4 i ii iii iv v vi vii viii ix x Paragraph E 5 i ii iii iv v vi vii viii ix x Paragraph F 6 i ii iii iv v vi vii viii ix x Paragraph G

Questions 7-12

Answer the questions below.

Choose NO MORE THAN THREE WORDS from the passage for each answer.

Write your answers in boxes 7-12 on your answer sheet.

It is increasingly difficult to differentiate between an addiction and what?

What can soft addictions can lead to a decline in?

Addictions that involve consumption of a drug and have a clear connection with what?

What specific addiction has increased considerably over recent years?

In some cases, addictions should actually be labelled as what?

Extreme addictions often have what kind of root cause?

Questions 13-15

According to the information in the passage, classify the following information as relating to:

Write the correct letter, A, B or C in boxes 13-15 on your answer sheet

13 A B C are protected by secretions on their skin.

14 A B C are often colored to match the environment.

15 A B C aggressively use toxins.

Note : In order to save time, you should consider which part should be done first by taking a glance at the types of the given questions. For this passage, the questions are divided into 03 categories: classification, T/F/NG and short answers question. It is recommended to finish the T/F/NG before completing the two others.

All the relevant information to answer the questions 13-15 can be found in the second paragraph only

T/F/NG questions follow the sequence of the paragraphs

Questions 16-22

Do the following statements agree with the information given in Reading Passage 2?

In boxes 16-22 on your answer sheet write

16 TRUE FALSE NOT GIVEN There is a common misunderstanding of the difference between poisonous and venomous 17 TRUE FALSE NOT GIVEN Significant environmental disasters are more damaging than animals 18 TRUE FALSE NOT GIVEN The poison dart frog obtains its poison from its environment 19 TRUE FALSE NOT GIVEN Touching a puffer fish can cause paralysis 20 TRUE FALSE NOT GIVEN The Brazilian Wandering spider kills more people every year than any other venomous creature. 21 TRUE FALSE NOT GIVEN The box jellyfish can cause death by drowning 22 TRUE FALSE NOT GIVEN The tentacles on a box jellyfish are used for movement

Questions 23-26

Write your answers in boxes 23-26 on your answer sheet.

What do the people of South and Central America principally use poisoned blow darts for these days? 23

The venom of which creature can be neutralised if medical intervention is swift? 24

Where does the Brazilian Wandering spider often sleep? 25

After whom does the box jellyfish have its other name? 26

Questions 27-33

Match each statement with the correct person.

Write the correct answer A-D in boxes 27-33 on your answer sheet.

27 A B C D E A successful solution can only be found when there is a clear corporate structure for decision making. 28 A B C D E Decisions made without full consideration of the details are a potential by-product of pressure. 29 A B C D E Decision making that does not look into motives for the issue is the primary reason for continued problems. 30 A B C D E Poor decision making is the most easily identified form of weak managerial ability. 31 A B C D E Seeking a staff member on whom responsibility can be placed can have negative effects. 32 A B C D E Decision making abilities are at least partly formulated long before they have any business application. 33 A B C D E Long term solutions can only be found by asking the right questions.

Questions 34-37

Complete the flowchart below.

Choose ONE WORD ONLY from the passage for each answer.

Write your answers in boxes 34 to 37 on your answer sheet.

Questions 38-40

Do the following statements agree with the views given in Reading Passage 3?

In boxes 38-40 on your answer sheet write

38 YES NO NOT GIVEN It is only in recent years that the mental processes behind decision making have been studied. 39 YES NO NOT GIVEN Garen Filke completely disagrees with the conclusion drawn by Martin Hewings. 40 YES NO NOT GIVEN John Tate believes that successful decision making is not related to psychology.

READING PASSAGE 1

You should spend about 20 minutes on Questions 1-12 , which are based on Reading Passage 1 below.

THE NATURE OF ADDICTION

A. Many people would perhaps, at least as an immediate response, not consider themselves to be ‘addicts’, yet a closer look into aspects of lifestyle and mental attitude often reveal a far different picture. The main problem at presents that the traditional definition of the word has become blurred and the lines between addiction and interest are far harder to identify. In the past, the label ‘addict’ was generally applied to those with an insatiable appetite for certain substances that were traditional known to be harmful, illegal or both: psychoactive drugs, alcohol and nicotine, for example. More recently, however, we find that a there is a multitude of potential addictions. Gambling, food, work, shopping – all of which are potential areas where addiction can lurk.

B. To try to define the subject of addiction (and in many cases the subsequent course of treatment to best combat it), psychologists now commonly referred to three distinct categories. The first is related to those forms of addictions that are perhaps not life-threatening or particularly dangerous, and are often labelled in an almost tongue-in-cheek manner , such as the consumption of chocolate possibly leading to the creation of a ‘chocoholic’. This category is referred to as soft addiction and is generally related only to a potential loss of productivity ; in the workplace, an employee who is addicted to social networking sites is likely to be a less useful member of staff.

C. Substance addiction, however, is a completely different category, and focuses ‘ on ingestion of a drug (either natural or synthetic) to temporarily alter the chemical constitution of the brain. It is a combination of physical and psychological dependency on substances that have known health dangers, and the knock-on problem that users in an addicted state will often go to great lengths to acquire these substances, hence leading to the very strong connection between drug abuse and crime .

D. Finally there is behavioural addiction, which is regarded as ‘a compulsion to engage in some specific activity, despite harmful consequences’ and is a relatively recent entrant to the field. This is where the ‘soft’ addictions taken go beyond a safe limit and can become dangerous . Overeating, especially on sweetened foods, is one of the more common behavioural addictions, potentially leading to morbid obesity and associated health risks. Also included in this grouping are concerns like excessive gambling, and for many the combination of the availability and anonymity of the internet, as well as a plethora of online gambling sites, has led to a vast increase in this form of addiction.

E. However, the point at which a soft addiction becomes a behavioural addiction is both hard to define and cause for significant controversy . A child who comes home after school and plays on the internet for three hours is considered by some to be suffering from a behavioural addiction; to others, this is just a modern form of leisure time and just as valid as reading a book or playing outside. Another point of friction among people involved in studying and treating sufferers is that some of the issues covered by the umbrella term ‘addiction’ are actually mislabelled, and they belong more to a different category altogether and should be referred to as ‘ Impulse control disorders ’.

F. The correct course of action when attempting to overcome an addiction varies greatly between the type of addiction it is, but also varies considerably among the medical community. Take substance addiction, for example. The traditional approach has been to remove the source – that is, remove the availability of the drug – but this is now no longer concerned the best long term approach. The old idea of incarcerating the addict away from any drugs proved faulty as this did not prevent relapses when back in society. There is now an increasing tendency to consider not only the mechanical nature of addiction, but the psychological source . Often, extreme addictions – both substance based and behavioural – stem front a psychological root such as stress, guilt, depression and rejection, and it is for this reason that counselling and open discussion are having more successful long-term results.

G. For non-professionals with people in their lives who are suffering from some form of addiction, the importance now is in focussing on supporting their recovery, not enabling their dependence. Judgemental attitudes or helping to conceal addiction have been shown not only to perpetuate the problem, but in many cases actually exacerbate it.

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Great thanks to volunteer Trương Nhật Minh who has contributed these explanations and markings.

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READING PASSAGE 2

You should spend about 20 minutes on Questions 13-26 which are based on Beading Passage 2 below.

POISONOUS ANIMALS

• Often benign and beautiful, there are so many potential dangers, often lethal, hidden in the natural world that our continued existence on the planet is actually quite astounding. Earthquakes, tsunami and volcanoes are some of natures more cataclysmic risks, but fade in comparison to the dangers presented by the more aggressive flora and fauna around the world .
• There are two classes of creature that use chemicals in either attack or defence, but it is important to draw a distinction between those that are considered poisonous and those that are venomous. A poisonous creature is one that has a chemical component to dissuade potential predators; they usually secrete toxins through their skin so that their attacker is poisoned. A venomous creature, on the other hand, is not so passive – they use toxins not in defence but in attack . This differentiation is often seen in the colouring of the creatures in question – those with poisonous toxins are often brightly coloured as a warning to potential predators, whereas those classed as venomous are often camouflaged to blend in with their surroundings , making them more efficient hunters.
• One of the most poisonous animals know to man is the poison arrow frog, native to Central and South America. Secreting poison through its skin, a single touch is enough to kill a fully grown human (in fact, the frog earned its name from the practice of putting tiny amounts of this poison onto blow darts used by the native population mainly for hunting and, historically at least, also for battle). It is interesting to note, however, that when bred in captivity, the dart frog is not actually poisonous – it generates its protection from its diet of poisonous ants, centipedes and mites .
• Another poisonous creature is the puffer fish, which is actually served as a delicacy in Japan. Although not aggressive or externally dangerous, its extremely high levels of toxicity cause rapid paralysis and death when ingested , and there is at this point no known antidote, hence preparation of puffer fish (called ‘fugu’ in Japan) is restricted only to licensed chefs, In the last ten years, it has been estimated that over 40 people have been killed by fugu poisoning due to incorrect preparation of the fish.
• Although there are many hundreds, even thousands of poisonous fauna, the number of venomous animals on the planet far exceeds their number, perhaps the most well-known of which are snakes and spiders. In the snake world, the most lethal is the Inland Taipan . Able to kill up to 100 humans with the intensity of the toxin in one bite, it can cause death in as little as 45 minutes. Fortunately, they are not only very shy when it comes to human contact, there is also a known antivenin (cure), although this needs to be administered quickly. In the arachnid world, the spider that has been identified as being the most venomous is the Brazilian wandering spider. It is responsible for the most number of human deaths of any spider, but perhaps more alarmingly it is true to its name, hiding during daytime in populated areas , such as inside houses, clothes, footwear and cars.
• When scientifically calculating the most venomous, there are two points which are considered: how many people can be killed with one ounce of the toxin, and how long it takes for death to occur. Without doubt, the overall winner in this category is the box jellyfish. Found mainly in waters in the Indo-Pacific area, they are notorious in Australia and have even been seen as far south as New Zealand. The box jellyfish has tentacles that can be as long as 10 feet (hence their other name ‘Fire Medusae’ after Medusa , a mythological character who had snakes for hair). Each tentacle has billions of stinging cells, which, when they come into contact with others, can shoot a poisonous barb from each cell. These barbs inject toxins which attack the nervous system, heart and skin cells, the intense pain of which can cause human victims to go in shock, drown or die of heart failure before even reaching shore.

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Great thanks to volunteer Truong Nhat Minh who has contributed these explanations and markings.

READING PASSAGE 3

You should spend about 20 minutes on Questions 27 – 40 which are based on Reading Passage 3.

PROBLEM SOLVING AND DECISION MAKING

• In the business world, much as in life in general, there are challenges that need to be faced, problems that need solutions and decisions that need to be made and acted upon. Over recent years, the psychology behind problem solving and decision making in a business context has been analysed and taught at a tertiary level.
• Marie Scrive, senior lecturer at Carling University, argues that poor management skills can be identified in many arenas, but few are perhaps as illustrative as the ability to make accurate judgements about a course of action to overcome an obstacle . She argues that there is a tendency for decisions to be made quickly, leading to only short term solutions and a recurrence of the problem at a later date. Pressure from other managers, senior staff or even employees can cause those in middle management to make decisions based quickly, reacting at speed to a problem that would have been better solved by a calmer, more inclusive style of management , However, Martin Hewings, author of Strategic Thinking, believes that the root of the issue is not in the speed at which a response is required but in a flawed way of looking at the problem from the outset. His argument is that most repetitive problems are actually not permanently resolved because of a lack of focus as to the true nature of the problem . He advocates a system whereby the problem must be clearly defined before the appropriate course of action can be decided upon, and this is achieved by applying questions to the problem itself: why is this happening? When is this happening? With whom is this happening ?
• Garen Filke, Managing Director of a large paper supply company, has put Hewings’ steps to the test , and although he referred to the results as ‘potentially encouraging’, there remains the feeling that the focus on who is causing the problem, and this in itself is the main reason for any implemented solution to falter if not fail. With over 30 years of management experience, Filke holds that looking at the problem as an organic entity in itself, without reference to who may be at fault, or at least exacerbating the issue, is the only way to find a lasting solution. Finger-pointing and blaming leads to an uncomfortable work environment where problems grow, and ultimately have a detrimental effect on the productivity of the workplace .
• Anne Wicks believes that our problem solving abilities are first run through five distinct filters, and that good managers are those that can negotiate these filters to arrive at an unbiased, logical and clear solution . Wicks has built the filters into a ladder through which all decisions have the potential to be coloured, the first step being programming – from the day we are born, there is an amount of conditioning that means we accept or reject certain points of view almost a reflex action. Programming will of course vary from person to person, but is often more marked when comparing nationalities. Our programming is the base of our character, but this is then built on by our beliefs, remembering that for someone to believe something does not necessarily mean it is true . So having built from programming to belief, Wicks argues that next on the ladder are our feelings – how we personally react to an issue will skew how we look at solving it. If you feel that someone involved is being unfair or unreasonable, then a solution could over-compensate for this, which of course would not be effective in the long run. This has the potential to impact on the next step – our attitudes. This involves not only those attitudes that are resistant to change, but also the daily modifications in how we feel – our mood . A combination of all these steps on the ladder culminate in our actions – what we choose to do or not do – and this is the step that most directly controls the success or failure of the decision making process.
• For some, however, the more psycho-analytical approach to problem solving has little place in a business decision – a point of view held by John Tate, former CEO of Allied Enterprise and Shipping, who believes the secret behind a solid decision is more mechanical. Tate argues that a decision should be made after a consideration of all alternatives, and a hierarchical structure that then takes responsibility for the decision and, most importantly, follows that decision through to verify whether the problem has indeed been resolved. From his point of view, a flawed decision is not one that did not work, but one that was decided on by too many people leaving no single person with sufficient accountability to ensure its success.

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Academic IELTS Reading: Test 2 Reading passage 3; How to make wise decisions; with best solutions and detailed explanations

This Academic IELTS Reading post focuses on solutions to  IELTS Reading Test 2 Reading Passage 3 titled ‘ How to make wise decisions’ . This is a targeted post for IELTS candidates who have big problems finding out and understanding Reading Answers in the AC module. This post can guide you to the best to understand every Reading answer without much trouble. Finding out IELTS Reading answers is a steady process, and this post will assist you in this respect.

Academic IELTS Reading Module

Reading Passage 3: Questions 27-40

The headline of the passage: How to make wise decisions

Questions 27-30: Multiple-choice questions

[This type of question asks you to choose a suitable answer from the options using the knowledge you gained from the passage. Generally, this question is found as the last question so you should not worry much about it. Finding all the answers to previous questions gives you a good idea about the title.]

Question no. 27: What point does the writer make in the first paragraph?

Keywords for the question: point, writer make, first paragraph,   

In the first paragraph, take a close look at line no. 3, “ . .. .. it isn’t an exceptional trait possessed by a small handful of bearded philosophers after all – ..  .. .. .”

Here, the lines suggest that our basic assumption that ‘wisdom is an exceptional trait possessed by a small handful of bearded philosophers’ may not be correct.

So, the answer is: B (A basic assumption about wisdom may be wrong.)

Question no. 28: What does Igor Grossmann suggest about the ability to make wise decisions?   

Keywords for the question: Igor Grossmann, suggest, ability, make wise decisions,  

The first lines of the second paragraph have the answer to this question. Here, the author of the text writes, “‘It appears that experiential, situational and cultural factors are even more powerful in shaping wisdom than previously imagined ,’ says Associate Professor Igor Grossmann of the University of Waterloo in Ontario, Canada. .. .. .”

Here, experiential, situational and cultural factors are even more powerful = The importance of certain influences, more powerful . . .. than previously imagined = underestimated,

So, the answer is: C (The importance of certain influences on it was underestimated.)

Question no. 29: According to the third paragraph, Grossmann claims that the level of wisdom an individual shows –   

Keywords for the question: third paragraph, Grossmann, claims, level of wisdom, an individual shows,     

The answer is found in the last lines of paragraph no. 3, “ . . .. .. Some situations are likely to promote wisdom than others .”

Here, the lines suggest that the level of wisdom that an individual shows can be different in different situations, or, circumstances.

So, the answer is: B (will be different in different circumstances.)

Question no. 30: What is described in the fifth paragraph?    

Keywords for the question: described, fifth paragraph,      

The answer is in paragraph no. 5, in lines 3-7, “ . . . .. Research suggest that when adopting a first-person viewpoint we focus on ‘the focal features of the environment’ and when we adopt a third-person, ‘observer’ viewpoint we reason more broadly and focus more on interpersonal and moral ideals such as justice and impartiality. Looking at problems from this more expansive viewpoint appears to foster cognitive processes related to wise decisions .”

Here, third-person, ‘observer’ viewpoint, or, this more expansive viewpoint = a recommended strategy, appears to foster cognitive processes related to wise decisions = can help people to reason wisely,

So, the answer is: D (a recommended strategy that can help people to reason wisely.)

Questions 31-35: Completing summary with a list of words

[In this type of question, candidates are asked to complete a summary with a list of words taken from the passage. Candidates must write the correct letter (not the words) as the answers. Keywords and synonyms are important to find answers correctly. Generally, this type of question maintains a sequence. Find the keywords in the passage and you are most likely to find the answers.]

Title of the summary: The characteristics of wise reasoning  

Question no. 31: Igor Grossmann and colleagues have established four characteristics which enable us to make wise decisions. It is important to have a certain degree of _________ regarding the extent of our knowledge, . .. . . .. .   

Keywords for the question: Igor Grossmann and colleagues, established, four characteristics, enable us, make wise decisions, important to have, certain degree of, extent of knowledge,   

Take a look at paragraph no. 4. Here, the writer of the text says in the beginning, “Coming up with a definition of wisdom is challenging, but Grossmann and his colleagues have identified four key characteristics as part of a framework of wise reasoning . One is intellectual humility or recognition of the limits of our own knowledge, ….  . .. .”  

Here, wise reasoning = wise decisions, humility = modesty,

So, the answer is: D (modesty)

Question no. 32:  .. . . .. and to take into account __________ which may not be the same as our own.  

Keywords for the question: take into account, may not be, the same, as our own,  

In paragraph no. 4, lines 3-4 say “ . .. and another is appreciation of perspectives wider than the issue at hand .” 

Here, appreciation = to take into account, perspectives = opinions, wider than the issue at hand = may not be the same as our own,

So, the answer is: A (opinions)

Question no. 33: We should also be able to take a broad _________ of any situation.

Keywords for the question: should also be able, take a broad, any situation,  

The final lines of paragraph no. 4 say, “ . . .. . Sensitivity to the possibility of change in social relations is also key, along with compromise or integration of different attitudes and beliefs .”

Here, compromise or integration = we should also be able to take, different = broad, attitudes and beliefs = view,

So, the answer is: C (view)

Question no. 34: Grossmann also believes that it is better to regard scenarios with ___________.

Keywords for the question: Grossmann, believes, better, regard scenarios,

In paragraph no. 5, the answer is at the very beginning in lines 1-3, “ Grossmann and his colleagues have also found that one of the most reliable ways to support wisdom in our own day-to-day decisions is to look at scenarios from a third-party perspective , as though giving advice to a friend. .. ..”

Here, look at scenarios = regard scenarios, third-party perspective = objectivity,

So, the answer is: F (objectivity)

Question no. 35: By avoiding the first-person perspective, we focus more on ________ and on other moral ideals, which in turn leads to wiser decision-making.   

Keywords for the question: by avoiding, first-person perspective, focus more on, other moral ideals, in turn, leads to, wiser decision-making,   

The answer lies in lines 3-6 of paragraph no. 5, “ . . .. . Research suggests that when adopting a first-person viewpoint we focus on ‘the focal features of the environment’ and when we adopt a third-person, ‘observer’ viewpoint we reason more broadly and focus more on interpersonal and moral ideals such as justice and impartiality .  .. .. …” 

Here, when we adopt a third-person, ‘observer’ viewpoint = By avoiding the first-person perspective, justice and impartiality = fairness,

So, the answer is: G (fairness)

Questions 36-40: TRUE, FALSE, NOT GIVEN

[In this type of question, candidates are asked to find out whether:

The statement in the question agrees with the information in the passage – TRUE The statement in the question contradicts the information in the passage – FALSE If there is no information on this – NOT GIVEN

For this type of question, you can divide each statement into three independent pieces and make your way through with the answer.]

Question no. 36: Students participating in the job prospects experiment could choose one of two perspectives to take.  

Keywords for the question: students, participating, job prospects experiment, could choose, one of two perspectives, to take,

In lines 1-4 of paragraph no. 7, the writer says, “For example, in one experiment that took place during the peak of a recent economic recession, graduating college seniors were asked to reflect on their job prospects. The students were instructed to imagine their career either ‘as if you were a distant observer’ or ‘before your own eyes as if you were right there’. … … ..”

Here, graduating college seniors = students, The students were instructed to imagine = the students could NOT choose,

So, the answer is: FALSE

Question no. 37: Participants in the couples experiment were aware that they were taking part in a study about wise reasoning.  

Keywords for the question: Participants in the Santa Cruz study, more accurate, identifying, laughs of friends, than, strangers,

Paragraph no. 8 talks about the couples’ experiment. However, there is no mention of whether the participants were aware or not that they were taking part in a study about wise reasoning.

So, the answer is: NOT GIVEN

Question no. 38: In the couples experiments, the length of the couples’ relationships had an impact on the results.  

Keywords for the question: couples experiments, length, couples’ relationships, had an impact, on the results,  

Again, we do not find any mention of impact due to the length of the couples’ relationships.

Question no. 39: In both experiments, the participants who looked at the situation from a more detached viewpoint tended to make wiser decisions.

Keywords for the question: both experiments, participants, looked to the situation, more detached viewpoint, tended to, make wiser decisions,   

The answer lies in the final lines of paragraph no. 7 and 8.

First, in paragraph no. 7, lines 4-5 say, “ .. . .. Participants in the group assigned to the ‘ distant observer ’ role displayed more wisdom-related reasoning . …. .”

Here, ‘distant observer’ = more detached viewpoint,

Then, in lines 4-5 of paragraph no. 8, the author says, “ . .. . Couples in the ‘other’s eyes’ condition were significantly more likely to rely on wise reasoning  . .. . .. .”   

Here, ‘other’s eyes’ condition = more detached viewpoint,

So, the answer is: TRUE

Question no. 40: Grossmann believes that a person’s wisdom is determined by their intelligence to only a very limited extent.

Keywords for the question: Grossmann, believes, a person’s wisdom, determined by, intelligence, only a very limited extent,   

In the final paragraph, the author mentions in lines 1-3, “We might associate wisdom with intelligence or particular personality traits, but research shows only a small positive relationship between wise thinking and crystallized intelligence and the personality traits of openness and agreeableness. . .. ..”

Here, small positive relationship between wise thinking and crystallized intelligence = a person’s wisdom is determined by their intelligence to only a very limited extent,

Click here for solutions to passage 1: The White Horse of Uffington

Click here for solutions to passage 2: I Contain Multitudes

4 thoughts on “ Academic IELTS Reading: Test 2 Reading passage 3; How to make wise decisions; with best solutions and detailed explanations ”

• Pingback: Academic IELTS Reading: Test 2 Reading passage 2; I contain multitudes; with best solutions and detailed explanations - IELTS Deal
• Pingback: Academic IELTS Reading: Test 2 Reading passage 1; The White Horse of Uffington; with all solutions and detailed explanations - IELTS Deal

Hi thanks in million for your efforts as you provide solutions for complicated reading passages but may I know where I can check cambridge book 1 solutions for all three passages

36 incorrect question and answer as well

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Academic IELTS Reading: Test 2 Passage 1; The Dead Sea Scrolls; with top solutions and best explanations

This Academic IELTS Reading post focuses on solutions to an IELTS Reading Test 2 passage 1 that has a passage titled ‘The Dead Sea Scrolls’. This is a targeted post for Academic IELTS candidates who have major problems locating and understanding Reading Answers in the AC module. This post can guide you the best to understand […]

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Decision Making and Happiness – IELTS Reading Answers

11 min read

Updated On Dec 01, 2023

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Since IELTS Reading is considered the second easiest module of the exam after Listening, try to solve and review Decision Making and Happiness Reading and similar passages to ensure that your reading skills are up to the mark.

The Academic passage, Decision Making and Happiness is a reading passage that appeared in an IELTS Test. Since questions get repeated in the IELTS exam, these passages are ideal for practice. If you want more practice, try taking an IELTS reading practice test.

The question types found in the Decision Making and Happiness passage are:

• Matching Features (Q. 1-4)
• True/False/Not Given (Q. 5-10)
• Multiple-choice questions (Q. 11-13)

Want to boost your IELTS Reading score? Check out the video below!

Reading Passage

Decision making and happiness.

A Americans today choose among more options in more parts of life than has ever been pos­sible before. To an extent, the opportunity to choose enhances our lives. It is only logical to think that if some choices are good, more is better; people who care about having infinite options will benefit from them, and those who do not can always just ignore the 273 versions of cereal they have never tried. Yet recent research strongly suggests that, psychologically, this assumption is wrong, with 5% lower percentage announcing they are happy. Although some choices are undoubtedly better than none, more is not always better than less.

B Recent research offers insight into why many people end up unhappy rather than pleased when their options expand. We began by making a distinction between “maximizers” (those who always aim to make the best possible choice) and “satisficers” (those who aim for “good enough,” whether or not better selections might be out there).

C In particular, we composed a set of statements—the Maximization Scale—to diagnose peo­ple’s propensity to maximize. Then we had several thousand people rate themselves from 1 to 7 (from “completely disagree” to “completely agree”) on such statements as “I never settle for second best.” We also evaluated their sense of satisfaction with their decisions. We did not define a sharp cutoff to separate maximizers from satisficers, but in general, we think of individuals whose average scores are higher than 4 (the scale’s midpoint) as maxi- misers and those whose scores are lower than the midpoint as satisficers. People who score highest on the test—the greatest maximizers—engage in more product comparisons than the lowest scorers, both before and after they make purchasing decisions, and they take longer to decide what to buy. When satisficers find an item that meets their standards, they stop looking. But maximizers exert enormous effort reading labels, checking out consumer magazines and trying new products. They also spend more time comparing their purchas­ing decisions with those of others.

D We found that the greatest maximizers are the least happy with the fruits of their efforts. When they compare themselves with others, they get little pleasure from finding out that they did better and substantial dissatisfaction from finding out that they did worse. They are more prone to experiencing regret after a purchase, and if their acquisition disappoints them, their sense of well-being takes longer to recover. They also tend to brood or ruminate more than satisficers do.

E Does it follow that maximizers are less happy in general than satisficers? We tested this by having people fill out a variety of questionnaires known to be reliable indicators of well­being. As might be expected, individuals with high maximization scores experienced less satisfaction with life and were less happy, less optimistic and more depressed than people with low maximization scores. Indeed, those with extreme maximization ratings had depression scores that placed them in the borderline of clinical range.

F Several factors explain why more choice is not always better than less, especially for maxi­misers. High among these are “opportunity costs.” The quality of any given option cannot be assessed in isolation from its alternatives. One of the “costs” of making a selection is losing the opportunities that a different option would have afforded. Thus, an opportunity cost of vacationing on the beach in Cape Cod might be missing the fabulous restaurants in the Napa Valley. Early Decision Making Research by Daniel Kahneman and Amos Tversky showed that people respond much more strongly to losses than gains. If we assume that opportunity costs reduce the overall desirability of the most preferred choice, then the more alternatives there are, the deeper our sense of loss will be and the less satisfaction we will derive from our ultimate decision.

G The problem of opportunity costs will be better for a satisficer. The latter’s “good enough” philosophy can survive thoughts about opportunity costs. In addition, the “good enough” standard leads to much less searching and inspection of alternatives than the maximizer’s “best” standard. With fewer choices under consideration, a person will have fewer opportu­nity costs to subtract.

H Just as people feel sorrow about the opportunities they have forgone, they may also suffer regret about the option they settled on. My colleagues and I devised a scale to measure proneness to feeling regret, and we found that people with high sensitivity to regret are less happy, less satisfied with life, less optimistic and more depressed than those with low sensitivity. Not surprisingly, we also found that people with high regret sensitivity tend to be maximizers. Indeed, we think that worry over future regret is a major reason that individuals become maximizers. The only way to be sure you will not regret a decision is by making the best possible one. Unfortunately, the more options you have and the more opportunity costs you incur, the more likely you are to experience regret.

I In a classic demonstration of the power of sunk costs, people were offered season subscrip­tions to a local theatre company. Some were offered the tickets at full price and others at a discount. Then the researchers simply kept track of how often the ticket purchasers actu­ally attended the plays over the course of the season. Full-price payers were more likely to show up at performances than discount payers. The reason for this, the investigators argued, was that the full-price payers would experience more regret if they did not use the tickets because not using the more costly tickets would constitute a bigger loss. To increase sense of happiness, we can decide to restrict our options when the decision is not crucial. For example, make a rule to visit no more than two stores when shopping for clothing.

Questions 1-4

A “maximizers”

B “satisficers”

C neither “maximizers” nor “satisficers”

D both “maximizers” and “satisficers”

1 rated to the Maximization Scale of making choice

2 don’t take much time before making a decision

3 are likely to regret about the choice in the future

4 choose the highest price in the range of purchase

Questions 5-8

5 In today’s world, since society is becoming wealthier, people are happier.

6 In society, there are more maximisers than satisficers.

7 People tend to react more to losses than gains.

8 Females and males acted differently in the study of choice-making.

Questions 9-12

9  The Maximization Scale is aimed to

A know the happiness when they have more choices.

B measure how people are likely to feel after making choices.

C help people make better choices.

D reduce the time of purchasing.

10  According to the text, what is the result of more choices?

A People can make choices more easily

B Maximizers are happier to make choices.

C Satisficers are quicker to make wise choices.

D People have more tendency to experience regret.

11  The example of a theatre ticket is to suggest that

A they prefer to use more money when buying tickets.

B they don’t like to spend more money on theatre.

C higher-priced things would induce more regret if not used properly

D full-price payers are real theatre lovers.

12  How to increase happiness when making a better choice?

A use less time

B make more comparisons

C buy more expensive products

D limit the number of choices in certain situations

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Decision Making and Happiness Reading Answers With Location and Explanation 

Read further for the explanation part of the reading answer.

1 Answer: D

Question type: Matching Features

Answer Location: Paragraph C

Answer explanation: “D” (both “maximizers” and “satisficers”). In paragraph C, the Maximization Scale is described as a tool used to diagnose people’s propensity to maximize. This scale is used to determine whether individuals are maximizers or satisficers, so it applies to both groups.

2 Answer: B

Answer Location: Paragraph G

Answer explanation: Although this information is not explicitly stated in the passage, it can be inferred from paragraph G, which contrasts the behaviour of maximizers (who take more time) with satisficers. Satisficers are more likely to make quicker decisions. Hence the answer is B.

3 Answer: A

Answer Location: Paragraph H

Answer explanation: “A” (“maximizers”). This information is found in paragraph H, which discusses the sensitivity to regret and how maximizers are more prone to experiencing regret after making choices. Hence the answer is A.

4 Answer: C

Answer explanation: The passage does not explicitly state that either maximizers or satisficers consistently choose the highest price. Maximizers aim for the best possible choice, which doesn’t necessarily mean the highest price, and satisficers aim for “good enough,” which may not involve choosing the highest price. Hence the answer is C.

5 Answer: False

Question type: True/False/Not given

Answer Location: Paragraph E

Answer explanation: “ Indeed, those with extreme maximization ratings had depression scores that placed them in the borderline of clinical range.” The passage does not suggest that people are becoming happier due to having more choices; in fact, it discusses how more choices can lead to unhappiness for some individuals.

6 Answer: Not Given

Answer Location: N.A.

Answer explanation: There is no information about the given sentence in the paragraphs.

7 Answer: True

Answer Location: Paragraph F

Answer explanation: “ People respond much more strongly to losses than gains. Opportunity costs reduce the overall desirability of the most preferred choice, then the more alternatives there are, the deeper our sense of loss will be and the less satisfaction we will derive from our ultimate decision.” This mentions that people respond much more strongly to losses than gains, which supports the statement that people tend to react more to losses.

8 Answer: Not Given

Answer explanation: The passage doesn’t provide information about gender-based differences in the study of choice-making.

9 Answer: B

Question type: Multiple Choice Question

Answer explanation: The Maximization Scale is used to diagnose people’s propensity to maximize, and it is related to how they feel after making choices. Hence the answer is B.

10 Answer: D

Answer explanation: The passage discusses that more choices can lead to increased regret, which aligns with the statement. Hence the answer is D.

11 Answer: C

Answer Location: Paragraph I

Answer explanation: The example of the theatre ticket illustrates that people who paid a higher price for the tickets were more likely to attend the performances to avoid the regret of wasting a more substantial investment. Hence the answer is C.

12 Answer: D

Answer explanation: The passage suggests that limiting options or choices in certain situations can help increase happiness when making decisions. Hence the answer is D.

Tips for Answering the Question Types in the Decision Making and Happiness Reading Passage

Let us check out some quick tips to answer the types of questions in the ‘Decision Making and Happiness’ Reading passage.

Matching Features: 

Matching Features is a type of IELTS reading question that requires you to match a list of features to the correct people, places, or things in a passage.

To answer matching features questions, you can use the following strategies:

• Read the features first: This will give you an idea of the types of information that you are looking for in the passage.
• Read the passage quickly: This will give you a general understanding of the content of the passage.
• Match the features to the people, places , or things: As you read the passage, look for the information that matches each feature.
• Check your answers: Once you have matched all of the features, double-check your answers to make sure that they are correct.

True/False/Not Given: 

True/False/Not Given questions are a type of IELTS Reading question that requires you to identify whether a statement is true, false, or not given in the passage.

• True statements are statements that are explicitly stated in the passage.
• False statements are statements that are explicitly contradicted in the passage.
• Not Given statements are statements that are neither explicitly stated nor contradicted in the passage

To answer True/False/Not Given questions, you need to be able to understand the passage and identify the key information. You also need to be able to distinguish between statements that are explicitly stated, contradicted, and not given.

Multiple-Choice Questions:

You will be given a reading passage followed by several questions based on the information in the paragraph in multiple-choice questions. Your task is to understand the question and compare it to the paragraph in order to select the best solution from the available possibilities.

• Before reading the passage, read the question and select the keywords. Check the keyword possibilities if the question statement is short on information.
• Then, using the keywords, read the passage to find the relevant information.
• To select the correct option, carefully read the relevant words and match them with each option.
• You will find several options with keywords that do not correspond to the information.
• Try opting for the elimination method mostly.
• Find the best option by matching the meaning rather than just the keywords.

Great work on attempting to solve the Decision Making and Happiness IELTS reading passage! To crack your IELTS Reading in the first go, try solving more of the recent IELTS reading passages here.

Also Check:

• IELTS Reading Tips and Techniques to Increase your Reading Speed
• How to Do Short Answer Type of Questions in IELTS Reading? | IELTSMaterial.com
• Emigration to the US, How bugs hitch-hike across the galaxy, Finding out about the world from television news – Reading Answers
• What Cookbooks Really Teach Us, Is There More To Video Games Than People Realize?, Seed Vault Guards Resources For The Future – IELTS Reading Answers
• The Loch Ness Monster, Co- Educational Versus Single Sex Classrooms – IELTS Reading Answers

Practice IELTS Writing Task 1 based on report types

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Nehasri Ravishenbagam

Nehasri Ravishenbagam, a Senior Content Marketing Specialist and a Certified IELTS Trainer of 3 years, crafts her writings in an engaging way with proper SEO practices. She specializes in creating a variety of content for IELTS, CELPIP, TOEFL, and certain immigration-related topics. As a student of literature, she enjoys freelancing for websites and magazines to balance her profession in marketing and her passion for creativity!

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WILLPOWER IELTS Reading Passage with Answers

Willpower ielts reading with answers.

Get ready to explore the fascinating world of self-control and decision-making in the IELTS Practice Reading Passage titled “ WILLPOWER ,” also known as “ Decision Fatigue .” This easy-to-understand reading material delves into how our minds handle determination and the challenges of making decisions. Discover practical tips for boosting your willpower and making better choices. Join us on this journey of understanding the strength within you, making the complexities of willpower simple and relatable. Let’s uncover the secrets of self-control together!

Real IELTS Exam Question, Reported On:

READING PASSAGE 3 You should spend about 20 minutes on Questions 27-40 which are based on Reading Passage 3 below.

A Although willpower does not shape our decisions, it determines whether and how long we can follow through on them. It almost single-handedly determines life outcomes. Interestingly, research suggests the general population is indeed aware of how essential willpower is to their wellbeing; survey participants routinely identify a ‘lack of willpower’ as the major impediment to making beneficial life changes. There are, however, misunderstandings surrounding the nature of willpower and how we can acquire more of it. There is a widespread misperception, for example, that increased leisure time would lead to subsequent increases in willpower.

B Although the concept of willpower is often explained through single-word terms, such as ‘resolve’ or ‘drive’, it refers in fact to a variety of behaviours and situations. There is a common perception that willpower entails resisting some kind of a ‘treat’, such as a sugary drink or a lazy morning in bed, in favour of decisions that we know are better for us, such as drinking water or going to the gym. Of course this is a familiar phenomenon for all. Yet willpower also involves elements such as overriding negative thought processes, biting your tongue in social situations, or persevering through a difficult activity. At the heart of any exercise of willpower, however, is the notion of ‘delayed gratification’, which involves resisting immediate satisfaction for a course that will yield greater or more permanent satisfaction in the long run.

C Scientists are making general investigations into why some individuals are better able than others to delay gratification and thus employ their willpower, but the genetic or environmental origins of this ability remain a mystery for now. Some groups who are particularly vulnerable to reduced willpower capacity, such as those with addictive personalities, may claim a biological origin for their problems. What is clear is that levels of willpower typically remain consistent over time (studies tracking individuals from early childhood to their adult years demonstrate a remarkable consistency in willpower abilities). In the short term, however, our ability to draw on willpower can fluctuate dramatically due to factors such as fatigue, diet and stress. Indeed, research by Matthew Gailliot suggests that willpower, even in the absence of physical activity, both requires and drains blood glucose levels, suggesting that willpower operates more or less like a ‘muscle’, and, like a muscle, requires fuel for optimum functioning.

D These observations lead to an important question: if the strength of our willpower at the age of thirty-five is somehow pegged to our ability at the age of four, are all efforts to improve our willpower certain to prove futile? According to newer research, this is not necessarily the case. Gregory M. Walton, for example, found that a single verbal cue – telling research participants how strenuous mental tasks could ‘energise’ them for further challenging activities – made a profound difference in terms of how much willpower participants could draw upon to complete the activity. Just as our willpower is easily drained by negative influences, it appears that willpower can also be boosted by other prompts, such as encouragement or optimistic self-talk.

E Strengthening willpower thus relies on a two-pronged approach: reducing negative influences and improving positive ones. One of the most popular and effective methods simply involves avoiding willpower depletion triggers, and is based on the old adage, ‘out of sight, out of mind’. In one study, workers who kept a bowl of enticing candy on their desks were far more likely to indulge than those who placed it in a desk drawer. It also appears that finding sources of motivation from within us may be important. In another study, Mark Muraven found that those who felt compelled by an external authority to exert self-control experienced far greater rates of willpower depletion than those who identified their own reasons for taking a particular course of action. This idea that our mental convictions can influence willpower was borne out by Veronika Job. Her research indicates that those who think that willpower is a finite resource exhaust their supplies of this commodity long before those who do not hold this opinion.

F Willpower is clearly fundamental to our ability to follow through on our decisions but, as psychologist Roy Baumeister has discovered, a lack of willpower may not be the sole impediment every time our good intentions fail to manifest themselves. A critical precursor, he suggests, is motivation – if we are only mildly invested in the change we are trying to make, our efforts are bound to fall short. This may be why so many of us abandon our New Year’s Resolutions – if these were actions we really wanted to take, rather than things we felt we ought to be doing, we would probably be doing them already. In addition, Muraven emphasises the value of monitoring progress towards a desired result, such as by using a fitness journal, or keeping a record of savings toward a new purchase. The importance of motivation and monitoring cannot be overstated. Indeed, it appears that, even when our willpower reserves are entirely depleted, motivation alone may be sufficient to keep us on the course we originally chose.

Questions 27-33 Do the following statements agree with the information given in Reading Passage 3? In boxes 27–32 on your answer sheet, write

TRUE if the statement agrees with the information FALSE if the statement contradicts the information NOT GIVEN if there is no information on this

27 Willpower is the most significant factor in determining success in life. 28 People with more free time typically have better willpower. 29 Willpower mostly applies to matters of diet and exercise. 30 The strongest indicator of willpower is the ability to choose long-term rather than short-term rewards. 31 Researchers have studied the genetic basis of willpower. 32 Levels of willpower usually stay the same throughout our lives. 33 Regular physical exercise improves our willpower ability.

Questions 34 –39 Look at the following statements (Questions 37–40) and the list of researchers below. Match each statement with the correct person, A–D. Write the correct letter, A–D, in boxes 37–40 on your answer sheet.

NB You may use some letters more than once.

This researcher …

34 identified a key factor that is necessary for willpower to function. 35 suggested that willpower is affected by our beliefs. 36 examined how our body responds to the use of willpower. 37 discovered how important it is to make and track goals. 38 found that taking actions to please others decreases our willpower. 39 found that willpower can increase through simple positive thoughts.

List of People

A Matthew Gailliot B Gregory M. Walton C Mark Muraven D Veronika Job E Roy Baumeister

Question 40 Which of the following is NOT mentioned as a factor in willpower?

Willpower is affected by:

A physical factors such as tiredness B our fundamental ability to delay pleasure C the levels of certain chemicals in our brains D environmental cues such as the availability of a trigger

Willpower IELTS Reading Answers

31. NOT GIVEN

33. NOT GIVEN

Also Check : Museum of Lost Objects IELTS Reading with Answers

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3.4: Problem Solving and Decision Making

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• Page ID 20754

Learning Objectives

• Learn to understand the problem.
• Learn to combine creative thinking and critical thinking to solve problems.
• Practice problem solving in a group.

Much of your college and professional life will be spent solving problems; some will be complex, such as deciding on a career, and require time and effort to come up with a solution. Others will be small, such as deciding what to eat for lunch, and will allow you to make a quick decision based entirely on your own experience. But, in either case, when coming up with the solution and deciding what to do, follow the same basic steps.

• Define the problem. Use your analytical skills. What is the real issue? Why is it a problem? What are the root causes? What kinds of outcomes or actions do you expect to generate to solve the problem? What are some of the key characteristics that will make a good choice: Timing? Resources? Availability of tools and materials? For more complex problems, it helps to actually write out the problem and the answers to these questions. Can you clarify your understanding of the problem by using metaphors to illustrate the issue?
• Narrow the problem. Many problems are made up of a series of smaller problems, each requiring its own solution. Can you break the problem into different facets? What aspects of the current issue are “noise” that should not be considered in the problem solution? (Use critical thinking to separate facts from opinion in this step.)
• Generate possible solutions. List all your options. Use your creative thinking skills in this phase. Did you come up with the second “right” answer, and the third or the fourth? Can any of these answers be combined into a stronger solution? What past or existing solutions can be adapted or combined to solve this problem?

Group Think: Effective Brainstorming

Brainstorming is a process of generating ideas for solutions in a group. This method is very effective because ideas from one person will trigger additional ideas from another. The following guidelines make for an effective brainstorming session:

• Decide who should moderate the session. That person may participate, but his main role is to keep the discussion flowing.
• Define the problem to be discussed and the time you will allow to consider it.
• Write all ideas down on a board or flip chart for all participants to see.
• Encourage everyone to speak.
• Do not allow criticism of ideas. All ideas are good during a brainstorm. Suspend disbelief until after the session. Remember a wildly impossible idea may trigger a creative and feasible solution to a problem.
• Choose the best solution. Use your critical thinking skills to select the most likely choices. List the pros and cons for each of your selections. How do these lists compare with the requirements you identified when you defined the problem? If you still can’t decide between options, you may want to seek further input from your brainstorming team.

Decisions, Decisions

You will be called on to make many decisions in your life. Some will be personal, like what to major in, or whether or not to get married. Other times you will be making decisions on behalf of others at work or for a volunteer organization. Occasionally you will be asked for your opinion or experience for decisions others are making. To be effective in all of these circumstances, it is helpful to understand some principles about decision making.

First, define who is responsible for solving the problem or making the decision. In an organization, this may be someone above or below you on the organization chart but is usually the person who will be responsible for implementing the solution. Deciding on an academic major should be your decision, because you will have to follow the course of study. Deciding on the boundaries of a sales territory would most likely be the sales manager who supervises the territories, because he or she will be responsible for producing the results with the combined territories. Once you define who is responsible for making the decision, everyone else will fall into one of two roles: giving input, or in rare cases, approving the decision.

Understanding the role of input is very important for good decisions. Input is sought or given due to experience or expertise, but it is up to the decision maker to weigh the input and decide whether and how to use it. Input should be fact based, or if offering an opinion, it should be clearly stated as such. Finally, once input is given, the person giving the input must support the other’s decision, whether or not the input is actually used.

Consider a team working on a project for a science course. The team assigns you the responsibility of analyzing and presenting a large set of complex data. Others on the team will set up the experiment to demonstrate the hypothesis, prepare the class presentation, and write the paper summarizing the results. As you face the data, you go to the team to seek input about the level of detail on the data you should consider for your analysis. The person doing the experiment setup thinks you should be very detailed, because then it will be easy to compare experiment results with the data. However, the person preparing the class presentation wants only high-level data to be considered because that will make for a clearer presentation. If there is not a clear understanding of the decision-making process, each of you may think the decision is yours to make because it influences the output of your work; there will be conflict and frustration on the team. If the decision maker is clearly defined upfront, however, and the input is thoughtfully given and considered, a good decision can be made (perhaps a creative compromise?) and the team can get behind the decision and work together to complete the project.

Finally, there is the approval role in decisions. This is very common in business decisions but often occurs in college work as well (the professor needs to approve the theme of the team project, for example). Approval decisions are usually based on availability of resources, legality, history, or policy.

Key Takeaways

• Effective problem solving involves critical and creative thinking.

The four steps to effective problem solving are the following:

• Define the problem
• Narrow the problem
• Generate solutions
• Choose the solution
• Brainstorming is a good method for generating creative solutions.
• Understanding the difference between the roles of deciding and providing input makes for better decisions.

Checkpoint Exercises

Gather a group of three or four friends and conduct three short brainstorming sessions (ten minutes each) to generate ideas for alternate uses for peanut butter, paper clips, and pen caps. Compare the results of the group with your own ideas. Be sure to follow the brainstorming guidelines. Did you generate more ideas in the group? Did the quality of the ideas improve? Were the group ideas more innovative? Which was more fun? Write your conclusions here.

__________________________________________________________________

Using the steps outlined earlier for problem solving, write a plan for the following problem: You are in your second year of studies in computer animation at Jefferson Community College. You and your wife both work, and you would like to start a family in the next year or two. You want to become a video game designer and can benefit from more advanced work in programming. Should you go on to complete a four-year degree?

Define the problem: What is the core issue? What are the related issues? Are there any requirements to a successful solution? Can you come up with a metaphor to describe the issue?

Narrow the problem: Can you break down the problem into smaller manageable pieces? What would they be?

Generate solutions: What are at least two “right” answers to each of the problem pieces?

Choose the right approach: What do you already know about each solution? What do you still need to know? How can you get the information you need? Make a list of pros and cons for each solution.

Problem Solving and Decision Making

Learning objectives.

By the end of this section, you will be able to:

• Learn to understand the problem.
• Learn to combine creative thinking and critical thinking to solve problems.
• Practice problem solving in a group.
• Define the problem. Use your analytical skills. What is the real issue? Why is it a problem? What are the root causes? What kinds of outcomes or actions do you expect to generate to solve the problem? What are some of the key characteristics that will make a good choice: Timing? Resources? Availability of tools and materials? For more complex problems, it helps to actually write out the problem and the answers to these questions. Can you clarify your understanding of the problem by using metaphors to illustrate the issue?
• Narrow the problem. Many problems are made up of a series of smaller problems, each requiring its own solution. Can you break the problem into different facets? What aspects of the current issue are “noise” that should not be considered in the problem solution? (Use critical thinking to separate facts from opinion in this step.)
• Generate possible solutions. List all your options. Use your creative thinking skills in this phase. Did you come up with the second “right” answer, and the third or the fourth? Can any of these answers be combined into a stronger solution? What past or existing solutions can be adapted or combined to solve this problem?

Group Think: Effective Brainstorming

Brainstorming is a process of generating ideas for solutions in a group. This method is very effective because ideas from one person will trigger additional ideas from another. The following guidelines make for an effective brainstorming session:

• Decide who should moderate the session. That person may participate, but his main role is to keep the discussion flowing.
• Define the problem to be discussed and the time you will allow to consider it.
• Write all ideas down on a board or flip chart for all participants to see.
• Encourage everyone to speak.
• Do not allow criticism of ideas. All ideas are good during a brainstorm. Suspend disbelief until after the session. Remember a wildly impossible idea may trigger a creative and feasible solution to a problem.
• Choose the best solution. Use your critical thinking skills to select the most likely choices. List the pros and cons for each of your selections. How do these lists compare with the requirements you identified when you defined the problem? If you still can’t decide between options, you may want to seek further input from your brainstorming team.

Decisions, Decisions

KEY TAKEAWAYS

• Effective problem solving involves critical and creative thinking.
• Define the problem
• Narrow the problem
• Generate solutions
• Choose the solution
• Brainstorming is a good method for generating creative solutions.
• Understanding the difference between the roles of deciding and providing input makes for better decisions.

CHECKPOINT EXERCISES

• Gather a group of three or four friends and conduct three short brainstorming sessions (ten minutes each) to generate ideas for alternate uses for peanut butter, paper clips, and pen caps. Compare the results of the group with your own ideas. Be sure to follow the brainstorming guidelines. Did you generate more ideas in the group? Did the quality of the ideas improve? Were the group ideas more innovative? Which was more fun? Write your conclusions here.
• Define the problem: What is the core issue? What are the related issues? Are there any requirements to a successful solution? Can you come up with a metaphor to describe the issue?
• Narrow the problem: Can you break down the problem into smaller manageable pieces? What would they be?
• Generate solutions: What are at least two “right” answers to each of the problem pieces?
• Choose the right approach: What do you already know about each solution? What do you still need to know? How can you get the information you need? Make a list of pros and cons for each solution.
• Success in College. Authored by : anonymous. Located at : http://2012books.lardbucket.org/ . License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• Image of group at table. Authored by : Juhan Sonin. Located at : https://flic.kr/p/6YRkya . License : CC BY: Attribution
• Image of figure with arrows. Authored by : Impact Hub. Located at : https://flic.kr/p/64TEyQ . License : CC BY-SA: Attribution-ShareAlike

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18 4.4 Problem Solving and Decision Making

Learning objectives.

• Learn to understand the problem.
• Learn to combine creative thinking and critical thinking to solve problems.
• Practice problem solving in a group.

Much of your university and professional life will be spent solving problems; some will be complex, such as deciding on a career, and require time and effort to come up with a solution. Others will be small, such as deciding what to eat for lunch, and will allow you to make a quick decision based entirely on your own experience. But, in either case, when coming up with the solution and deciding what to do, follow the same basic steps.

• Define the problem. Use your analytical skills. What is the real issue? Why is it a problem? What are the root causes? What kinds of outcomes or actions do you expect to generate to solve the problem? What are some of the key characteristics that will make a good choice: Timing? Resources? Availability of tools and materials? For more complex problems, it helps to actually write out the problem and the answers to these questions. Can you clarify your understanding of the problem by using metaphors to illustrate the issue?
• Narrow the problem. Many problems are made up of a series of smaller problems, each requiring its own solution. Can you break the problem into different facets? What aspects of the current issue are “noise” that should not be considered in the problem solution? (Use critical thinking to separate facts from opinion in this step.)
• Generate possible solutions. List all your options. Use your creative thinking skills in this phase. Did you come up with the second “right” answer, and the third or the fourth? Can any of these answers be combined into a stronger solution? What past or existing solutions can be adapted or combined to solve this problem?

Video: TED-Ed – “Working Backward to Solve Problems”  (length 5:56)

Group Think: Effective Brainstorming

Brainstorming is a proces s of generating ideas for solutions in a group. This method is very effective because ideas from one person will trigger additional ideas from another. The following guidelines make for an effective brainstorming session:

• Decide who should moderate the session. That person may participate, but his main role is to keep the discussion flowing.
• Define the problem to be discussed and the time you will allow to consider it.
• Write all ideas down on a board or flip chart for all participants to see.
• Encourage everyone to speak.
• Do not allow criticism of ideas. All ideas are good during a brainstorm. Suspend disbelief until after the session. Remember a wildly impossible idea may trigger a creative and feasible solution to a problem.
• Choose the best solution. Use your critical thinking skills to select the most likely choices. List the pros and cons for each of your selections. How do these lists compare with the requirements you identified when you defined the problem? If you still can’t decide between options, you may want to seek further input from your brainstorming team.

Decisions, Decisions

You will be called on to make many decisions in your life. Some will be personal, like what to major in, or whether or not to get married. Other times you will be making decisions on behalf of others at work or for a volunteer organization. Occasionally you will be asked for your opinion or experience for decisions others are making. To be effective in all of these circumstances, it is helpful to understand some principles about decision making.

First, define who is responsible for solving the problem or making the decision. In an organization, this may be someone above or below you on the organization chart but is usually the person who will be responsible for implementing the solution. Deciding on an academic major should be your decision, because you will have to follow the course of study. Deciding on the boundaries of a sales territory would most likely be the sales manager who supervises the territories, because he or she will be responsible for producing the results with the combined territories. Once you define who is responsible for making the decision, everyone else will fall into one of two roles: giving input, or in rare cases, approving the decision.

Understanding the role of input is very important for good decisions. Input is sought or given due to experience or expertise, but it is up to the decision maker to weigh the input and decide whether and how to use it. Input should be fact based, or if offering an opinion, it should be clearly stated as such. Finally, once input is given, the person giving the input must support the other’s decision, whether or not the input is actually used.

Consider a team working on a project for a science course. The team assigns you the responsibility of analyzing and presenting a large set of complex data. Others on the team will set up the experiment to demonstrate the hypothesis, prepare the class presentation, and write the paper summarizing the results. As you face the data, you go to the team to seek input about the level of detail on the data you should consider for your analysis. The person doing the experiment setup thinks you should be very detailed, because then it will be easy to compare experiment results with the data. However, the person preparing the class presentation wants only high-level data to be considered because that will make for a clearer presentation. If there is not a clear understanding of the decision-making process, each of you may think the decision is yours to make because it influences the output of your work; there will be conflict and frustration on the team. If the decision maker is clearly defined upfront, however, and the input is thoughtfully given and considered, a good decision can be made (perhaps a creative compromise?) and the team can get behind the decision and work together to complete the project.

Finally, there is the approval role in decisions. This is very common in business decisions but often occurs in university work as well (the professor needs to approve the theme of the team project, for example). Approval decisions are usually based on availability of resources, legality, history, or policy.

Key Takeaways

• Effective problem solving involves critical and creative thinking.

The four steps to effective problem solving are the following:

• Define the problem
• Narrow the problem
• Generate solutions
• Choose the solution
• Brainstorming is a good method for generating creative solutions.
• Understanding the difference between the roles of deciding and providing input makes for better decisions.

Checkpoint Exercises

Gather a group of three or four friends and conduct three short brainstorming sessions (ten minutes each) to generate ideas for alternate uses for peanut butter, paper clips, and pen caps. Compare the results of the group with your own ideas. Be sure to follow the brainstorming guidelines. Did you generate more ideas in the group? Did the quality of the ideas improve? Were the group ideas more innovative? Which was more fun? Write your conclusions here.

__________________________________________________________________

Using the steps outlined earlier for problem solving, write a plan for the following problem: You are in your second year of studies in computer animation at Jefferson Community University. You and your wife both work, and you would like to start a family in the next year or two. You want to become a video game designer and can benefit from more advanced work in programming. Should you go on to complete a four-year degree?

Define the problem: What is the core issue? What are the related issues? Are there any requirements to a successful solution? Can you come up with a metaphor to describe the issue?

Narrow the problem: Can you break down the problem into smaller manageable pieces? What would they be?

Generate solutions: What are at least two “right” answers to each of the problem pieces?

Choose the right approach: What do you already know about each solution? What do you still need to know? How can you get the information you need? Make a list of pros and cons for each solution.

University Success Copyright © 2016 by University of Saskatchewan is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Problem Solving and Decision Making MCQs with Answers

Welcome to the Problem Solving and Decision Making MCQs with Answers . In this post, we have shared Problem Solving and Decision Making Online Test for different competitive exams. Find practice Problem Solving and Decision Making Practice Questions with answers in Aptitude Test exams here. Each question offers a chance to enhance your knowledge regarding Problem Solving and Decision Making.

In problem-solving, you analyze and assess various solution paths, while in decision-making, you engage in a similar process of exploring and evaluating alternatives. Therefore, the essence of decision-making lies in meticulously identifying and evaluating the available options.

Problem Solving and Decision Making Online Quiz

By presenting 3 options to choose from, Problem Solving and Decision Making Quiz which cover a wide range of topics and levels of difficulty, making them adaptable to various learning objectives and preferences. Whether you’re a student looking to reinforce your understanding our Student MCQs Online Quiz platform has something for you. You will have to read all the given answers of Problem Solving and Decision Making Questions and Answers  and click over the correct answer.

• Test Name:  Problem Solving and Decision Making MCQ Quiz Practice
• Type:  MCQ’s
• Total Questions:  40
• Total Marks:  40
• Time:  40 minutes

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Critical Thinking and Decision-Making  - What is Critical Thinking?

Critical thinking and decision-making  -, what is critical thinking, critical thinking and decision-making what is critical thinking.

Critical Thinking and Decision-Making: What is Critical Thinking?

Lesson 1: what is critical thinking, what is critical thinking.

Critical thinking is a term that gets thrown around a lot. You've probably heard it used often throughout the years whether it was in school, at work, or in everyday conversation. But when you stop to think about it, what exactly is critical thinking and how do you do it ?

Watch the video below to learn more about critical thinking.

Simply put, critical thinking is the act of deliberately analyzing information so that you can make better judgements and decisions . It involves using things like logic, reasoning, and creativity, to draw conclusions and generally understand things better.

This may sound like a pretty broad definition, and that's because critical thinking is a broad skill that can be applied to so many different situations. You can use it to prepare for a job interview, manage your time better, make decisions about purchasing things, and so much more.

The process

As humans, we are constantly thinking . It's something we can't turn off. But not all of it is critical thinking. No one thinks critically 100% of the time... that would be pretty exhausting! Instead, it's an intentional process , something that we consciously use when we're presented with difficult problems or important decisions.

Improving your critical thinking

In order to become a better critical thinker, it's important to ask questions when you're presented with a problem or decision, before jumping to any conclusions. You can start with simple ones like What do I currently know? and How do I know this? These can help to give you a better idea of what you're working with and, in some cases, simplify more complex issues.  

Real-world applications

Let's take a look at how we can use critical thinking to evaluate online information . Say a friend of yours posts a news article on social media and you're drawn to its headline. If you were to use your everyday automatic thinking, you might accept it as fact and move on. But if you were thinking critically, you would first analyze the available information and ask some questions :

• What's the source of this article?
• Is the headline potentially misleading?
• What are my friend's general beliefs?
• Do their beliefs inform why they might have shared this?

After analyzing all of this information, you can draw a conclusion about whether or not you think the article is trustworthy.

Critical thinking has a wide range of real-world applications . It can help you to make better decisions, become more hireable, and generally better understand the world around you.

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Decision, Decision ! Reading Questions and Answers

The Blog post contains the following IELTS Reading Questions:

• IELTS Reading Multiple Choice Questions
• IELTS Reading Summary Completion
• IELTS Reading Yes/No/Not Given

Stay informed and prepared for success – Explore our comprehensive Reading Test Info page to get valuable insights, exam format details, and expert tips for mastering the IELTS Reading section .

IELTS Reading passage – Decision, Decision !

Decision, Decision !

A  A widely recognised legend tells us that in Gordium (in what is now Turkey) in the fourth century BC an oxcart was roped to a pole with a complex knot. It was said that the first person to untie it would become the king of Asia. Unfortunately, the knot proved impossible to untie. The story continues that when confronted with this problem, rather than deliberating on how to untie the Gordian knot. Alexander, the famous ruler of the Greeks in the ancient world, simply took out his sword and cut it in two – then went on to conquer Asia. Ever since the notion of a ‘Gordian solution’ has referred to the attractiveness of a simple answer to an otherwise intractable problem.

B  Among researchers in the psychology of decision making, however, such solutions have traditionally held little appeal. In particular, the ‘conflict model’ of decision making proposed by psychologists Irving Janis and Leon Mann in their 1977 book, Decision Making, argued that a complex decision-making process is essential for guarding individuals and groups from the peril of ‘group-think’. Decisions made without thorough canvassing, surveying, weighing, examining and reexamining relevant information and options would be suboptimal and often disastrous. One foreign affair decision made by a well-known US political leader in the 1960s is typically held us as an example of the perils of inadequate thought, whereas his successful handling of a water crisis is cited as an example of the advantages of careful deliberation. However, examination of these historical events by Peter Suedfield, a psychologist at the University of British Columbia, and Roderick Kramer, a psychologist at the Stanford Graduate School of Business, found little difference in the two decision-making processes; both crises required and received complex consideration by the political administration, but later only the second one was deemed to be the effective.

C  In general, however, organizational and political science offers little evidence that complex decisions fare better than simpler ones. In fact, a growing body of work suggests that in many situations simply ‘snap’ decisions with being routinely superior to more complex ones – an idea that gained widespread public appeal with Malcolm Gladwell’s best-selling book Blink (2005).

D  An article by Ap Dijksterhuis of the University of Amsterdam and his colleagues, Making the Right Choice: the Deliberation-without-attention Effect’, runs very much in the spirit of Gladwell’s influential text. Its core argument is that to be effective, conscious (deliberative) decision making requires cognitive resources. Because increasingly complex decisions place increasing strain on those resources, the quality of our decisions declines as their complexity increases. In short, complex decisions overrun our cognitive powers. On the other hand, unconscious decision making (what the author refer to as ‘deliberation without attention’) requires no cognitive resources, so task complexity does not Effectiveness. The seemingly counterintuitive conclusion is that although conscious thought enhances simple decisions, the opposite holds true for more complex decisions.

E  Dijksterhuis reports four Simple but elegant studies supporting this argument. In one, participants assessed the quality of four hypothetical cars by considering either four attributes (a simple task) or 12 attributes (a complex task). Among participants who considered four attributes, those who were allowed to engage in undistracted deliberative thought did better at discriminating between the best and worst cars. Those who were distracted and thus unable to deliberate had to rely on their unconscious thinking and did less well. The opposite pattern emerged when people considered 12 criteria. In this case, conscious deliberation led to inferior discrimination and poor decisions.

F  In other studies, Dijksterhuis surveyed people shopping for clothes (‘simple’ products) and furniture (‘complex’ products). Compared with those who said they had deliberated long and hard, shoppers who bought with little conscious deliberation felt less happy with their simple clothing purchase but happier with the complex furniture purchases. Deliberation without attention actually produced better results as the decisions became more complex.

G  From there, however, the researchers take a big leap. They write: There is no reason to assume that the deliberation-without-attention effect does not generalize to other types of choices – political, managerial or otherwise. In such cases, it should benefit the individual to think consciously about simple matters and to delegate thinking about more complicated matters to the unconscious.

H  This radical inference contradicts standard political and managerial theory but doubtless comforts those in politics and management who always find the simple solution to the complex problem an attractive proposition. Indeed, one suspects many of our political leaders already embrace this wisdom.

I  Still, it is there, in the realms of society and its governance, that the more problematic implications of deliberation without attention begin to surface. Variables that can be neatly circumscribed in decisions about shopping lose clarity in a world of group dynamics, social interaction, history and politics. Two pertinent questions arise. First, what counts as a complex decision? And second, what counts as a good outcome?

J  As social psychologist Kurt Lewin (1890 – 1947) noted, a ‘good’ decision that nobody respects is actually bad, his classic studies of decision making showed that participating in deliberative processes makes people more likely to abide by the results. The issue here is that when political decision-makers make mistakes, it is their politics, or the relationship between their politics and our own, rather than psychology which is at fault.

K  Gladwell’s book and Dijksterhuis’s paper are invaluable in pointing out the limitations of the conventional wisdom that decision quality rises with decision-making complexity. But this work still tempts us to believe that decision making is simply a matter of psychology, rather than also a question of politics, ideology and group membership. Avoiding social considerations in a search for general appeal rather than toward it.

Unlock your full potential in the IELTS Reading section – Visit our IELTS Reading Practice Question Answer page now!

Recommended Questions:

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Questions 27-31

Choose the correct letter, A, B, C or D.

27. The legend of the Gordian knot is used to illustrate the idea that

A  anyone can solve a difficult problem B  difficult problems can have easy solutions C  the solution to any problem requires a lot of thought D  people who can solve complex problems make good leaders

28. The ‘conflict model’ of decision making proposed by Janis and Mann requires that

A  opposing political parties be involved B  all-important facts be considered C  people be encouraged to have different ideas D  previous similar situations be thoroughly examined

29. According to recent thinking reinforced by Malcolm Gladwell, the best decisions

A  involve consultation B  involve complex thought C  are made very quickly D  are the most attractive option

30. Dijksterhuis and his colleagues claim in their article that

A  our cognitive resources improve as tasks become more complex B  conscious decision making is negatively affected by task complexity C  unconscious decision making is a popular approach D  deliberation without attention defines the way we make decisions

31. Dijksterhuis’s car study found that, in simple tasks, participants

A  were involved in lengthy discussions B  found it impossible to make decisions quickly C  were unable to differentiate between the options D  could make a better choice when allowed to concentrate

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Questions 32-35

Complete the summary using the list of words A-I below. Write the correct letter, A-I, in boxes 32-35 on your answer sheet.

Dijksterhuis’s shopping study and its conclusions

Using clothing and furniture as examples of different types of purchases, Dijksterhuis questioned shoppers on their satisfaction with what they had bought. People who spent (32) …………… time buying simple clothing items were more satisfied than those who had not. However, when buying furniture, shoppers made (33) …………….. purchasing decisions if they didn’t think too hard. From this, the researchers concluded that in other choices, perhaps more important than shopping. (34) ………………… decisions are best made by the unconscious. The writer comments that Dijksterhuis’s finding is apparently (35) ……………….. but nonetheless true.

A  more B  counterintuitive C  simple D  better E  conscious F  obvious G  complex H  less I  worse

Boost your performance in Summary, Notes, Table, and Flowchart Completion tasks . Click here to explore our detailed guide and learn how to effectively complete summaries, notes, tables, and flowcharts in the IELTS Reading section.

Questions 36-40

Do the following statements agree with the views of the writer in Reading Passage? In boxes 10-14 on your answer sheet, write

YES                          if the statement agrees with the views of the writer NO                            if the statement contradicts the views of the writer NOT GIVEN        if it is impossible to say what the writer thinks about this

36. Dijksterhuis’s findings agree with existing political and management theories. 37. Some political leaders seem to use deliberation without attention when making complex decisions. 38. All political decisions are complex ones. 39. We judge political errors according to our own political beliefs. 40. Social considerations must be taken into account for any examination of decision making to prove useful.

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We hope you found this post useful in helping you to study for the IELTS Test . If you have any questions please let us know in the comments below or on the Facebook page.

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Interview Questions

Comprehensive Interview Guide: 60+ Professions Explored in Detail

26 Good Examples of Problem Solving (Interview Answers)

By Biron Clark

Published: November 15, 2023

Employers like to hire people who can solve problems and work well under pressure. A job rarely goes 100% according to plan, so hiring managers will be more likely to hire you if you seem like you can handle unexpected challenges while staying calm and logical in your approach.

But how do they measure this?

They’re going to ask you interview questions about these problem solving skills, and they might also look for examples of problem solving on your resume and cover letter. So coming up, I’m going to share a list of examples of problem solving, whether you’re an experienced job seeker or recent graduate.

Then I’ll share sample interview answers to, “Give an example of a time you used logic to solve a problem?”

Problem-Solving Defined

It is the ability to identify the problem, prioritize based on gravity and urgency, analyze the root cause, gather relevant information, develop and evaluate viable solutions, decide on the most effective and logical solution, and plan and execute implementation. 

Problem-solving also involves critical thinking, communication, listening, creativity, research, data gathering, risk assessment, continuous learning, decision-making, and other soft and technical skills.

Solving problems not only prevent losses or damages but also boosts self-confidence and reputation when you successfully execute it. The spotlight shines on you when people see you handle issues with ease and savvy despite the challenges. Your ability and potential to be a future leader that can take on more significant roles and tackle bigger setbacks shine through. Problem-solving is a skill you can master by learning from others and acquiring wisdom from their and your own experiences. 

It takes a village to come up with solutions, but a good problem solver can steer the team towards the best choice and implement it to achieve the desired result.

Watch: 26 Good Examples of Problem Solving

Examples of problem solving scenarios in the workplace.

• Correcting a mistake at work, whether it was made by you or someone else
• Overcoming a delay at work through problem solving and communication
• Resolving an issue with a difficult or upset customer
• Overcoming issues related to a limited budget, and still delivering good work through the use of creative problem solving
• Overcoming a scheduling/staffing shortage in the department to still deliver excellent work
• Troubleshooting and resolving technical issues
• Handling and resolving a conflict with a coworker
• Solving any problems related to money, customer billing, accounting and bookkeeping, etc.
• Taking initiative when another team member overlooked or missed something important
• Taking initiative to meet with your superior to discuss a problem before it became potentially worse
• Solving a safety issue at work or reporting the issue to those who could solve it
• Using problem solving abilities to reduce/eliminate a company expense
• Finding a way to make the company more profitable through new service or product offerings, new pricing ideas, promotion and sale ideas, etc.
• Changing how a process, team, or task is organized to make it more efficient
• Using creative thinking to come up with a solution that the company hasn’t used before
• Performing research to collect data and information to find a new solution to a problem
• Boosting a company or team’s performance by improving some aspect of communication among employees
• Finding a new piece of data that can guide a company’s decisions or strategy better in a certain area

Problem Solving Examples for Recent Grads/Entry Level Job Seekers

• Coordinating work between team members in a class project
• Reassigning a missing team member’s work to other group members in a class project
• Adjusting your workflow on a project to accommodate a tight deadline
• Speaking to your professor to get help when you were struggling or unsure about a project
• Asking classmates, peers, or professors for help in an area of struggle
• Talking to your academic advisor to brainstorm solutions to a problem you were facing
• Researching solutions to an academic problem online, via Google or other methods
• Using problem solving and creative thinking to obtain an internship or other work opportunity during school after struggling at first

You can share all of the examples above when you’re asked questions about problem solving in your interview. As you can see, even if you have no professional work experience, it’s possible to think back to problems and unexpected challenges that you faced in your studies and discuss how you solved them.

Interview Answers to “Give an Example of an Occasion When You Used Logic to Solve a Problem”

Now, let’s look at some sample interview answers to, “Give me an example of a time you used logic to solve a problem,” since you’re likely to hear this interview question in all sorts of industries.

Example Answer 1:

At my current job, I recently solved a problem where a client was upset about our software pricing. They had misunderstood the sales representative who explained pricing originally, and when their package renewed for its second month, they called to complain about the invoice. I apologized for the confusion and then spoke to our billing team to see what type of solution we could come up with. We decided that the best course of action was to offer a long-term pricing package that would provide a discount. This not only solved the problem but got the customer to agree to a longer-term contract, which means we’ll keep their business for at least one year now, and they’re happy with the pricing. I feel I got the best possible outcome and the way I chose to solve the problem was effective.

Example Answer 2:

In my last job, I had to do quite a bit of problem solving related to our shift scheduling. We had four people quit within a week and the department was severely understaffed. I coordinated a ramp-up of our hiring efforts, I got approval from the department head to offer bonuses for overtime work, and then I found eight employees who were willing to do overtime this month. I think the key problem solving skills here were taking initiative, communicating clearly, and reacting quickly to solve this problem before it became an even bigger issue.

Example Answer 3:

In my current marketing role, my manager asked me to come up with a solution to our declining social media engagement. I assessed our current strategy and recent results, analyzed what some of our top competitors were doing, and then came up with an exact blueprint we could follow this year to emulate our best competitors but also stand out and develop a unique voice as a brand. I feel this is a good example of using logic to solve a problem because it was based on analysis and observation of competitors, rather than guessing or quickly reacting to the situation without reliable data. I always use logic and data to solve problems when possible. The project turned out to be a success and we increased our social media engagement by an average of 82% by the end of the year.

Answering Questions About Problem Solving with the STAR Method

When you answer interview questions about problem solving scenarios, or if you decide to demonstrate your problem solving skills in a cover letter (which is a good idea any time the job description mention problem solving as a necessary skill), I recommend using the STAR method to tell your story.

STAR stands for:

It’s a simple way of walking the listener or reader through the story in a way that will make sense to them. So before jumping in and talking about the problem that needed solving, make sure to describe the general situation. What job/company were you working at? When was this? Then, you can describe the task at hand and the problem that needed solving. After this, describe the course of action you chose and why. Ideally, show that you evaluated all the information you could given the time you had, and made a decision based on logic and fact.

Finally, describe a positive result you got.

Whether you’re answering interview questions about problem solving or writing a cover letter, you should only choose examples where you got a positive result and successfully solved the issue.

Example answer:

Situation : We had an irate client who was a social media influencer and had impossible delivery time demands we could not meet. She spoke negatively about us in her vlog and asked her followers to boycott our products. (Task : To develop an official statement to explain our company’s side, clarify the issue, and prevent it from getting out of hand). Action : I drafted a statement that balanced empathy, understanding, and utmost customer service with facts, logic, and fairness. It was direct, simple, succinct, and phrased to highlight our brand values while addressing the issue in a logical yet sensitive way.   We also tapped our influencer partners to subtly and indirectly share their positive experiences with our brand so we could counter the negative content being shared online.  Result : We got the results we worked for through proper communication and a positive and strategic campaign. The irate client agreed to have a dialogue with us. She apologized to us, and we reaffirmed our commitment to delivering quality service to all. We assured her that she can reach out to us anytime regarding her purchases and that we’d gladly accommodate her requests whenever possible. She also retracted her negative statements in her vlog and urged her followers to keep supporting our brand.

What Are Good Outcomes of Problem Solving?

Whenever you answer interview questions about problem solving or share examples of problem solving in a cover letter, you want to be sure you’re sharing a positive outcome.

Below are good outcomes of problem solving:

• Saving the company time or money
• Making the company money
• Pleasing/keeping a customer
• Obtaining new customers
• Solving a safety issue
• Solving a staffing/scheduling issue
• Solving a logistical issue
• Solving a company hiring issue
• Solving a technical/software issue
• Making a process more efficient and faster for the company
• Creating a new business process to make the company more profitable
• Improving the company’s brand/image/reputation
• Getting the company positive reviews from customers/clients

Every employer wants to make more money, save money, and save time. If you can assess your problem solving experience and think about how you’ve helped past employers in those three areas, then that’s a great start. That’s where I recommend you begin looking for stories of times you had to solve problems.

Tips to Improve Your Problem Solving Skills

Throughout your career, you’re going to get hired for better jobs and earn more money if you can show employers that you’re a problem solver. So to improve your problem solving skills, I recommend always analyzing a problem and situation before acting. When discussing problem solving with employers, you never want to sound like you rush or make impulsive decisions. They want to see fact-based or data-based decisions when you solve problems.

Next, to get better at solving problems, analyze the outcomes of past solutions you came up with. You can recognize what works and what doesn’t. Think about how you can get better at researching and analyzing a situation, but also how you can get better at communicating, deciding the right people in the organization to talk to and “pull in” to help you if needed, etc.

Finally, practice staying calm even in stressful situations. Take a few minutes to walk outside if needed. Step away from your phone and computer to clear your head. A work problem is rarely so urgent that you cannot take five minutes to think (with the possible exception of safety problems), and you’ll get better outcomes if you solve problems by acting logically instead of rushing to react in a panic.

You can use all of the ideas above to describe your problem solving skills when asked interview questions about the topic. If you say that you do the things above, employers will be impressed when they assess your problem solving ability.

If you practice the tips above, you’ll be ready to share detailed, impressive stories and problem solving examples that will make hiring managers want to offer you the job. Every employer appreciates a problem solver, whether solving problems is a requirement listed on the job description or not. And you never know which hiring manager or interviewer will ask you about a time you solved a problem, so you should always be ready to discuss this when applying for a job.

Related interview questions & answers:

• How do you handle stress?
• How do you handle conflict?
• Tell me about a time when you failed

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Chapter 4: Thinking about Thought

4.4 Problem Solving and Decision Making

Learning objectives.

• Learn to understand the problem.
• Learn to combine creative thinking and critical thinking to solve problems.
• Practice problem solving in a group.

Much of your university and professional life will be spent solving problems; some will be complex, such as deciding on a career, and require time and effort to come up with a solution. Others will be small, such as deciding what to eat for lunch, and will allow you to make a quick decision based entirely on your own experience. But, in either case, when coming up with the solution and deciding what to do, follow the same basic steps.

• Define the problem. Use your analytical skills. What is the real issue? Why is it a problem? What are the root causes? What kinds of outcomes or actions do you expect to generate to solve the problem? What are some of the key characteristics that will make a good choice: Timing? Resources? Availability of tools and materials? For more complex problems, it helps to actually write out the problem and the answers to these questions. Can you clarify your understanding of the problem by using metaphors to illustrate the issue?
• Narrow the problem. Many problems are made up of a series of smaller problems, each requiring its own solution. Can you break the problem into different facets? What aspects of the current issue are “noise” that should not be considered in the problem solution? (Use critical thinking to separate facts from opinion in this step.)
• Generate possible solutions. List all your options. Use your creative thinking skills in this phase. Did you come up with the second “right” answer, and the third or the fourth? Can any of these answers be combined into a stronger solution? What past or existing solutions can be adapted or combined to solve this problem?

Video: TED-Ed – “Working Backward to Solve Problems”  (length 5:56)

Group Think: Effective Brainstorming

Brainstorming is a proces s of generating ideas for solutions in a group. This method is very effective because ideas from one person will trigger additional ideas from another. The following guidelines make for an effective brainstorming session:

• Decide who should moderate the session. That person may participate, but his main role is to keep the discussion flowing.
• Define the problem to be discussed and the time you will allow to consider it.
• Write all ideas down on a board or flip chart for all participants to see.
• Encourage everyone to speak.
• Do not allow criticism of ideas. All ideas are good during a brainstorm. Suspend disbelief until after the session. Remember a wildly impossible idea may trigger a creative and feasible solution to a problem.
• Choose the best solution. Use your critical thinking skills to select the most likely choices. List the pros and cons for each of your selections. How do these lists compare with the requirements you identified when you defined the problem? If you still can’t decide between options, you may want to seek further input from your brainstorming team.

Decisions, Decisions

You will be called on to make many decisions in your life. Some will be personal, like what to major in, or whether or not to get married. Other times you will be making decisions on behalf of others at work or for a volunteer organization. Occasionally you will be asked for your opinion or experience for decisions others are making. To be effective in all of these circumstances, it is helpful to understand some principles about decision making.

First, define who is responsible for solving the problem or making the decision. In an organization, this may be someone above or below you on the organization chart but is usually the person who will be responsible for implementing the solution. Deciding on an academic major should be your decision, because you will have to follow the course of study. Deciding on the boundaries of a sales territory would most likely be the sales manager who supervises the territories, because he or she will be responsible for producing the results with the combined territories. Once you define who is responsible for making the decision, everyone else will fall into one of two roles: giving input, or in rare cases, approving the decision.

Understanding the role of input is very important for good decisions. Input is sought or given due to experience or expertise, but it is up to the decision maker to weigh the input and decide whether and how to use it. Input should be fact based, or if offering an opinion, it should be clearly stated as such. Finally, once input is given, the person giving the input must support the other’s decision, whether or not the input is actually used.

Consider a team working on a project for a science course. The team assigns you the responsibility of analyzing and presenting a large set of complex data. Others on the team will set up the experiment to demonstrate the hypothesis, prepare the class presentation, and write the paper summarizing the results. As you face the data, you go to the team to seek input about the level of detail on the data you should consider for your analysis. The person doing the experiment setup thinks you should be very detailed, because then it will be easy to compare experiment results with the data. However, the person preparing the class presentation wants only high-level data to be considered because that will make for a clearer presentation. If there is not a clear understanding of the decision-making process, each of you may think the decision is yours to make because it influences the output of your work; there will be conflict and frustration on the team. If the decision maker is clearly defined upfront, however, and the input is thoughtfully given and considered, a good decision can be made (perhaps a creative compromise?) and the team can get behind the decision and work together to complete the project.

Finally, there is the approval role in decisions. This is very common in business decisions but often occurs in university work as well (the professor needs to approve the theme of the team project, for example). Approval decisions are usually based on availability of resources, legality, history, or policy.

Key Takeaways

• Effective problem solving involves critical and creative thinking.

The four steps to effective problem solving are the following:

• Define the problem
• Narrow the problem
• Generate solutions
• Choose the solution
• Brainstorming is a good method for generating creative solutions.
• Understanding the difference between the roles of deciding and providing input makes for better decisions.

Checkpoint Exercises

Gather a group of three or four friends and conduct three short brainstorming sessions (ten minutes each) to generate ideas for alternate uses for peanut butter, paper clips, and pen caps. Compare the results of the group with your own ideas. Be sure to follow the brainstorming guidelines. Did you generate more ideas in the group? Did the quality of the ideas improve? Were the group ideas more innovative? Which was more fun? Write your conclusions here.

__________________________________________________________________

Using the steps outlined earlier for problem solving, write a plan for the following problem: You are in your second year of studies in computer animation at Jefferson Community University. You and your wife both work, and you would like to start a family in the next year or two. You want to become a video game designer and can benefit from more advanced work in programming. Should you go on to complete a four-year degree?

Define the problem: What is the core issue? What are the related issues? Are there any requirements to a successful solution? Can you come up with a metaphor to describe the issue?

Narrow the problem: Can you break down the problem into smaller manageable pieces? What would they be?

Generate solutions: What are at least two “right” answers to each of the problem pieces?

Choose the right approach: What do you already know about each solution? What do you still need to know? How can you get the information you need? Make a list of pros and cons for each solution.

University Success (2nd Edition) Copyright © 2017 by University of Saskatchewan is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Americans today choose among more options in more parts of life than has ever been pos­sible before. To an extent, the opportunity to choose enhances our lives. It is only logical to think that if some choices are good, more is better; people who care about having infinite options will benefit from them, and those who do not can always just ignore the 273 versions of cereal they have never tried. Yet recent research strongly suggests that, psychologically, this assumption is wrong, with 5% lower percentage announcing they are happy. Although some choices are undoubtedly better than none, more is not always better than less.

Recent research offers insight into why many people end up unhappy rather than pleased when their options expand. We began by making a distinction between “maximizers” (those who always aim to make the best possible choice) and “satisficers” (those who aim for “good enough,” whether or not better selections might be out there).

In particular, we composed a set of statements—the Maximization Scale—to diagnose peo­ple’s propensity to maximize. Then we had several thousand people rate themselves from 1 to 7 (from “completely disagree” to “completely agree”) on such statements as “I never settle for second best.” We also evaluated their sense of satisfaction with their decisions. We did not define a sharp cutoff to separate maximizers from satisficers, but in general, we think of individuals whose average scores are higher than 4 (the scale’s midpoint) as maxi- misers and those whose scores are lower than the midpoint as satisficers. People who score highest on the test—the greatest maximizers—engage in more product comparisons than the lowest scorers, both before and after they make purchasing decisions, and they take longer to decide what to buy. When satisficers find an item that meets their standards, they stop looking. But maximizers exert enormous effort reading labels, checking out consumer magazines and trying new products. They also spend more time comparing their purchas­ing decisions with those of others.

We found that the greatest maximizers are the least happy with the fruits of their efforts. When they compare themselves with others, they get little pleasure from finding out that they did better and substantial dissatisfaction from finding out that they did worse. They are more prone to experiencing regret after a purchase, and if their acquisition disappoints them, their sense of well-being takes longer to recover. They also tend to brood or ruminate more than satisficers do.

Does it follow that maximizers are less happy in general than satisficers? We tested this by having people fill out a variety of questionnaires known to be reliable indicators of well­being. As might be expected, individuals with high maximization scores experienced less satisfaction with life and were less happy, less optimistic and more depressed than people with low maximization scores. Indeed, those with extreme maximization ratings had depression scores that placed them in the borderline of clinical range.

Several factors explain why more choice is not always better than less, especially for maxi­misers. High among these are “opportunity costs.” The quality of any given option cannot be assessed in isolation from its alternatives. One of the “costs” of making a selection is losing the opportunities that a different option would have afforded. Thus, an opportunity cost of vacationing on the beach in Cape Cod might be missing the fabulous restaurants in the Napa Valley. Early Decision Making Research by Daniel Kahneman and Amos Tversky showed that people respond much more strongly to losses than gains. If we assume that opportunity costs reduce the overall desirability of the most preferred choice, then the more alternatives there are, the deeper our sense of loss will be and the less satisfaction we will derive from our ultimate decision.

The problem of opportunity costs will be better for a satisficer. The latter’s “good enough” philosophy can survive thoughts about opportunity costs. In addition, the “good enough” standard leads to much less searching and inspection of alternatives than the maximizer’s “best” standard. With fewer choices under consideration, a person will have fewer opportu­nity costs to subtract.

Just as people feel sorrow about the opportunities they have forgone, they may also suffer regret about the option they settled on. My colleagues and I devised a scale to measure proneness to feeling regret, and we found that people with high sensitivity to regret are less happy, less satisfied with life, less optimistic and more depressed than those with low sensitivity. Not surprisingly, we also found that people with high regret sensitivity tend to be maximizers. Indeed, we think that worry over future regret is a major reason that individuals become maximizers. The only way to be sure you will not regret a decision is by making the best possible one. Unfortunately, the more options you have and the more opportunity costs you incur, the more likely you are to experience regret.

In a classic demonstration of the power of sunk costs, people were offered season subscrip­tions to a local theatre company. Some were offered the tickets at full price and others at a discount. Then the researchers simply kept track of how often the ticket purchasers actu­ally attended the plays over the course of the season. Full-price payers were more likely to show up at performances than discount payers. The reason for this, the investigators argued, was that the full-price payers would experience more regret if they did not use the tickets because not using the more costly tickets would constitute a bigger loss. To increase sense of happiness, we can decide to restrict our options when the decision is not crucial. For example, make a rule to visit no more than two stores when shopping for clothing.

Questions 1-4

Look at the following descriptions or deeds (Questions  1-4 ) and the list of catego­ries below. Match each description or deed with the correct category,  A-D . Write the correct letter,  A-D , in boxes  1-4  on your answer sheet.

A           “maximizers” B           “satisficers” C           neither “maximizers” nor “satisficers” D           both “maximizers” and “satisficers”

1 A B C D    rated to the Maximization Scale of making choice Answer: D

2 A B C D    don’t take much time before making a decision Answer: B

3 A B C D    are likely to regret about the choice in the future Answer: A

4 A B C D    choose the highest price in the range of purchase Answer: C

Questions 5-8

Do the following statements agree with the information given in Reading Passage? In boxes  5-8  on you answer sheet, write

TRUE                  if the statement is true

FALSE                 if the statement is false

NOT GIVEN       if the information is not given in the passage

5 TRUE FALSE NOT GIVEN    In today’s world, since the society is becoming wealthier, people are happier. Answer: FALSE

6 TRUE FALSE NOT GIVEN    In society, there are more maximisers than satisficers. Answer: NOT GIVEN

7 TRUE FALSE NOT GIVEN    People tend to react more to loses than gains. Answer: TRUE

8 TRUE FALSE NOT GIVEN    Females and males acted differently in the study of choice making. Answer: NOT GIVEN

Questions 9-13

Choose the correct letter  A ,  B ,  C  or  D . Write the correct letter in boxes  9-13  on your answer sheet.

9    The Maximization Scale is aimed to

A   know the happiness when they have more choices.

B   measure how people are likely to feel after making choices.

C   help people make better choices.

D   reduce the time of purchasing. Answer: B

10    According to the text, what is the result of more choices?

A   People can make choices more easily

B   Maximizers are happier to make choices.

C   Satisficers are quicker to make wise choices.

D   People have more tendency to experience regret. Answer: D

11    The example of theatre ticket is to suggest that

A   they prefer to use more money when buying tickets.

B   they don’t like to spend more money on theatre.

C   higher-priced things would induce more regret if not used properly

D   full-price payers are real theatre lovers. Answer: C

12    How to increase the happiness when making a better choice?

A   use less time

B   make more comparisons

C   buy more expensive products

D   limit the number of choices in certain situations Answer: D

13    What is the best title for Reading Passage 1?

A   Reasoning of Worse Choice Making

B   Making Choices in Today’s World

C   The Influence of More Choices

D   Complexity in Choice Making Answer: C

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Problem Solving and Decision Making

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• Linda Drake Gobbo 3  

Part of the book series: Advances in Group Decision and Negotiation ((AGDN,volume 3))

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Problem solving and decision making in multicultural work teams are the last of the skill areas to be covered in this book. This topic will be discussed from the cultural, individual, and organizational levels of multicultural team development, building on the frameworks that have been presented in previous chapters. Many theorists consider problem solving and decision making as synonymous-all decisions are made in response to a problem or opportunity. Simply stated, if problem solving is the process used to find a solution to the problem, challenge, or opportunity. However, how one solves problems can be quite varied. An individual can use analytical tools based on logic, deduction, or induction, or intuition based on an understanding of principles, or creative thinking. Problem-solving abilities and approaches may vary considerably, actually using different paradigms or frameworks. In this chapter one approach, with the steps and methods to do problem solving in work teams, will be presented.

There are six steps to the problem-solving model described and demonstrated in this chapter. Several of those steps within the model are used for decisionmaking, and are covered as well. How a team makes the decision, and who on the team makes it are important elements and will also be discussed. As prior chapters have noted, membership of multicultural teams varies greatly. The procedures each member follows, the different value orientations guiding their behavior (Smith et al. 2002), the nature of the tasks they must complete, and the communication tools they employ (face-to-face and/or technology-based) all impact how they approach problem solving and decision making. When done effectively, problem solving, which includes decision making, moves through all the steps described here equally, engaging the knowledge and skills of all team members.

This chapter will first present theoretical frameworks for problem solving, then define the steps that comprise problem solving and decision making within them. This will be followed by a discussion of the cultural variations, and impact of individual styles and societal assumptions on decision-making. Shared mental models and consensus are offered as methods to equalize participation in team decision making, and an overview of other methods provided. The last section will look at ways to coordinate the stages of team development with the variety of problemsolving and decision-making techniques in order to maximize a team’s effectiveness.

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Gobbo, L.D. (2008). Problem Solving and Decision Making. In: Halverson, C.B., Tirmizi, S.A. (eds) Effective Multicultural Teams: Theory and Practice. Advances in Group Decision and Negotiation, vol 3. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-6957-4_9

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Do You Understand the Problem You’re Trying to Solve?

To solve tough problems at work, first ask these questions.

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Problem solving skills are invaluable in any job. But all too often, we jump to find solutions to a problem without taking time to really understand the dilemma we face, according to Thomas Wedell-Wedellsborg , an expert in innovation and the author of the book, What’s Your Problem?: To Solve Your Toughest Problems, Change the Problems You Solve .

In this episode, you’ll learn how to reframe tough problems by asking questions that reveal all the factors and assumptions that contribute to the situation. You’ll also learn why searching for just one root cause can be misleading.

Key episode topics include: leadership, decision making and problem solving, power and influence, business management.

HBR On Leadership curates the best case studies and conversations with the world’s top business and management experts, to help you unlock the best in those around you. New episodes every week.

• Listen to the original HBR IdeaCast episode: The Secret to Better Problem Solving (2016)
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HANNAH BATES: Welcome to HBR on Leadership , case studies and conversations with the world’s top business and management experts, hand-selected to help you unlock the best in those around you.

Problem solving skills are invaluable in any job. But even the most experienced among us can fall into the trap of solving the wrong problem.

Thomas Wedell-Wedellsborg says that all too often, we jump to find solutions to a problem – without taking time to really understand what we’re facing.

He’s an expert in innovation, and he’s the author of the book, What’s Your Problem?: To Solve Your Toughest Problems, Change the Problems You Solve .

  In this episode, you’ll learn how to reframe tough problems, by asking questions that reveal all the factors and assumptions that contribute to the situation. You’ll also learn why searching for one root cause can be misleading. And you’ll learn how to use experimentation and rapid prototyping as problem-solving tools.

This episode originally aired on HBR IdeaCast in December 2016. Here it is.

SARAH GREEN CARMICHAEL: Welcome to the HBR IdeaCast from Harvard Business Review. I’m Sarah Green Carmichael.

Problem solving is popular. People put it on their resumes. Managers believe they excel at it. Companies count it as a key proficiency. We solve customers’ problems.

The problem is we often solve the wrong problems. Albert Einstein and Peter Drucker alike have discussed the difficulty of effective diagnosis. There are great frameworks for getting teams to attack true problems, but they’re often hard to do daily and on the fly. That’s where our guest comes in.

Thomas Wedell-Wedellsborg is a consultant who helps companies and managers reframe their problems so they can come up with an effective solution faster. He asks the question “Are You Solving The Right Problems?” in the January-February 2017 issue of Harvard Business Review. Thomas, thank you so much for coming on the HBR IdeaCast .

THOMAS WEDELL-WEDELLSBORG: Thanks for inviting me.

SARAH GREEN CARMICHAEL: So, I thought maybe we could start by talking about the problem of talking about problem reframing. What is that exactly?

THOMAS WEDELL-WEDELLSBORG: Basically, when people face a problem, they tend to jump into solution mode to rapidly, and very often that means that they don’t really understand, necessarily, the problem they’re trying to solve. And so, reframing is really a– at heart, it’s a method that helps you avoid that by taking a second to go in and ask two questions, basically saying, first of all, wait. What is the problem we’re trying to solve? And then crucially asking, is there a different way to think about what the problem actually is?

SARAH GREEN CARMICHAEL: So, I feel like so often when this comes up in meetings, you know, someone says that, and maybe they throw out the Einstein quote about you spend an hour of problem solving, you spend 55 minutes to find the problem. And then everyone else in the room kind of gets irritated. So, maybe just give us an example of maybe how this would work in practice in a way that would not, sort of, set people’s teeth on edge, like oh, here Sarah goes again, reframing the whole problem instead of just solving it.

THOMAS WEDELL-WEDELLSBORG: I mean, you’re bringing up something that’s, I think is crucial, which is to create legitimacy for the method. So, one of the reasons why I put out the article is to give people a tool to say actually, this thing is still important, and we need to do it. But I think the really critical thing in order to make this work in a meeting is actually to learn how to do it fast, because if you have the idea that you need to spend 30 minutes in a meeting delving deeply into the problem, I mean, that’s going to be uphill for most problems. So, the critical thing here is really to try to make it a practice you can implement very, very rapidly.

There’s an example that I would suggest memorizing. This is the example that I use to explain very rapidly what it is. And it’s basically, I call it the slow elevator problem. You imagine that you are the owner of an office building, and that your tenants are complaining that the elevator’s slow.

Now, if you take that problem framing for granted, you’re going to start thinking creatively around how do we make the elevator faster. Do we install a new motor? Do we have to buy a new lift somewhere?

The thing is, though, if you ask people who actually work with facilities management, well, they’re going to have a different solution for you, which is put up a mirror next to the elevator. That’s what happens is, of course, that people go oh, I’m busy. I’m busy. I’m– oh, a mirror. Oh, that’s beautiful.

And then they forget time. What’s interesting about that example is that the idea with a mirror is actually a solution to a different problem than the one you first proposed. And so, the whole idea here is once you get good at using reframing, you can quickly identify other aspects of the problem that might be much better to try to solve than the original one you found. It’s not necessarily that the first one is wrong. It’s just that there might be better problems out there to attack that we can, means we can do things much faster, cheaper, or better.

SARAH GREEN CARMICHAEL: So, in that example, I can understand how A, it’s probably expensive to make the elevator faster, so it’s much cheaper just to put up a mirror. And B, maybe the real problem people are actually feeling, even though they’re not articulating it right, is like, I hate waiting for the elevator. But if you let them sort of fix their hair or check their teeth, they’re suddenly distracted and don’t notice.

But if you have, this is sort of a pedestrian example, but say you have a roommate or a spouse who doesn’t clean up the kitchen. Facing that problem and not having your elegant solution already there to highlight the contrast between the perceived problem and the real problem, how would you take a problem like that and attack it using this method so that you can see what some of the other options might be?

THOMAS WEDELL-WEDELLSBORG: Right. So, I mean, let’s say it’s you who have that problem. I would go in and say, first of all, what would you say the problem is? Like, if you were to describe your view of the problem, what would that be?

SARAH GREEN CARMICHAEL: I hate cleaning the kitchen, and I want someone else to clean it up.

THOMAS WEDELL-WEDELLSBORG: OK. So, my first observation, you know, that somebody else might not necessarily be your spouse. So, already there, there’s an inbuilt assumption in your question around oh, it has to be my husband who does the cleaning. So, it might actually be worth, already there to say, is that really the only problem you have? That you hate cleaning the kitchen, and you want to avoid it? Or might there be something around, as well, getting a better relationship in terms of how you solve problems in general or establishing a better way to handle small problems when dealing with your spouse?

SARAH GREEN CARMICHAEL: Or maybe, now that I’m thinking that, maybe the problem is that you just can’t find the stuff in the kitchen when you need to find it.

THOMAS WEDELL-WEDELLSBORG: Right, and so that’s an example of a reframing, that actually why is it a problem that the kitchen is not clean? Is it only because you hate the act of cleaning, or does it actually mean that it just takes you a lot longer and gets a lot messier to actually use the kitchen, which is a different problem. The way you describe this problem now, is there anything that’s missing from that description?

SARAH GREEN CARMICHAEL: That is a really good question.

THOMAS WEDELL-WEDELLSBORG: Other, basically asking other factors that we are not talking about right now, and I say those because people tend to, when given a problem, they tend to delve deeper into the detail. What often is missing is actually an element outside of the initial description of the problem that might be really relevant to what’s going on. Like, why does the kitchen get messy in the first place? Is it something about the way you use it or your cooking habits? Is it because the neighbor’s kids, kind of, use it all the time?

There might, very often, there might be issues that you’re not really thinking about when you first describe the problem that actually has a big effect on it.

SARAH GREEN CARMICHAEL: I think at this point it would be helpful to maybe get another business example, and I’m wondering if you could tell us the story of the dog adoption problem.

THOMAS WEDELL-WEDELLSBORG: Yeah. This is a big problem in the US. If you work in the shelter industry, basically because dogs are so popular, more than 3 million dogs every year enter a shelter, and currently only about half of those actually find a new home and get adopted. And so, this is a problem that has persisted. It’s been, like, a structural problem for decades in this space. In the last three years, where people found new ways to address it.

So a woman called Lori Weise who runs a rescue organization in South LA, and she actually went in and challenged the very idea of what we were trying to do. She said, no, no. The problem we’re trying to solve is not about how to get more people to adopt dogs. It is about keeping the dogs with their first family so they never enter the shelter system in the first place.

In 2013, she started what’s called a Shelter Intervention Program that basically works like this. If a family comes and wants to hand over their dog, these are called owner surrenders. It’s about 30% of all dogs that come into a shelter. All they would do is go up and ask, if you could, would you like to keep your animal? And if they said yes, they would try to fix whatever helped them fix the problem, but that made them turn over this.

And sometimes that might be that they moved into a new building. The landlord required a deposit, and they simply didn’t have the money to put down a deposit. Or the dog might need a $10 rabies shot, but they didn’t know how to get access to a vet.

And so, by instigating that program, just in the first year, she took her, basically the amount of dollars they spent per animal they helped went from something like $85 down to around $60. Just an immediate impact, and her program now is being rolled out, is being supported by the ASPCA, which is one of the big animal welfare stations, and it’s being rolled out to various other places.

And I think what really struck me with that example was this was not dependent on having the internet. This was not, oh, we needed to have everybody mobile before we could come up with this. This, conceivably, we could have done 20 years ago. Only, it only happened when somebody, like in this case Lori, went in and actually rethought what the problem they were trying to solve was in the first place.

SARAH GREEN CARMICHAEL: So, what I also think is so interesting about that example is that when you talk about it, it doesn’t sound like the kind of thing that would have been thought of through other kinds of problem solving methods. There wasn’t necessarily an After Action Review or a 5 Whys exercise or a Six Sigma type intervention. I don’t want to throw those other methods under the bus, but how can you get such powerful results with such a very simple way of thinking about something?

THOMAS WEDELL-WEDELLSBORG: That was something that struck me as well. This, in a way, reframing and the idea of the problem diagnosis is important is something we’ve known for a long, long time. And we’ve actually have built some tools to help out. If you worked with us professionally, you are familiar with, like, Six Sigma, TRIZ, and so on. You mentioned 5 Whys. A root cause analysis is another one that a lot of people are familiar with.

Those are our good tools, and they’re definitely better than nothing. But what I notice when I work with the companies applying those was those tools tend to make you dig deeper into the first understanding of the problem we have. If it’s the elevator example, people start asking, well, is that the cable strength, or is the capacity of the elevator? That they kind of get caught by the details.

That, in a way, is a bad way to work on problems because it really assumes that there’s like a, you can almost hear it, a root cause. That you have to dig down and find the one true problem, and everything else was just symptoms. That’s a bad way to think about problems because problems tend to be multicausal.

There tend to be lots of causes or levers you can potentially press to address a problem. And if you think there’s only one, if that’s the right problem, that’s actually a dangerous way. And so I think that’s why, that this is a method I’ve worked with over the last five years, trying to basically refine how to make people better at this, and the key tends to be this thing about shifting out and saying, is there a totally different way of thinking about the problem versus getting too caught up in the mechanistic details of what happens.

SARAH GREEN CARMICHAEL: What about experimentation? Because that’s another method that’s become really popular with the rise of Lean Startup and lots of other innovation methodologies. Why wouldn’t it have worked to, say, experiment with many different types of fixing the dog adoption problem, and then just pick the one that works the best?

THOMAS WEDELL-WEDELLSBORG: You could say in the dog space, that’s what’s been going on. I mean, there is, in this industry and a lot of, it’s largely volunteer driven. People have experimented, and they found different ways of trying to cope. And that has definitely made the problem better. So, I wouldn’t say that experimentation is bad, quite the contrary. Rapid prototyping, quickly putting something out into the world and learning from it, that’s a fantastic way to learn more and to move forward.

My point is, though, that I feel we’ve come to rely too much on that. There’s like, if you look at the start up space, the wisdom is now just to put something quickly into the market, and then if it doesn’t work, pivot and just do more stuff. What reframing really is, I think of it as the cognitive counterpoint to prototyping. So, this is really a way of seeing very quickly, like not just working on the solution, but also working on our understanding of the problem and trying to see is there a different way to think about that.

If you only stick with experimentation, again, you tend to sometimes stay too much in the same space trying minute variations of something instead of taking a step back and saying, wait a minute. What is this telling us about what the real issue is?

SARAH GREEN CARMICHAEL: So, to go back to something that we touched on earlier, when we were talking about the completely hypothetical example of a spouse who does not clean the kitchen–

THOMAS WEDELL-WEDELLSBORG: Completely, completely hypothetical.

SARAH GREEN CARMICHAEL: Yes. For the record, my husband is a great kitchen cleaner.

You started asking me some questions that I could see immediately were helping me rethink that problem. Is that kind of the key, just having a checklist of questions to ask yourself? How do you really start to put this into practice?

THOMAS WEDELL-WEDELLSBORG: I think there are two steps in that. The first one is just to make yourself better at the method. Yes, you should kind of work with a checklist. In the article, I kind of outlined seven practices that you can use to do this.

But importantly, I would say you have to consider that as, basically, a set of training wheels. I think there’s a big, big danger in getting caught in a checklist. This is something I work with.

My co-author Paddy Miller, it’s one of his insights. That if you start giving people a checklist for things like this, they start following it. And that’s actually a problem, because what you really want them to do is start challenging their thinking.

So the way to handle this is to get some practice using it. Do use the checklist initially, but then try to step away from it and try to see if you can organically make– it’s almost a habit of mind. When you run into a colleague in the hallway and she has a problem and you have five minutes, like, delving in and just starting asking some of those questions and using your intuition to say, wait, how is she talking about this problem? And is there a question or two I can ask her about the problem that can help her rethink it?

SARAH GREEN CARMICHAEL: Well, that is also just a very different approach, because I think in that situation, most of us can’t go 30 seconds without jumping in and offering solutions.

THOMAS WEDELL-WEDELLSBORG: Very true. The drive toward solutions is very strong. And to be clear, I mean, there’s nothing wrong with that if the solutions work. So, many problems are just solved by oh, you know, oh, here’s the way to do that. Great.

But this is really a powerful method for those problems where either it’s something we’ve been banging our heads against tons of times without making progress, or when you need to come up with a really creative solution. When you’re facing a competitor with a much bigger budget, and you know, if you solve the same problem later, you’re not going to win. So, that basic idea of taking that approach to problems can often help you move forward in a different way than just like, oh, I have a solution.

I would say there’s also, there’s some interesting psychological stuff going on, right? Where you may have tried this, but if somebody tries to serve up a solution to a problem I have, I’m often resistant towards them. Kind if like, no, no, no, no, no, no. That solution is not going to work in my world. Whereas if you get them to discuss and analyze what the problem really is, you might actually dig something up.

Let’s go back to the kitchen example. One powerful question is just to say, what’s your own part in creating this problem? It’s very often, like, people, they describe problems as if it’s something that’s inflicted upon them from the external world, and they are innocent bystanders in that.

SARAH GREEN CARMICHAEL: Right, or crazy customers with unreasonable demands.

THOMAS WEDELL-WEDELLSBORG: Exactly, right. I don’t think I’ve ever met an agency or consultancy that didn’t, like, gossip about their customers. Oh, my god, they’re horrible. That, you know, classic thing, why don’t they want to take more risk? Well, risk is bad.

It’s their business that’s on the line, not the consultancy’s, right? So, absolutely, that’s one of the things when you step into a different mindset and kind of, wait. Oh yeah, maybe I actually am part of creating this problem in a sense, as well. That tends to open some new doors for you to move forward, in a way, with stuff that you may have been struggling with for years.

SARAH GREEN CARMICHAEL: So, we’ve surfaced a couple of questions that are useful. I’m curious to know, what are some of the other questions that you find yourself asking in these situations, given that you have made this sort of mental habit that you do? What are the questions that people seem to find really useful?

THOMAS WEDELL-WEDELLSBORG: One easy one is just to ask if there are any positive exceptions to the problem. So, was there day where your kitchen was actually spotlessly clean? And then asking, what was different about that day? Like, what happened there that didn’t happen the other days? That can very often point people towards a factor that they hadn’t considered previously.

SARAH GREEN CARMICHAEL: We got take-out.

THOMAS WEDELL-WEDELLSBORG: S,o that is your solution. Take-out from [INAUDIBLE]. That might have other problems.

Another good question, and this is a little bit more high level. It’s actually more making an observation about labeling how that person thinks about the problem. And what I mean with that is, we have problem categories in our head. So, if I say, let’s say that you describe a problem to me and say, well, we have a really great product and are, it’s much better than our previous product, but people aren’t buying it. I think we need to put more marketing dollars into this.

Now you can go in and say, that’s interesting. This sounds like you’re thinking of this as a communications problem. Is there a different way of thinking about that? Because you can almost tell how, when the second you say communications, there are some ideas about how do you solve a communications problem. Typically with more communication.

And what you might do is go in and suggest, well, have you considered that it might be, say, an incentive problem? Are there incentives on behalf of the purchasing manager at your clients that are obstructing you? Might there be incentive issues with your own sales force that makes them want to sell the old product instead of the new one?

So literally, just identifying what type of problem does this person think about, and is there different potential way of thinking about it? Might it be an emotional problem, a timing problem, an expectations management problem? Thinking about what label of what type of problem that person is kind of thinking as it of.

SARAH GREEN CARMICHAEL: That’s really interesting, too, because I think so many of us get requests for advice that we’re really not qualified to give. So, maybe the next time that happens, instead of muddying my way through, I will just ask some of those questions that we talked about instead.

THOMAS WEDELL-WEDELLSBORG: That sounds like a good idea.

SARAH GREEN CARMICHAEL: So, Thomas, this has really helped me reframe the way I think about a couple of problems in my own life, and I’m just wondering. I know you do this professionally, but is there a problem in your life that thinking this way has helped you solve?

THOMAS WEDELL-WEDELLSBORG: I’ve, of course, I’ve been swallowing my own medicine on this, too, and I think I have, well, maybe two different examples, and in one case somebody else did the reframing for me. But in one case, when I was younger, I often kind of struggled a little bit. I mean, this is my teenage years, kind of hanging out with my parents. I thought they were pretty annoying people. That’s not really fair, because they’re quite wonderful, but that’s what life is when you’re a teenager.

And one of the things that struck me, suddenly, and this was kind of the positive exception was, there was actually an evening where we really had a good time, and there wasn’t a conflict. And the core thing was, I wasn’t just seeing them in their old house where I grew up. It was, actually, we were at a restaurant. And it suddenly struck me that so much of the sometimes, kind of, a little bit, you love them but they’re annoying kind of dynamic, is tied to the place, is tied to the setting you are in.

And of course, if– you know, I live abroad now, if I visit my parents and I stay in my old bedroom, you know, my mother comes in and wants to wake me up in the morning. Stuff like that, right? And it just struck me so, so clearly that it’s– when I change this setting, if I go out and have dinner with them at a different place, that the dynamic, just that dynamic disappears.

SARAH GREEN CARMICHAEL: Well, Thomas, this has been really, really helpful. Thank you for talking with me today.

THOMAS WEDELL-WEDELLSBORG: Thank you, Sarah.  

HANNAH BATES: That was Thomas Wedell-Wedellsborg in conversation with Sarah Green Carmichael on the HBR IdeaCast. He’s an expert in problem solving and innovation, and he’s the author of the book, What’s Your Problem?: To Solve Your Toughest Problems, Change the Problems You Solve .

We’ll be back next Wednesday with another hand-picked conversation about leadership from the Harvard Business Review. If you found this episode helpful, share it with your friends and colleagues, and follow our show on Apple Podcasts, Spotify, or wherever you get your podcasts. While you’re there, be sure to leave us a review.

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This episode was produced by Anne Saini, and me, Hannah Bates. Ian Fox is our editor. Music by Coma Media. Special thanks to Maureen Hoch, Adi Ignatius, Karen Player, Ramsey Khabbaz, Nicole Smith, Anne Bartholomew, and you – our listener.

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