Rational Decision Making: The 7-Step Process for Making Logical Decisions

Clifford Chi

Published: October 17, 2023

Psychology tells us that emotions drive our behavior, while logic only justifies our actions after the fact . Marketing confirms this theory. Humans associate the same personality traits with brands as they do with people  — choosing your favorite brand is like choosing your best friend or significant other. We go with the option that makes us feel something.

Marketer working through the rational decision making process and model

But emotions can cloud your reasoning, especially when you need to do something that could cause internal pain, like giving constructive criticism, or moving on from something you’re attached to, like scrapping a favorite topic from your team's content calendar.

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There’s a way to suppress this emotional bias, though. It’s a thought process that’s completely objective and data-driven. It's called the rational decision making model, and it will help you make logically sound decisions even in situations with major ramifications , like pivoting your entire blogging strategy.

But before we learn each step of this powerful process, let’s go over what exactly rational decision making is and why it’s important.

What is Rational Decision Making?

Rational decision making is a problem-solving methodology that factors in objectivity and logic instead of subjectivity and intuition to achieve a goal. The goal of rational decision making is to identify a problem, pick a solution between multiple alternatives, and find an answer.

Rational decision making is an important skill to possess, especially in the digital marketing industry. Humans are inherently emotional, so our biases and beliefs can blur our perception of reality. Fortunately, data sharpens our view. By showing us how our audience actually interacts with our brand, data liberates us from relying on our assumptions to determine what our audience likes about us.

Rational Decision Making Model: 7 Easy Steps(+ Examples)

Rational Decision Making

1. Verify and define your problem.

To prove that you actually have a problem, you need evidence for it. Most marketers think data is the silver bullet that can diagnose any issue in our strategy, but you actually need to extract insights from your data to prove anything. If you don’t, you’re just looking at a bunch of numbers packed into a spreadsheet.

To pinpoint your specific problem, collect as much data from your area of need and analyze it to find any alarming patterns or trends.

“After analyzing our blog traffic report, we now know why our traffic has plateaued for the past year — our organic traffic increases slightly month over month but our email and social traffic decrease.”

2. Research and brainstorm possible solutions for your problem.

Expanding your pool of potential solutions boosts your chances of solving your problem. To find as many potential solutions as possible, you should gather plenty of information about your problem from your own knowledge and the internet. You can also brainstorm with others to uncover more possible solutions.

Potential Solution 1: “We could focus on growing organic, email, and social traffic all at the same time."

Potential Solution 2: “We could focus on growing email and social traffic at the same time — organic traffic already increases month over month while traffic from email and social decrease.”

Potential Solution 3: "We could solely focus on growing social traffic — growing social traffic is easier than growing email and organic traffic at the same time. We also have 2 million followers on Facebook, so we could push our posts to a ton of readers."

Potential Solution 4: "We could solely focus on growing email traffic — growing email traffic is easier than growing social and organic traffic at the same time. We also have 250,000 blog subscribers, so we could push our posts to a ton of readers."

Potential Solution 5: "We could solely focus on growing organic traffic — growing organic traffic is easier than growing social and email traffic at the same time. We also just implemented a pillar-cluster model to boost our domain’s authority, so we could attract a ton of readers from Google."

3. Set standards of success and failure for your potential solutions.

Setting a threshold to measure your solutions' success and failure lets you determine which ones can actually solve your problem. Your standard of success shouldn’t be too high, though. You’d never be able to find a solution. But if your standards are realistic, quantifiable, and focused, you’ll be able to find one.

“If one of our solutions increases our total traffic by 10%, we should consider it a practical way to overcome our traffic plateau.”

4. Flesh out the potential results of each solution.

Next, you should determine each of your solutions’ consequences. To do so, create a strength and weaknesses table for each alternative and compare them to each other. You should also prioritize your solutions in a list from best chance to solve the problem to worst chance.

Potential Result 1: ‘Growing organic, email, and social traffic at the same time could pay a lot of dividends, but our team doesn’t have enough time or resources to optimize all three channels.”

Potential Result 2: “Growing email and social traffic at the same time would marginally increase overall traffic — both channels only account for 20% of our total traffic."

Potential Result 3: “Growing social traffic by posting a blog post everyday on Facebook is challenging because the platform doesn’t elevate links in the news feed and the channel only accounts for 5% of our blog traffic. Focusing solely on social would produce minimal results.”

Potential Result 4: “Growing email traffic by sending two emails per day to our blog subscribers is challenging because we already send one email to subscribers everyday and the channel only accounts for 15% of our blog traffic. Focusing on email would produce minimal results.”

Potential Result 5: “Growing organic traffic by targeting high search volume keywords for all of our new posts is the easiest way to grow our blog’s overall traffic. We have a high domain authority, Google refers 80% of our total traffic, and we just implemented a pillar-cluster model. Focusing on organic would produce the most results.”

5. Choose the best solution and test it.

Based on the evaluation of your potential solutions, choose the best one and test it. You can start monitoring your preliminary results during this stage too.

“Focusing on organic traffic seems to be the most effective and realistic play for us. Let’s test an organic-only strategy where we only create new content that has current or potential search volume and fits into our pillar cluster model.”

6. Track and analyze the results of your test.

Track and analyze your results to see if your solution actually solved your problem.

“After a month of testing, our blog traffic has increased by 14% and our organic traffic has increased by 21%.”

7. Implement the solution or test a new one.

If your potential solution passed your test and solved your problem, then it’s the most rational decision you can make. You should implement it to completely solve your current problem or any other related problems in the future. If the solution didn’t solve your problem, then test another potential solution that you came up with.

“The results from solely focusing on organic surpassed our threshold of success. From now on, we’re pivoting to an organic-only strategy, where we’ll only create new blog content that has current or future search volume and fits into our pillar cluster model.”

Avoid Bias With A Rational Decision Making Process

As humans, it’s natural for our emotions to take over your decision making process. And that’s okay. Sometimes, emotional decisions are better than logical ones. But when you really need to prioritize logic over emotion, arming your mind with the rational decision making model can help you suppress your emotion bias and be as objective as possible.

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Rational Decision Making Model

A rational decision making model provides a structured and sequenced approach to decision making.

Using such an approach can help to ensure discipline and consistency is built into your decision making process. As the word rational suggests, this approach brings logic and order to decision making. Our rational decision making model consists of a series of steps, beginning with problem/opportunity identification, and ending with actions to be taken on decisions made.

There seems to be a problem with decision making. According to Ohio State University management professor, Paul C. Nutt , we only get about 50% of our decisions in the workplace right! Half the time they are wrong, so there is clearly plenty of scope to improve on our decision making processes. Based on his research into over 300 decisions, made in a range of organizations, he discovered that

Some tactics with a good track record are commonly known, but uncommonly practiced.

Why? Well one reason that emerged from his research is that:

Too often, managers make bad tactical selections ….. because they believe that following recommended decision-making practices would take too much time and demand excessive cash outlays.

Nutt argues that using good decision making practices actually costs very little. (Even less in this case because our rational decision making model is a free tool to help improve the way you make decisions!).

This article is part of our series on decision making. Our first article, types of decision making outlines a range of decision making approaches. Rational decision making forms part of what we have termed types of decision, categorized by process. In this category we have put two contrasting approaches, that of rational decision making and that of judgement or intuitive decision making .

A General Rational Decision Making Model

Rational decision making processes consist of a sequence of steps designed to rationally develop a desired solution. Typically these steps involve:

Rational Decision Making Model

1: Identifying a problem or opportunity

The first step is to recognise a problem or to see opportunities that may be worthwhile. A rational decision making model is best employed where relatively complex decisions have to be made.

(So the first decision making lesson should be to ask yourself if you really have a problem to solve or a decision to make. Then read this article for more specific advice: Problem Solving Skill: Finding the Right Problem to Solve ).

2: Gathering information

What is relevant and what is not relevant to the decision? What do you need to know before you can make a decision, or that will help you make the right one?

3: Analyzing the situation

What alternative courses of action may be available to you? What different interpretations of the data may be possible? Our Problem Solving Activity uses a set of structured questions to encourage both broad and deep analysis of your situation or problem.

4: Developing options

Generate several possible options. Be creative and positive. Read The Power of Positive Thinking for our five questions that create possibilities.

5: Evaluating alternatives

What criteria should you use to evaluate? Evaluate for feasibility, acceptability and desirability. Which alternative will best achieve your objectives?

6: Selecting a preferred alternative

Explore the provisional preferred alternative for future possible adverse consequences. What problems might it create? What are the risks of making this decision?

7: Acting on the decision

Put a plan in place to implement the decision. Have you allocated resources to implement? Is the decision accepted and supported by colleagues? Are they committed to to making the decision work?

Strengths and Weaknesses of the Rational Decision Making Model

Rational decision making model

However, we should always remember that whilst the model indicates what needs to be done, it’s often how things are done that characterises effective decision making.

Paul C. Nutt’s research illustrates that bad decisions were usually bad because two things were missing:

  • Adequate participation of stakeholders in the decision making process
  • Sufficient time spent generating a range of possible solutions

Too often those who should have been involved weren’t, and solutions were proposed and acted upon too quickly. Often with disastrous effects!

A second weakness arises if we attempt to use the model in isolation. This is particularly important where complex or important decisions are involved.

The principle assumption of the rational decision making process is that human beings make rational decisions. However, there are numerous factors which determine our decisions, many of which are not rational. In many situations decisions have to be made with incomplete and insufficient information.

Putting the Rational Decision Making Model to work

Regardless of any perceived weaknesses these models are essential tools.

Making Better Decisions

You’ll find more on these and other practical techniques in our related e-guides (below) or in Making Better Decisions.

Use the tools in this guide to help your decision making:

Tool 1: Do you need to make a decision? Tool 2: The POCA decision making model Tool 3: Decision levels Tool 4: 7 step decision making process Tool 5: Team decision making Tool 6: Evaluating alternatives

See for yourself that a rational decision making model can help us to make better decisions – and thus help us to be better managers.

Further Reading

Definition of decision making Intuition and decision making

>>> Return to the Decision Making Knowledge Hub

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Kepner Tregoe Method of Problem Solving

Kepner Tregoe method - toolshero

Kepner Tregoe Method of Problem Solving: this article explains the Kepner Tregoe Method , also known as the KT-method , developed by Charles Kepner and Benjamin Tregoe in a practical way. Next to what this is, this article also highlights rational processes, the importance of cause and that this method is effective. After reading, you’ll have a basic understanding of this problem solving process. Enjoy reading!

What is the Kepner Tregoe Method?

Problems occur in any given organization. Often there is pressure of time to solve the problems and it is debatable what the right way of solving these problems is.

The Kepner Tregoe method or KT-method is a problem analysis model in which the “problem” is disconnected from the “decision” . An English synonym for this problem solving method is Problem Solving and Decision Making (PSDM).

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Traditional thinking pattern

The founders Charles Kepner and Benjamin Tregoe developed a rational working method in the 1960s in which they researched and identified the troubleshooting skills of people.

Throughout the centuries mankind has learned to deal with complexity and to (directly) anticipate on this. As a consequence, the traditional thinking pattern became a part of human nature.

When solving problems people search for the answer to the following four questions:

  • What happened?
  • Why did it happen?
  • How should we act?
  • What will be the (future) result?

Kepner Tregoe method: rational processes

To break through this traditional pattern Charles Kepner and Benjamin Tregoe came up with four rational processes in which four fundamental questions are reflected:

1. Situation analysis

This clarifies the problem situation (what happened).

1.1 Problem analysis

Here the actual cause of the problem and the relationship between cause and result are searched for (why did it happen).

1.2 Decision analysis

Based on the decision making criteria, choices are made to arrive at potential problem resolutions (how should we act).

1.3 Potential Problem analysis

Kepner Tregoe Method Analysis - Toolshero

Figure 1 – Kepner Tregoe Method Analysis

Distinction

According to the KT-method, different tasks involve different problems, which in turn need different approaches. A situation analysis will clarify the distinctions in all these processes and as a result it will be possible to search for suitable solutions. This situation analysis provides an insight into necessity, priority and urgency of the various tasks.

When it has become clear which tasks are to be prioritized (action list) preparations can be made for potential problems. By using a good problem analysis in advance, a process will be created to prevent future problems or in emergencies, to limit the damage.

The strengths of this method does not stop there. Apart from the fact that problems are specified in terms such as “what, where, when and how big”, the Kepner Tregoe Method focuses on anything that cannot be the cause of the problem.

Certain causes are therefore excluded. Based on a “this is” and “this is not” analysis a clear overview of possible causes can be created and this makes the troubleshooting process consistent.

The Kepner Tregoe Method is efficient

The KT-method deploys an efficient troubleshooting process. Through research Charles Kepner and Benjamin Tregoe discovered that the registration of a problem is not a uniform process. In spite of the available information, people usually process information badly, misinterpret this or overlook important matters.

In addition, Charles Kepner and Benjamin Tregoe examined the discrepancies between successful and less successful troubleshooting.

They discovered that a predetermined logical method facilitates the search for the causes of a problem. In their “Best practice in troubleshooting” , they describe this methodology, which forms the basis for this method.

The Kepner Tregoe Method is Effective

This method is universal and is still used today in many organizations to track down problems and identify potential causes. Apart from the fact that the Kepner Tregoe Method leads to an explanation of problems, it also helps improve mutual understanding within an organization.

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It’s Your Turn

What do you think? Is the Kepner Tregoe Method applicable in today’s modern organizations? Do you recognize the practical explanation or do you have more suggestions? What are your success factors for the good Kepner Tregoe Method set up?

Share your experience and knowledge in the comments box below.

More information

  • Lussier, R. N.  (2005). Management fundamentals: concepts. applications, skill development . Cengage Learning .
  • Payne, S. L. & Marty, C.S. (1966). The Rational Manager: A Systematic Approach to Problem Solving and Decision Making . Journal of Marketing. Vol. 30 Issue 1, p97.
  • Kepner, C. H. & Tregoe, B. B. (1965). The Rational Manager . McGraw-Hill.

How to cite this article: Mulder, P. (2012). Kepner Tregoe Method . Retrieved [insert date] from Toolshero: https://www.toolshero.com/problem-solving/kepner-tregoe-method/

Original publication date: 06/30/2012 | Last update: 12/09/2023

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Patty Mulder

Patty Mulder

Patty Mulder is an Dutch expert on Management Skills, Personal Effectiveness and Business Communication. She is also a Content writer, Business Coach and Company Trainer and lives in the Netherlands (Europe). Note: all her articles are written in Dutch and we translated her articles to English!

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4 responses to “kepner tregoe method of problem solving”.

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I am stunned to read that the Kepner Tregoe Method “…… IS STILL used today in many organizations to track down problems and identify potential causes…..”. I have used it all the time along my career as a manager of organizations, with extreme success. As a tool for identifying problems, as a tool for taking better decisions. So, please, I would appreciate to know what kind of system is being used now instead of an approach like K-T, to have provoked your comment about the existence of an alternative way of thinking.

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Other than KT, I also use the Analytic Hierarchy Process (AHP) Like KT, it forces discipline and analysis and it helps to explain why decisions are made with understandable background and data. Many of the old Total Quality Management tools are also useful for solving problems and making good management decisions. Nominal Group Technique, Pareto Charts, and weighted multivoting are all quite useful. ITIL is the new way of thinking, but it can be rather dry and robotic unless it is underpinned with good decision tools.

rational problem solving approach

Thank you for your comment and sharing your experience Pete.

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Seems that I naturally deal with problems this way without knowing a name for it. In fact, it seems obvious to me that this approach should be taken anyway.

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How to Make Rational Decisions in the Face of Uncertainty

  • Cheryl Strauss Einhorn

rational problem solving approach

A four-step approach.

We’re all used to operating with a degree of uncertainty, but between the Covid pandemic and a contentious election year, 2020 is shaping up to be even more unpredictable than usual. When we feel such heightened uncertainty, our decision-making processes can break down, and we may act based on bias, emotion, and intuition instead of logic and fact.  The author offers a four-step framework to pause and assess ambiguous data: 1) Identify which data you’re working with; 2) Recognize which cognitive biases might accompany that data; 3) Invert the problem to identify what you really need to know; and 4) Formulate the right questions to get the answers you need.

As we’re battling a virus that scientists still don’t fully understand, watching the stock market sink, then soar, then sink again, and facing a contentious election, the future seems completely unpredictable (instead of merely as unpredictable as it has always been). When we feel such heightened uncertainty, our decision-making processes can break down. We may become paralyzed and afraid to act, or we may act on the basis of bias, emotion, and intuition instead of logic and facts.

rational problem solving approach

  • Cheryl Strauss Einhorn is the founder and CEO of Decisive, a decision sciences company using her AREA Method decision-making system for individuals, companies, and nonprofits looking to solve complex problems. Decisive offers digital tools and in-person training, workshops, coaching and consulting. Cheryl is a long-time educator teaching at Columbia Business School and Cornell and has won several journalism awards for her investigative news stories. She’s authored two books on complex problem solving, Problem Solved for personal and professional decisions, and Investing In Financial Research about business, financial, and investment decisions. Her new book, Problem Solver, is about the psychology of personal decision-making and Problem Solver Profiles. For more information please watch Cheryl’s TED talk and visit areamethod.com .

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Mastering problem solving and decision making.

Business-people-having-discussion-solving a problem at a meeting

© Copyright Carter McNamara, MBA, PhD, Authenticity Consulting, LLC .

Sections of This Topic Include

  • Test – What is Your Personal Decision-Making Style?
  • Guidelines to Rational Problem Solving and Decision-Making
  • Rational Versus Organic Approach to Problem Solving and Decision Making
  • General Guidelines to Problem Solving and Decision-Making
  • Various Methods and Tools for Problem-Solving and Decision Making
  • General Resources for Problem-Solving and Decision Making

Also, consider

  • Related Library Topics
  • (Also see the closely related topics Decision Making , Group-Based Problem Solving, and Decision Making and Planning — Basics .)

What is Your Personal Decision-Making Style?

There are many styles of making decisions, ranging from very rational and linear to organic and unfolding. Take this online assessment to determine your own style.

Discover Your Decision-Making Style

Do you want to improve or polish your style? Consider the many guidelines included below.

Guidelines to Problem-Solving and Decision Making (Rational Approach)

Much of what people do is solve problems and make decisions. Often, they are “under the gun”, stressed, and very short of time. Consequently, when they encounter a new problem or decision they must make, they react with a decision that seemed to work before. It’s easy with this approach to get stuck in a circle of solving the same problem over and over again. Therefore, it’s often useful to get used to an organized approach to problem-solving and decision-making.

Not all problems can be solved and decisions made by the following, rather rational approach. However, the following basic guidelines will get you started. Don’t be intimidated by the length of the list of guidelines. After you’ve practiced them a few times, they’ll become second nature to you — enough that you can deepen and enrich them to suit your own needs and nature.

(Note that it might be more your nature to view a “problem” as an “opportunity”. Therefore, you might substitute “problem” for “opportunity” in the following guidelines.)

1. Define the problem

This is often where people struggle. They react to what they think the problem is. Instead, seek to understand more about why you think there’s a problem.

Define the problem: (with input from yourself and others). Ask yourself and others, the following questions:

  • What can you see that causes you to think there’s a problem?
  • Where is it happening?
  • How is it happening?
  • When is it happening?
  • With whom is it happening? (HINT: Don’t jump to “Who is causing the problem?” When we’re stressed, blaming is often one of our first reactions. To be an effective manager, you need to address issues more than people.)
  • Why is it happening?
  • Write down a five-sentence description of the problem in terms of “The following should be happening, but isn’t …” or “The following is happening and should be: …” As much as possible, be specific in your description, including what is happening, where, how, with whom and why. (It may be helpful at this point to use a variety of research methods.)

Defining complex problems:

If the problem still seems overwhelming, break it down by repeating steps 1-7 until you have descriptions of several related problems.

Verifying your understanding of the problems:

It helps a great deal to verify your problem analysis for conferring with a peer or someone else.

Prioritize the problems:

If you discover that you are looking at several related problems, then prioritize which ones you should address first.

Note the difference between “important” and “urgent” problems. Often, what we consider to be important problems to consider are really just urgent problems. Important problems deserve more attention. For example, if you’re continually answering “urgent” phone calls, then you’ve probably got a more “important” problem and that’s to design a system that screens and prioritizes your phone calls.

Understand your role in the problem:

Your role in the problem can greatly influence how you perceive the role of others. For example, if you’re very stressed out, it’ll probably look like others are, too, or, you may resort too quickly to blaming and reprimanding others. Or, you are feel very guilty about your role in the problem, you may ignore the accountabilities of others.

2. Look at potential causes for the problem

  • It’s amazing how much you don’t know about what you don’t know. Therefore, in this phase, it’s critical to get input from other people who notice the problem and who are affected by it.
  • It’s often useful to collect input from other individuals one at a time (at least at first). Otherwise, people tend to be inhibited about offering their impressions of the real causes of problems.
  • Write down your opinions and what you’ve heard from others.
  • Regarding what you think might be performance problems associated with an employee, it’s often useful to seek advice from a peer or your supervisor in order to verify your impression of the problem.
  • Write down a description of the cause of the problem in terms of what is happening, where, when, how, with whom, and why.

3. Identify alternatives for approaches to resolve the problem

At this point, it’s useful to keep others involved (unless you’re facing a personal and/or employee performance problem). Brainstorm for solutions to the problem. Very simply put, brainstorming is collecting as many ideas as possible, and then screening them to find the best idea. It’s critical when collecting the ideas to not pass any judgment on the ideas — just write them down as you hear them. (A wonderful set of skills used to identify the underlying cause of issues is Systems Thinking.)

4. Select an approach to resolve the problem

  • When selecting the best approach, consider:
  • Which approach is the most likely to solve the problem for the long term?
  • Which approach is the most realistic to accomplish for now? Do you have the resources? Are they affordable? Do you have enough time to implement the approach?
  • What is the extent of risk associated with each alternative?

(The nature of this step, in particular, in the problem solving process is why problem solving and decision making are highly integrated.)

5. Plan the implementation of the best alternative (this is your action plan)

  • Carefully consider “What will the situation look like when the problem is solved?”
  • What steps should be taken to implement the best alternative to solving the problem? What systems or processes should be changed in your organization, for example, a new policy or procedure? Don’t resort to solutions where someone is “just going to try harder”.
  • How will you know if the steps are being followed or not? (these are your indicators of the success of your plan)
  • What resources will you need in terms of people, money, and facilities?
  • How much time will you need to implement the solution? Write a schedule that includes the start and stop times, and when you expect to see certain indicators of success.
  • Who will primarily be responsible for ensuring the implementation of the plan?
  • Write down the answers to the above questions and consider this as your action plan.
  • Communicate the plan to those who will involved in implementing it and, at least, to your immediate supervisor.

(An important aspect of this step in the problem-solving process is continual observation and feedback.)

6. Monitor implementation of the plan

Monitor the indicators of success:

  • Are you seeing what you would expect from the indicators?
  • Will the plan be done according to schedule?
  • If the plan is not being followed as expected, then consider: Was the plan realistic? Are there sufficient resources to accomplish the plan on schedule? Should more priority be placed on various aspects of the plan? Should the plan be changed?

7. Verify if the problem has been resolved or not

One of the best ways to verify if a problem has been solved or not is to resume normal operations in the organization. Still, you should consider:

  • What changes should be made to avoid this type of problem in the future? Consider changes to policies and procedures, training, etc.
  • Lastly, consider “What did you learn from this problem-solving?” Consider new knowledge, understanding, and/or skills.
  • Consider writing a brief memo that highlights the success of the problem-solving effort, and what you learned as a result. Share it with your supervisor, peers and subordinates.

Rational Versus Organic Approach to Problem Solving

A person with this preference often prefers using a comprehensive and logical approach similar to the guidelines in the above section. For example, the rational approach, described below, is often used when addressing large, complex matters in strategic planning.

  • Define the problem.
  • Examine all potential causes for the problem.
  • Identify all alternatives to resolve the problem.
  • Carefully select an alternative.
  • Develop an orderly implementation plan to implement the best alternative.
  • Carefully monitor the implementation of the plan.
  • Verify if the problem has been resolved or not.

A major advantage of this approach is that it gives a strong sense of order in an otherwise chaotic situation and provides a common frame of reference from which people can communicate in the situation. A major disadvantage of this approach is that it can take a long time to finish. Some people might argue, too, that the world is much too chaotic for the rational approach to be useful.

Some people assert that the dynamics of organizations and people are not nearly so mechanistic as to be improved by solving one problem after another. Often, the quality of an organization or life comes from how one handles being “on the road” itself, rather than the “arriving at the destination.” The quality comes from the ongoing process of trying, rather than from having fixed a lot of problems. For many people, it is an approach to organizational consulting. The following quote is often used when explaining the organic (or holistic) approach to problem solving.

“All the greatest and most important problems in life are fundamentally insoluble … They can never be solved, but only outgrown. This “outgrowing” proves that further investigation to require a new level of consciousness. Some higher or wider interest appeared on the horizon and through this broadening of outlook, the insoluble lost its urgency. It was not solved logically in its own terms, but faded when confronted with a new and stronger life urge.” From Jung, Carl, Psychological Types (Pantheon Books, 1923)

A major advantage of the organic approach is that it is highly adaptable to understanding and explaining the chaotic changes that occur in projects and everyday life. It also suits the nature of people who shun linear and mechanistic approaches to projects. The major disadvantage is that the approach often provides no clear frame of reference around which people can communicate, feel comfortable and measure progress toward solutions to problems.

Additional Guidelines for Problem-Solving and Decision Making

Recommended articles.

  • Ten Tips for Beefing Up Your Problem-Solving Tool Box
  • Problem Solving Techniques (extensive overview of various approaches)
  • Key Questions to Ask Before Selecting a Solution to a Business Problem

Additional Articles

  • Problem-solving and Decision-Making:
  • Top 5 Tips to Improve Concentration
  • Problem Solving and Decision Making – 12 Great Tips!
  • Powerful Problem Solving
  • Creative Problem-Solving
  • Leadership Styles and Problem Solving (focus on creativity)
  • Forget About Causes, Focus on Solutions
  • Ten Tips for Beefing Up Your Problem-Solving ToolBox
  • Coaching Tip: Four-Question Method for Proactive Problem Solving
  • Coaching Tip — How to Bust Paralysis by Analysis
  • Appreciative Inquiry
  • Powerful Problem-Solving
  • Problem-Solving Techniques
  • Guidelines for Selecting An Appropriate Problem-Solving Approach
  • Factors to Consider in Figuring Out What to Do About A Problem
  • A Case for Reengineering the Problem-Solving Process (Somewhat Advanced)
  • Courseware on Problemistics (The art & craft of problem dealing)
  • Adapt your leadership style
  • Organic Approach to Problem Solving
  • Make Good Decisions, Avoid Bad Consequences
  • Priority Management: Are You Doing the Right Things?

General Guidelines for Decision Making

  • Decision-Making Tips
  • How We Sometimes Fool Ourselves When Making Decisions (Traps We Can Fall Into)
  • More of the Most Common Decision-Making Mistakes (more traps we can fall into)
  • When Your Organization’s Decisions Are in the Hands of Devils
  • Flawed Decision-making is Dangerous
  • Five Tips for Making Better Decisions
  • Study Says People Make Better Decisions With a Full Bladder
  • What Everyone Should Know About Decision Making

Various Tools and Methods for Problem Solving and Decision Making

(Many people would agree that the following methods and tools are also for decision-making.)

  • Cost Benefit Analysis (for deciding based on costs)
  • De Bono Hats (for looking at a situation from many perspectives
  • Delphi Decision Making (to collect the views of experts and distill expert-based solutions)
  • Dialectic Decision Making (rigorous action planning via examining opposite points of view) Fishbone Diagram —
  • 5 Steps to build Fishbone Diagram
  • Fishbowls (for groups to learn by watching modeled behaviors)
  • Grid Analysis (for choosing among many choices)
  • Pareto Principle (for finding the options that will make the most difference — (20/80 rule”)
  • For solving seemingly unsolvable contradictions
  • Rational Decision Making
  • SWOT Analysis (to analyze strengths, weaknesses, opportunities, and threats)
  • Work Breakdown Structure (for organizing and relating many details)

General Resources for Problem Solving and Decision Making

  • The Ultimate Problem-Solving Process Guide: 31 Steps and Resources
  • list of various tools
  • long list of tools
  • Decision Making Tools
  • Decision Making
  • Group Decision Making and Problem Solving
  • Inquiry and Reflection
  • Mental Models (scan down to “Mental Models”)
  • Questioning
  • Research Methods
  • Systems Thinking

Learn More in the Library’s Blogs Related to Problem Solving and Decision Making

In addition to the articles on this current page, also see the following blogs that have posts related to this topic. Scan down the blog’s page to see various posts. Also, see the section “Recent Blog Posts” in the sidebar of the blog or click on “Next” near the bottom of a post in the blog. The blog also links to numerous free related resources.

  • Library’s Career Management Blog
  • Library’s Coaching Blog
  • Library’s Human Resources Blog
  • Library’s Spirituality Blog

For the Category of Innovation:

To round out your knowledge of this Library topic, you may want to review some related topics, available from the link below. Each of the related topics includes free, online resources.

Also, scan the Recommended Books listed below. They have been selected for their relevance and highly practical nature.

  • Recommended Books

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Module 5: Decision Making

Rational decision making vs. other types of decision making, what you’ll learn to do: explain the concept of “rational decision making” and contrast it with prospect theory, bounded rationality, heuristics, and robust decisions.

Though everyone makes decisions, not everyone goes about the process in the same way. In fact, not everyone even uses a “process” to make decisions. There are various decision-making styles, and we will focus on the rational decision-making model. We will also become familiar with a common process that many groups and individuals follow when making decisions. Though almost everyone will agree that decision making should be rational, there are also some important contrasting ideas that often balance out the “rational” aspects to the process.

Learning Outcomes

  • Summarize the steps in the rational decision-making process.
  • Differentiate between prospect theory, bounded rationality, heuristics, and robust decisions.

The Rational Decision-Making Process

The rational decision-making process involves careful, methodical steps. The more carefully and strictly these steps are followed, the more rational the process is. We’ll look at each step in closer detail.

The graphic shows the rational decision-making process with each step in a box in sequential order from left to right. The steps in the boxes include Identify the Decision; Gather Information; Identify Alternatives; Evaluate Alternatives; Choose Solution; Take Action; and Evaluate Outcome.

Step 1: Identify the Problem

Though this starting place might seem rather obvious, a failure to identify the problem clearly can derail the entire process. It can sometimes require serious thought to find the central issue that must be addressed. For example, you have taken a new job and you may initially decide you need to find a new car for commuting back and forth from work. However, the central problem is that you need a reliable way to commute to and from work.

Step 2: Establish Decision Criteria

In this step, the decision maker needs to determine what is relevant in making the decision. This step will bring the decision maker’s, and any other stakeholder’s, interests, values and preferences into the process. To continue our example, let’s assume you are married. Some of the criteria identified might include budget, safety, functionality, and reliability.

Step 3: Weigh Decision Criteria

Because the criteria identified will seldom be equally important, you will need to weight the criteria to create the correct priority in the decision. For example, you may have weighted budget, safety, and reliability as the most important criteria to consider, along with several other slightly less critical criteria.

Step 4: Generate Alternatives

Once you have identified the issue and gathered relevant information, now it is time to list potential options for how to decide what to do. Some of those alternatives will be common and fairly obvious options, but it is often helpful to be creative and name unusual solutions as well. The alternatives you generated could include the types of cars, as well as using public transportation, car pooling and a ride-hailing service.

Step 5: Evaluate Alternatives

After creating a somewhat full list of possible alternatives, each alternative can be evaluated. Which choice is most desirable and why? Are all of the options equally feasible, or are some unrealistic or impossible? Now is the time to identify both the merits and the challenges involved in each of the possible solutions.

Step 6: Select the Best Alternative

After a careful evaluation of alternatives, you must choose a solution. You should clearly state your decision so as to avoid confusion or uncertainty. The solution might be one of the particular options that was initially listed, an adaptation of one of those options, or a combination of different aspects from multiple suggestions. It is also possible that an entirely new solution will arise during the evaluation process.

Practice Question

Data, logic, and facts.

Rational decision making is defined not only by adherence to a careful process, but also by a logical, data-driven manner of following the steps of that process. The process can be time-consuming and costly. It is generally not worthwhile on everyday decisions. It is more useful for big decisions with many criteria that affect many people.

In the evaluation stage, the process usually requires numeric values.  The next stage will use these to calculate a score for each alternative. Some properties are not easily measured, and factors that rely on subjective judgment may not be trusted. If they are not fully weighted, the final analysis will lean toward whatever is easiest to measure. In a company, the final decision usually belongs to an executive, who takes the analysis as a guide but makes his own decision.

Ideas that Complement and Contrast with Rational Decision Making

Though most decision makers will recognize much that is commendable in the rational decision-making process, there are also reasons to consider complementary or even contrasting ideas. Taken to its extreme, the rational method might entirely discount factors that are of known and obvious value, such as emotions and feelings, experience, or even ethical principles. This danger, along with other limitations of the rational method, has led to the development of the following concepts to provide a more balanced and holistic approach to decision making:

Prospect Theory

A photograph of Daniel Kahneman standing in front of shelves of books

Daniel Kahneman is one of the developers of prospect theory.

An epoch-making idea in the field of behavioral economics, prospect theory is a complex analysis of how individuals make decisions when there is risk involved. Most strictly rational approaches to questions of financial risk rely on the principle of expected value, where the probability of an event is multiplied by the resulting value should the event occur. Notice the numerical and logical approach to that analysis.

However, Daniel Kahneman and Amos Tversky, the developers of prospect theory, demonstrated through various experiments that most people alter that approach based on their subjective judgments in any given situation. One of the common examples of this is that many individuals think differently about the risk of financial loss than they do when considering situations where different levels of financial gain are concerned. In a purely rational approach, the numbers and calculations involved work the same way regardless of whether the situation is one involving potential gain or potential loss.

Graphical illustration of how prospect theory describes individuals' subjective valuations of profit and loss.

This graph shows how prospect theory describes individuals’ subjective valuations of profit and loss. Notice that the value curve is not a straight line and that the positive “gains” section of the curve is not symmetrical to the negative “losses” section of the curve.

Prospect theory is a description of how people made actual decisions in experiments. It doesn’t say whether this is right or wrong. It is in the hands of decision makers to determine whether these tendencies are justifiable or if they should be overridden by a rational approach.

Bounded Rationality

Another theory that suggests a modification of pure rationality is known as bounded rationality. This concept revolves on a recognition that human knowledge and capabilities are limited and imperfect. Three specific limitations are generally enumerated:

  • Decision makers do not have access to all possible information relevant to the decision, and the information they do have is often flawed and imperfect.
  • Decision makers have limited analytical and computational abilities. They are not capable of judging their information and alternatives perfectly. They will inevitably make misjudgments in the evaluation process.
  • Decision makers do not have unlimited time to make decisions. Real-life situations provide time constraints in which decisions must be made.

In light of these limitations, the theory of bounded rationality suggests that decision makers must be willing to adapt their rational approach. For example, they must determine how much information is reasonable to pursue during the information-gathering stage; they cannot reasonably expect to gather and analyze all possible information.

Similarly, decision makers must content themselves with a consideration of only a certain number of alternative solutions to the decision.

Also, decision makers being far from perfect in their abilities to evaluate potential solutions must inevitably affect their approach. They must be aware of the possibility that their analysis is wrong and be willing to accept evidence to this effect. This especially includes situations in which they’re relying on predictions of an uncertain future. Uncertainty and inaccuracy often arise in efforts to predict the future. For example, your career decision is fraught with uncertainty as you don’t know if you will like the work or the work environment. What are decision makers to do when they are uncertain about potential results from their actions? This makes a strictly rational approach difficult and less reliable.

One of the approaches that might stem from a recognition of bounded rationality is the use of heuristics. These are analytical and decision-making tools that help simplify the analysis process by relying on tried and tested rules of thumb. A heuristic simplifies a complex situation and allows the decision maker to focus only on the most important pieces of information.

For example, a business might use their proven experiences and that of many other companies to conclude that a new product line requires a certain amount of time to gain market share and become profitable. Though there are many complex factors involved in market analysis, the business might use this proven rule to guide its decision making. When a proposed decision contradicts this rule, the company might discard it even if a complex and seemingly rational analysis might seem to support it.

Of course, there are exceptions to most rules, and the use of heuristics might prevent a company from following courses of action that would be beneficial. Likewise, heuristics that were once reliable rules might become obsolete because of changing markets and environments. Nonetheless, most analysts recognize heuristics as useful tools when used properly.

Robust Decisions

One final adaptation of the rational process that is becoming more prominent, especially in areas such as energy production and natural resource preservation, is the practice of making “robust” decisions.

Robust decisions revolve around the inability to predict the future with certainty. Rather than rely on an imperfect analysis to determine the “best” decision, a robust decision provides a plan that will work in light of numerous uncertainties. It supposes that a number of situations are all possible and provides a solution pathway that will be successful if any of those situations should arise. This pathway could potentially be a single solution that works in any of the likely future scenarios, or it might provide separate responses to be enacted depending on how the future uncertainties unfold.

PRactice Questions

Check your understanding.

Answer the question(s) below to see how well you understand the topics covered in the previous section. This short quiz does  not  count toward your grade in the class, and you can retake it an unlimited number of times.

Use this quiz to check your understanding and decide whether to (1) study the previous section further or (2) move on to the next section.

  • Rational Decision Making. Authored by : Aaron Spencer, David Thompson, PhD, and Lumen Learning. License : CC BY: Attribution
  • Image: Rational Decision Making Process. Authored by : Aaron Spencer and Lumen Learning. License : CC BY: Attribution
  • Image: DanielKahneman.jpg. Authored by : Unknown. Located at : https://en.wikipedia.org/wiki/File:Daniel_KAHNEMAN.jpg . License : Public Domain: No Known Copyright
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The Ultimate Guide to Rational Decision-Making (With Steps)

rational decision making

Making decisions is an integral part of our lives. However, how many times do we really stop to think whether our choices are rational or not?

This article dives deep into the concept of rational decision-making, its importance, real-life examples, steps involved, factors influencing it, ways to enhance your skills, potential challenges, and how cognitive biases impact it. Let’s dive in.

What is Rational Decision-Making?

Rational decision-making, at its core, is a multi-step process used to make choices that are logical, informed, and objective. It involves identifying a decision problem, gathering information, evaluating alternatives, and selecting the most rational choice. This is a stark contrast to decisions based on subjectivity or intuition, which may often rely on feelings, emotions, or personal biases.

The goal of rational decision-making is to reach decisions that support your objectives in the most optimal way. The basis of this process is rationality—a concept that propels us to make decisions that provide the maximum benefit or, in other words, the best possible outcome. Rationality encourages us to follow a path that aligns with our goals and values while making decisions. It’s an antidote to impulsive choices or decisions clouded by bias and personal emotions.

While intuitive decisions can sometimes lead to effective outcomes, especially in situations demanding quick responses, rational decision-making allows us to consider all available options, analyze their potential consequences, and make an informed choice. This often leads to decisions that are more aligned with our long-term goals and less likely to result in unintended consequences.

Why is Rational Decision-Making Important?

Rational decision-making is the cornerstone of effective problem-solving and critical thinking. It helps us to make informed choices that are not only beneficial but also ethical, a crucial aspect in both personal and professional life.

In business, rational decision-making can lead to strategies that maximize profit, minimize risk, and promote organizational growth. It ensures resource optimization by aligning decisions with business objectives. Rationality ensures that every decision is data-driven, increasing the likelihood of successful outcomes.

On a personal level, rational decision-making can help us make better choices about our health, finances, relationships, and more. It enables us to make choices that align with our values and life goals, improving our overall quality of life.

Examples of Using Rational Decision-Making

Let’s see how rational decision-making manifests in various spheres.

Business: A company looking to launch a new product will employ rational decision-making. They’ll conduct market research, analyze competitor products, evaluate their resources, and predict potential profits before making a decision. This ensures the decision is based on facts and not just intuition.

Leadership: Leaders use rational decision-making while shaping policies or resolving conflicts. A school principal, for instance, may have to decide whether to enforce a strict no-mobile policy.

They’ll consider the pros and cons, consult with teachers, parents, and students, and make a decision that is most beneficial for the school’s academic environment.

Personal Finance: An individual considering their retirement savings plan would utilize rational decision-making. They might begin by understanding the importance of saving for retirement and gathering information about various options like 401(k)s, IRAs, or traditional savings accounts.

They would evaluate these alternatives, considering factors like potential growth, risk level, and tax benefits. The decision would be based on their financial situation, retirement goals, and risk tolerance, ensuring their choice is not impulsive but grounded in careful consideration and analysis.

Steps Involved in Rational Decision-Making

Rational Decision-Making steps

The rational decision-making process comprises several key steps. Here’s a rundown:

1. Identify the Decision

The first step in rational decision-making is acknowledging that a decision is required. The decision is usually a problem but can also be an opportunity. This is the foundational stage where the problem or situation is recognized, and the need for a decision becomes apparent.

You can’t make a rational decision unless you know exactly what the problem is and the context of the decision that needs to be made. Ask yourself questions such as:

  • Why does a decision need to be made?
  • What consequences will unfold if no decision is made?
  • What desired outcome are we aiming for?
  • What stands in the way of achieving it?

Take, for instance, a business observing declining profits. The company identifies the problem and realizes that strategic decisions need to be made to address this issue.

It might ask: What is the reason behind the decreasing profits? What will happen if the situation is not addressed? What are our financial goals, and what is impeding us from achieving them? This level of detailed understanding and clarity sets the stage for the subsequent steps of the decision-making process.

2. Gather Information

Once the decision has been identified, the next step is to gather relevant information about it. This could include data analysis, research, consultations with experts, surveys, etc.

Using the previous example, the business might look into financial statements, assess market trends, and consider feedback from customers. A thorough and unbiased collection of data is critical as it forms the backbone of a rational decision.

3. Identify Alternatives

The third step involves generating a list of potential alternatives. There is often more than one way to address a problem or situation, so it’s important to consider different approaches and options.

For the business facing decreasing profits, alternatives could include cost-cutting, investing in new marketing strategies, introducing new products, or even merging with another company. Creativity and open-mindedness are key in this stage to ensure a wide range of options.

4. Evaluate Alternatives

After generating alternatives, the next crucial step is to evaluate each one. This stage involves a systematic analysis of the pros and cons, feasibility, potential impact, and other factors pertinent to each option. Here, establishing your decision criteria—such as cost-effectiveness, scalability, risk level, and potential return—is key. Once established, these criteria need to be weighed based on their importance to solving the problem at hand.

For example, a business might establish criteria like cost, projected return, and alignment with company values. These criteria would be applied to evaluate the potential impact of different marketing strategies, the feasibility of cost-cutting measures, or the implications of a merger.

This systematic evaluation process, underpinned by established and weighted decision criteria, enables a business to compare and contrast different options effectively. It assists in determining which alternative aligns best with the defined criteria and thus holds the highest potential for success.

5. Choose an Alternative

This step involves making the actual decision among the evaluated alternatives. Typically, the best alternative is the one with the greatest likelihood of solving the issue, paired with the lowest degree of risk.

It’s where the business might choose the most cost-effective marketing strategy that is expected to reach the widest audience. While this stage concludes with a decision, the rational decision-making process is not yet complete.

6. Take Action

This is where the chosen alternative is implemented. It involves carrying out the decision and monitoring its progress.

For the business, this would mean launching the selected marketing strategy and keeping a close eye on metrics such as customer engagement, sales, and profit margins. It’s important to remember that this stage might involve overcoming obstacles and making adjustments as necessary.

7. Review the Decision

The final step of the process is to review and evaluate the results of the decision. This includes analyzing whether the decision has resolved the problem or situation and, if not, considering what adjustments need to be made.

In our business example, this could mean assessing whether the new marketing strategy has indeed increased profits. If it hasn’t, the business might need to revisit previous steps of the process to identify and implement a new decision.

These steps make up the backbone of the rational decision-making process, enabling us to systematically approach our choices, ensuring they are backed by logic and evidence.

Assumptions for Using a Rational Decision-Making Model

To effectively utilize the rational decision-making process, it’s necessary to make several key assumptions. These assumptions create a baseline for the decision-making process and help ensure its effective implementation:

  • Complete Information: One must assume that all the information needed to make the decision is available and accessible. This includes details about the problem, potential solutions, and their outcomes.
  • Decision-Maker Rationality: The person making the decision is assumed to be rational, meaning they are objective, logical, and aim to make the best choice based on the information available.
  • Clear Objectives: The decision-maker is assumed to have clear and consistent objectives or goals that guide the decision-making process.
  • Time and Resources: It’s assumed that the decision-maker has adequate time and resources to gather information, evaluate alternatives, and make a decision.
  • Decision-Maker Independence: The decision-maker is assumed to have the freedom and authority to make the decision without undue influence or restrictions.
  • Stable Environment: The environment in which the decision is being made is assumed to be stable, allowing for reliable predictions about the consequences of each alternative.
  • Logical Evaluation: It’s assumed that the decision-maker can logically evaluate the pros and cons of each alternative, weigh them against each other, and make a rational choice.

Other Rational Decision-Making Models

While the steps above cover the basics of rational decision-making, there are several rational decision-making models that have been developed by scholars and researchers over the years.

These models provide structured approaches to making decisions based on logical reasoning and analysis. Here are a few examples:

  • The Rational Economic Model: This model assumes that individuals make decisions by maximizing their utility or satisfaction, considering all available information, and weighing the costs and benefits of different alternatives.
  • The Bounded Rationality Model: Proposed by Herbert Simon, this model recognizes that humans have limitations in processing information and making fully rational decisions. It suggests that individuals make decisions that are “good enough” rather than optimal, taking into account their cognitive constraints and the available information.
  • The Normative Decision Model: This model focuses on the ideal decision-making process, providing a step-by-step framework for making rational decisions. It emphasizes gathering complete information, considering all alternatives, and evaluating the potential outcomes before selecting the best option.
  • The Garbage Can Model: This model views decision-making as a chaotic process that occurs in organizations. It suggests that decisions often result from a combination of problems, solutions, participants, and circumstances coming together in a “garbage can” and being resolved opportunistically.
  • The Prospect Theory: Proposed by Daniel Kahneman and Amos Tversky, this model challenges the assumptions of rational decision-making by considering how individuals assess and weigh potential gains and losses. It suggests that people tend to be risk-averse when it comes to gains but risk-seeking when it comes to losses.

These are just a few examples of rational decision-making models. Each model offers a unique perspective and set of principles for approaching decision-making tasks. The choice of model depends on the context, problem complexity, available information, and the decision-makers preferences and constraints.

Factors Influencing Rational Decision-Making

While the idea of making a completely rational decision sounds perfect, in reality, our decisions are often influenced by various factors.

  • Information Availability: The amount and quality of information at our disposal can greatly influence our decisions. With limited or incorrect information, we may end up making less-than-optimal decisions.
  • Time Constraints: Often, we are pressed for time while making decisions. Under such constraints, we might not go through the full rational decision-making process.
  • Cognitive Limitations: Our cognitive capacity to process information and make decisions is limited. We can be overwhelmed with too many alternatives or complex decision scenarios.
  • Emotions: Our emotions often play a part in our decisions. We might make irrational choices under emotional distress.

Impact of Cognitive Biases on Rational Decision-Making

Cognitive biases can seriously impact our rational decision-making abilities. These mental shortcuts or “biases” can lead us to make decisions that are not in our best interest.

For instance, confirmation bias can make us pay more attention to information that confirms our pre-existing beliefs and ignore contradicting evidence. Similarly, the anchoring bias can cause us to rely heavily on the first piece of information we receive when making decisions.

Cognitive biases often lead to irrational choices. Being aware of these biases is the first step towards mitigating their impact on our decision-making process.

Potential Challenges in Rational Decision-Making

Rational decision-making, despite its merits, isn’t without its challenges. Some of these include:

  • Information Overload: In an age of data deluge, filtering through massive amounts of information to make decisions can be overwhelming.
  • Analysis Paralysis: Overanalyzing or overthinking can lead to indecision or delays in decision-making.
  • Unpredictable Outcomes: Even with a thorough analysis, outcomes can be unpredictable due to the dynamic nature of our environment.

Developing Rational Decision-Making Skills

Wondering how to become better at making rational decisions? Here are some tips to get you going:

  • Improve Critical Thinking: Critical thinking allows us to objectively analyze information and logically derive conclusions. By developing your critical thinking skills, you can better evaluate decision alternatives.
  • Practice Mindfulness: Being aware of your thoughts and emotions can help you identify when they are clouding your decision-making process.
  • Use Decision-Making Models: Decision-making models can provide a structured approach to rational decision-making. They can help guide you through complex decision scenarios.

Remember, developing rational decision-making skills takes time and practice. Stay patient and keep practicing.

Frequently Asked Questions

Rational decision-making is a structured, logical process that uses evidence and analysis. Intuitive decision-making relies on instinct and gut feelings.

Yes, rational decision-making can be applied in personal situations like choosing a career, managing finances, or making health-related decisions.

Yes, decision-making models like SWOT analysis, decision trees, or cost-benefit analysis can provide structured approaches to enhance rationality.

Wrapping Up

Rational decision-making is a skill that can transform our personal and professional lives, steering us toward more informed and effective choices. Though challenges exist, with awareness and practice, we can significantly improve our decision-making prowess.

By understanding the nuances of rational decision-making, we not only enhance our decision-making abilities but also become better thinkers, planners, and problem-solvers. Now, isn’t that a step towards a more informed and empowered life?

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Rational Decision-Making Model: Meaning, Importance And Examples

What is the rational decision-making model? Rational decision-making is a method that organizations, businesses and individuals use to make the…

Rational Decision Making Model

What is the rational decision-making model? Rational decision-making is a method that organizations, businesses and individuals use to make the best decisions. Rational decision-making, one of many decision-making tools, helps users come up with the most suitable course of action. In this blog, we will look at the meaning of rational decision-making, the importance of rational decision-making and study some rational decision-making examples.

Rational decision-making is a process in which decision-makers go through a set of steps and processes and choose the best solution to a problem. These decisions are based on data analysis and logic, eliminating intuition and subjectivity.

Rational decision-making means that every variable factor, every piece of information about all the available options, has been taken into account. 

What Is The Rational Decision-Making Model Used For?

What is the rational decision-making process, non-rational decision making.

The most basic use of the rational decision-making model is to ensure a consistent method of making decisions. This could be used as a standardized decision-making tool across an organization or to ensure that all managers receive the same information to make decisions. The rational decision-making process can be used to maintain a structured, step-by-step approach for every decision.

What Is The Rational Decision-Making Process ?

How the rational decision-making model is implemented can be explained in seven steps:

(There is also an example to help you understand the importance of rational decision-making)

1. Understand and define the scope

Just stating that a problem exists isn’t enough. Solid, accurate data is required to understand and analyze the problem in depth. This lets you know how much attention it requires.

It’s vital to collect as much relevant and accurate data around the problem as possible.

Here’s a rational decision-making example:

Your social media posts aren’t translating to conversions. What could the problem be? Once the analytics reports come in, you realize there isn’t enough engagement. The issue isn’t that your posts are not reaching the right audience, it’s that they don’t engage them. This sets up the next step: figuring out why the problem exists. Why is user engagement low?

2. Research and get feedback

The next step in the rational decision-making process is to delve into the problem. Find out what is causing the problem and how it can be solved. You could start with a brainstorming session and find out what your team thinks.

Rational decision-making example continued:

The budget is good, there are enough views and likes on the posts. So, why is there a lack of engagement? Why aren’t users interacting with the post? Why aren’t they clicking on the CTA?

You might need new types of posts; perhaps the current posts aren’t trendy. Maybe the posts don’t evoke an emotional response from the audience. Or they don’t convey what the product can do for the audience.

Now that you know what the causes could be, you are a step closer. It’s time to collate the data.

The team comes together with their opinions and findings. After a few customer surveys, the major issues are identified as follows:

  • Potential consumers don’t know how the product will add value to their lives.
  • Potential customers don’t understand the posts’ objectives and aren’t clear on what the product is.

3. List your choices

There are bound to be a host of opinions and innumerable choices about how to address the issue. Consider all of them so that you don’t create more problems later.

This is where you start to use rational decision-making:

Now that the problem has been understood, it’s time to list your options.

You could create a post that showcases what the product does.

You could have an informative GIF that shows that product in action.

You could create additional whitepapers to showcase how the product adds value and thus is beneficial for the customer to buy.

The analytics show that traffic isn’t the issue, so you don’t have to focus on garnering more traffic. Your focus has to be on conversions.

Your color schemes and CTA could be a little more impactful.

Maybe video clips are the way to go?

4. Analyze your options carefully

Now that you have all the options in front of you, cross out the ones that don’t add value or don’t solve the problem. Understand how each of the potential solutions could turn out and what other effects they could have.

Point 6 is about having a back up plan. Once you’ve chosen the plan that is likely to serve you the best, choose the second best option as well. You could use that as your back up, in case things don’t go according to plan.

While it’s great to get a quick solution to a real problem, the solution should be permanent or at least solve the majority of the issue.

The example of the rational decision-making process continued:

This is where you set about deciding the benefits of each of your choices mentioned above.

A video clip post would mean additional costs.

Redesigning the graphics may lead to more views and interaction but dilute your following.

A whitepaper is a good idea, but it doesn’t help with conversions. It’s ideal for customers to click on the CTA.

While GIFs are very popular, the image you choose has to convey the right information and be impactful. You may need to rework the branding for this to work.

While it would be great to have a post that showcases how the product works, it can’t be overly technical.

5. Understand the results you want

This is where the importance of rational decision-making comes into play. Understand what you expect from the solutions. There has to be a clear outcome because of the decision that is made. Knowing what you expect from your actions is important. It’s always a good idea to test the solution to see if it resolves the problem entirely.

Rational decision-making model example continued:

The best course of action might be to assign different teams for the different potential solutions.

One team could create a GIF, while the other works on the video clip and another on the ‘how to use’ post.

Once the teams have all made rough drafts, a productive critiquing session could be conducted. The teams can then look at each others’ solutions and point out the merits and drawbacks of each.

This way a general consensus can be reached and the best option or options can be selected. It is also advisable to use predictive social media tools. There are algorithms and equations that could help predict the success of a post to some degree.

6. Have a backup plan

While this may not always be necessary and can be a little cost-intensive, it may be worthwhile to have a backup plan if the solution doesn’t give you the intended results. This means that you should either have another strategy in place, created using the rational decision-making model .

Even though your plan has been made after careful thought, there is a chance that it either does not go as per plan or that an external factor interferes and throws your plan into chaos.

Try to have a back-up plan to make sure that your business isn’t impacted.

Now that you’ve decided to go with a combination of a GIF and an information-based post, go ahead and begin drafting your white paper as well.

7. Implement

Once the team has done all the work and created the solution, implement it. Implementing this plan means that everyone has to be on board. This means that everyone should be informed and be willing to contribute in executing the plan. The plan won’t work if everyone isn’t working toward the same goal.

As logic and data have been used to reach the decision, it’s likely going to be the most effective one.

Non -Rational Decision-Making

Non-rational decision-making is quite simply the opposite of rational decision-making . Non-rational decision-making is generally used when there isn’t enough information available or when there isn’t enough time to carry out the research and analysis required to employ rational decision-making methods.

Non-rational decision-making can be used when the person or team making the decisions has experienced that issue before or their collective experience allows them to predict what the outcome of their decision would be.

To sum it up, rational decision making can be the difference between a high performance culture driven by results and an unorganized setting. If you would like to drive decisions that guarantee results, you have to employ strategies that kindle organizational objectives based on real data. Let’s sum up the steps explained in this post about the importance of rational decision-making.

  • Understand and define the scope
  • Research and get feedback
  • List your choices
  • Analyze your options carefully
  • Understand the results you want

Now that you have some idea of what the rational decision-making process is, you may be curious to find out how to make better decisions for your business. To understand more about the importance of rational decision-making , take a look at Harappa’s Making Decisions course. It delves deep into how the best decisions can be reached. The course is for you if you’re looking to get into business and learn how to use rational decision-making.

Explore Harappa Diaries to learn more about topics such as How To Define Problem , Steps involved in Ethical Decision Making , Importance Of Decision Making and How To Overcome Indecisiveness to classify problems and solve them efficiently.

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Overview of the Problem-Solving Mental Process

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

rational problem solving approach

Rachel Goldman, PhD FTOS, is a licensed psychologist, clinical assistant professor, speaker, wellness expert specializing in eating behaviors, stress management, and health behavior change.

rational problem solving approach

  • Identify the Problem
  • Define the Problem
  • Form a Strategy
  • Organize Information
  • Allocate Resources
  • Monitor Progress
  • Evaluate the Results

Frequently Asked Questions

Problem-solving is a mental process that involves discovering, analyzing, and solving problems. The ultimate goal of problem-solving is to overcome obstacles and find a solution that best resolves the issue.

The best strategy for solving a problem depends largely on the unique situation. In some cases, people are better off learning everything they can about the issue and then using factual knowledge to come up with a solution. In other instances, creativity and insight are the best options.

It is not necessary to follow problem-solving steps sequentially, It is common to skip steps or even go back through steps multiple times until the desired solution is reached.

In order to correctly solve a problem, it is often important to follow a series of steps. Researchers sometimes refer to this as the problem-solving cycle. While this cycle is portrayed sequentially, people rarely follow a rigid series of steps to find a solution.

The following steps include developing strategies and organizing knowledge.

1. Identifying the Problem

While it may seem like an obvious step, identifying the problem is not always as simple as it sounds. In some cases, people might mistakenly identify the wrong source of a problem, which will make attempts to solve it inefficient or even useless.

Some strategies that you might use to figure out the source of a problem include :

  • Asking questions about the problem
  • Breaking the problem down into smaller pieces
  • Looking at the problem from different perspectives
  • Conducting research to figure out what relationships exist between different variables

2. Defining the Problem

After the problem has been identified, it is important to fully define the problem so that it can be solved. You can define a problem by operationally defining each aspect of the problem and setting goals for what aspects of the problem you will address

At this point, you should focus on figuring out which aspects of the problems are facts and which are opinions. State the problem clearly and identify the scope of the solution.

3. Forming a Strategy

After the problem has been identified, it is time to start brainstorming potential solutions. This step usually involves generating as many ideas as possible without judging their quality. Once several possibilities have been generated, they can be evaluated and narrowed down.

The next step is to develop a strategy to solve the problem. The approach used will vary depending upon the situation and the individual's unique preferences. Common problem-solving strategies include heuristics and algorithms.

  • Heuristics are mental shortcuts that are often based on solutions that have worked in the past. They can work well if the problem is similar to something you have encountered before and are often the best choice if you need a fast solution.
  • Algorithms are step-by-step strategies that are guaranteed to produce a correct result. While this approach is great for accuracy, it can also consume time and resources.

Heuristics are often best used when time is of the essence, while algorithms are a better choice when a decision needs to be as accurate as possible.

4. Organizing Information

Before coming up with a solution, you need to first organize the available information. What do you know about the problem? What do you not know? The more information that is available the better prepared you will be to come up with an accurate solution.

When approaching a problem, it is important to make sure that you have all the data you need. Making a decision without adequate information can lead to biased or inaccurate results.

5. Allocating Resources

Of course, we don't always have unlimited money, time, and other resources to solve a problem. Before you begin to solve a problem, you need to determine how high priority it is.

If it is an important problem, it is probably worth allocating more resources to solving it. If, however, it is a fairly unimportant problem, then you do not want to spend too much of your available resources on coming up with a solution.

At this stage, it is important to consider all of the factors that might affect the problem at hand. This includes looking at the available resources, deadlines that need to be met, and any possible risks involved in each solution. After careful evaluation, a decision can be made about which solution to pursue.

6. Monitoring Progress

After selecting a problem-solving strategy, it is time to put the plan into action and see if it works. This step might involve trying out different solutions to see which one is the most effective.

It is also important to monitor the situation after implementing a solution to ensure that the problem has been solved and that no new problems have arisen as a result of the proposed solution.

Effective problem-solvers tend to monitor their progress as they work towards a solution. If they are not making good progress toward reaching their goal, they will reevaluate their approach or look for new strategies .

7. Evaluating the Results

After a solution has been reached, it is important to evaluate the results to determine if it is the best possible solution to the problem. This evaluation might be immediate, such as checking the results of a math problem to ensure the answer is correct, or it can be delayed, such as evaluating the success of a therapy program after several months of treatment.

Once a problem has been solved, it is important to take some time to reflect on the process that was used and evaluate the results. This will help you to improve your problem-solving skills and become more efficient at solving future problems.

A Word From Verywell​

It is important to remember that there are many different problem-solving processes with different steps, and this is just one example. Problem-solving in real-world situations requires a great deal of resourcefulness, flexibility, resilience, and continuous interaction with the environment.

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You can become a better problem solving by:

  • Practicing brainstorming and coming up with multiple potential solutions to problems
  • Being open-minded and considering all possible options before making a decision
  • Breaking down problems into smaller, more manageable pieces
  • Asking for help when needed
  • Researching different problem-solving techniques and trying out new ones
  • Learning from mistakes and using them as opportunities to grow

It's important to communicate openly and honestly with your partner about what's going on. Try to see things from their perspective as well as your own. Work together to find a resolution that works for both of you. Be willing to compromise and accept that there may not be a perfect solution.

Take breaks if things are getting too heated, and come back to the problem when you feel calm and collected. Don't try to fix every problem on your own—consider asking a therapist or counselor for help and insight.

If you've tried everything and there doesn't seem to be a way to fix the problem, you may have to learn to accept it. This can be difficult, but try to focus on the positive aspects of your life and remember that every situation is temporary. Don't dwell on what's going wrong—instead, think about what's going right. Find support by talking to friends or family. Seek professional help if you're having trouble coping.

Davidson JE, Sternberg RJ, editors.  The Psychology of Problem Solving .  Cambridge University Press; 2003. doi:10.1017/CBO9780511615771

Sarathy V. Real world problem-solving .  Front Hum Neurosci . 2018;12:261. Published 2018 Jun 26. doi:10.3389/fnhum.2018.00261

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

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Problem solving through values: A challenge for thinking and capability development

  • • This paper introduces the 4W framework of consistent problem solving through values.
  • • The 4W suggests when, how and why the explication of values helps to solve a problem.
  • • The 4W is significant to teach students to cope with problems having crucial consequences.
  • • The paper considers challenges using such framework of thinking in different fields of education.

The paper aims to introduce the conceptual framework of problem solving through values. The framework consists of problem analysis, selection of value(s) as a background for the solution, the search for alternative ways of the solution, and the rationale for the solution. This framework reveals when, how, and why is important to think about values when solving problems. A consistent process fosters cohesive and creative value-based thinking during problem solving rather than teaching specific values. Therefore, the framework discloses the possibility for enabling the development of value-grounded problem solving capability.The application of this framework highlights the importance of responsibility for the chosen values that are the basis for the alternatives which determine actions. The 4W framework is meaningful for the people’s lives and their professional work. It is particularly important in the process of future professionals’ education. Critical issues concerning the development of problem solving through values are discussed when considering and examining options for the implementation of the 4W framework in educational institutions.

1. Introduction

The core competencies necessary for future professionals include problem solving based on complexity and collaborative approaches ( OECD, 2018 ). Currently, the emphasis is put on the development of technical, technological skills as well as system thinking and other cognitive abilities (e.g., Barber, 2018 ; Blanco, Schirmbeck, & Costa, 2018 ). Hence, education prepares learners with high qualifications yet lacking in moral values ( Nadda, 2017 ). Educational researchers (e.g., Barnett, 2007 ; Harland & Pickering, 2010 ) stress that such skills and abilities ( the how? ), as well as knowledge ( the what? ), are insufficient to educate a person for society and the world. The philosophy of education underlines both the epistemological and ontological dimensions of learning. Barnett (2007) points out that the ontological dimension has to be above the epistemological one. The ontological dimension encompasses the issues related to values that education should foster ( Harland & Pickering, 2010 ). In addition, values are closely related to the enablement of learners in educational environments ( Jucevičienė et al., 2010 ). For these reasons, ‘ the why ?’ based on values is required in the learning process. The question arises as to what values and how it makes sense to educate them. Value-based education seeks to address these issues and concentrates on values transfer due to their integration into the curriculum. Yazdani and Akbarilakeh (2017) discussed that value-based education could only convey factual knowledge of values and ethics. However, such education does not guarantee the internalization of values. Nevertheless, value-based education indicates problem solving as one of the possibilities to develop values.

Values guide and affect personal behavior encompassing the ethical aspects of solutions ( Roccas, Sagiv, & Navon, 2017 ; Schwartz, 1992 , 2012 ; Verplanken & Holland, 2002 ). Therefore, they represent the essential foundation for solving a problem. Growing evidence indicates the creative potential of values ( Dollinger, Burke, & Gump, 2007 ; Kasof, Chen, Himsel, & Greenberger, 2007 ; Lebedeva et al., 2019) and emphasizes their significance for problem solving. Meanwhile, research in problem solving pays little attention to values. Most of the problem solving models (e.g., Newell & Simon, 1972 ; Jonassen, 1997 ) utilize a rational economic approach. Principally, the research on the mechanisms of problem solving have been conducted under laboratory conditions performing simple tasks ( Csapó & Funke, 2017 ). Moreover, some of the decision-making models share the same steps as problem solving (c.f., Donovan, Guss, & Naslund, 2015 ). This explains why these terms are sometimes used interchangeably ( Huitt, 1992 ). Indeed, decision-making is a part of problem solving, which emerges while choosing between alternatives. Yet, values, moral, and ethical issues are more common in decision-making research (e.g., Keeney, 1994 ; Verplanken & Holland, 2002 ; Hall & Davis, 2007 ; Sheehan & Schmidt, 2015 ). Though, research by Shepherd, Patzelt, and Baron (2013) , Baron, Zhao, and Miao (2015) has affirmed that contemporary business decision makers rather often leave aside ethical issues and moral values. Thus, ‘ethical disengagement fallacy’ ( Sternberg, 2017, p.7 ) occurs as people think that ethics is more relevant to others. In the face of such disengagement, ethical issues lose their prominence.

The analysis of the literature revealed a wide field of problem solving research presenting a range of more theoretical insights rather empirical evidence. Despite this, to date, a comprehensive model that reveals how to solve problems emphasizing thinking about values is lacking. This underlines the relevance of the chosen topic, i.e. a challenge for thinking and for the development of capabilities addressing problems through values. To address this gap, the following issues need to be investigated: When, how, and why a problem solver should take into account values during problem solving? What challenges may occur for using such framework of thinking in different fields of education? Aiming this, the authors of the paper substantiated the conceptual framework of problem solving grounded in consistent thinking about values. The substantiation consists of several parts. First, different approaches to solving problems were examined. Second, searching to reveal the possibilities of values integration into problem solving, value-based approaches significant for problem solving were critically analyzed. Third, drawing on the effect of values when solving a problem and their creative potential, the authors of this paper claim that the identification of values and their choice for a solution need to be specified in the process of problem solving. As a synthesis of conclusions coming from the literature review and conceptual extensions regarding values, the authors of the paper created the coherent framework of problem solving through values (so called 4W).

The novelty of the 4W framework is exposed by several contributions. First, the clear design of overall problem solving process with attention on integrated thinking about values is used. Unlike in most models of problem solving, the first stage encompass the identification of a problem, an analysis of a context and the perspectives that influence the whole process, i.e. ‘What?’. The stage ‘What is the basis for a solution?’ focus on values identification and their choice. The stage ‘Ways how?’ encourages to create alternatives considering values. The stage ‘Why?’ represent justification of a chosen alternative according particular issues. Above-mentioned stages including specific steps are not found in any other model of problem solving. Second, even two key stages nurture thinking about values. The specificity of the 4W framework allows expecting its successful practical application. It may help to solve a problem more informed revealing when and how the explication of values helps to reach the desired value-based solution. The particular significance is that the 4W framework can be used to develop capabilities to solve problems through values. The challenges to use the 4W framework in education are discussed.

2. Methodology

To create the 4W framework, the integrative literature review was chosen. According to Snyder (2019) , this review is ‘useful when the purpose of the review is not to cover all articles ever published on the topic but rather to combine perspectives to create new theoretical models’ (p.334). The scope of this review focused on research disclosing problem solving process that paid attention on values. The following databases were used for relevant information search: EBSCO/Hostdatabases (ERIC, Education Source), Emerald, Google Scholar. The first step of this search was conducted using integrated keywords problem solving model , problem solving process, problem solving steps . These keywords were combined with the Boolean operator AND with the second keywords values approach, value-based . The inclusion criteria were used to identify research that: presents theoretical backgrounds and/or empirical evidences; performed within the last 5 years; within an educational context; availability of full text. The sources appropriate for this review was very limited in scope (N = 2).

We implemented the second search only with the same set of the integrated keywords. The inclusion criteria were the same except the date; this criterion was extended up to 10 years. This search presented 85 different sources. After reading the summaries, introductions and conclusions of the sources found, the sources that do not explicitly provide the process/models/steps of problem solving for teaching/learning purposes and eliminates values were excluded. Aiming to see a more accurate picture of the chosen topic, we selected secondary sources from these initial sources.

Several important issues were determined as well. First, most researchers ground their studies on existing problem solving models, however, not based on values. Second, some of them conducted empirical research in order to identify the process of studies participants’ problem solving. Therefore, we included sources without date restrictions trying to identify the principal sources that reveal the process/models/steps of problem solving. Third, decision-making is a part of problem solving process. Accordingly, we performed a search with the additional keywords decision-making AND values approach, value-based decision-making . We used such inclusion criteria: presents theoretical background and/or empirical evidence; no date restriction; within an educational context; availability of full text. These all searches resulted in a total of 16 (9 theoretical and 7 empirical) sources for inclusion. They were the main sources that contributed most fruitfully for the background. We used other sources for the justification the wholeness of the 4W framework. We present the principal results of the conducted literature review in the part ‘The background of the conceptual framework’.

3. The background of the conceptual framework

3.1. different approaches of how to solve a problem.

Researchers from different fields focus on problem solving. As a result, there still seems to be a lack of a conventional definition of problem solving. Regardless of some differences, there is an agreement that problem solving is a cognitive process and one of the meaningful and significant ways of learning ( Funke, 2014 ; Jonassen, 1997 ; Mayer & Wittrock, 2006 ). Differing in approaches to solving a problem, researchers ( Collins, Sibthorp, & Gookin, 2016 ; Jonassen, 1997 ; Litzinger et al., 2010 ; Mayer & Wittrock, 2006 ; O’Loughlin & McFadzean, 1999 ; ect.) present a variety of models that differ in the number of distinct steps. What is similar in these models is that they stress the procedural process of problem solving with the focus on the development of specific skills and competences.

For the sake of this paper, we have focused on those models of problem solving that clarify the process and draw attention to values, specifically, on Huitt (1992) , Basadur, Ellspermann, and Evans (1994) , and Morton (1997) . Integrating the creative approach to problem solving, Newell and Simon (1972) presents six phases: phase 1 - identifying the problem, phase 2 - understanding the problem, phase 3 - posing solutions, phase 4 - choosing solutions, phase 5 - implementing solutions, and phase 6 - final analysis. The weakness of this model is that these phases do not necessarily follow one another, and several can coincide. However, coping with simultaneously occurring phases could be a challenge, especially if these are, for instance, phases five and six. Certainly, it may be necessary to return to the previous phases for further analysis. According to Basadur et al. (1994) , problem solving consists of problem generation, problem formulation, problem solving, and solution implementation stages. Huitt (1992) distinguishes four stages in problem solving: input, processing, output, and review. Both Huitt (1992) and Basadur et al. (1994) four-stage models emphasize a sequential process of problem solving. Thus, problem solving includes four stages that are used in education. For example, problem-based learning employs such stages as introduction of the problem, problem analysis and learning issues, discovery and reporting, solution presentation and evaluation ( Chua, Tan, & Liu, 2016 ). Even PISA 2012 framework for problem solving composes four stages: exploring and understanding, representing and formulating, planning and executing, monitoring and reflecting ( OECD, 2013 ).

Drawing on various approaches to problem solving, it is possible to notice that although each stage is named differently, it is possible to reveal some general steps. These steps reflect the essential idea of problem solving: a search for the solution from the initial state to the desirable state. The identification of a problem and its contextual elements, the generation of alternatives to a problem solution, the evaluation of these alternatives according to specific criteria, the choice of an alternative for a solution, the implementation, and monitoring of the solution are the main proceeding steps in problem solving.

3.2. Value-based approaches relevant for problem solving

Huitt (1992) suggests that important values are among the criteria for the evaluation of alternatives and the effectiveness of a chosen solution. Basadur et al. (1994) point out to visible values in the problem formulation. Morton (1997) underlines that interests, investigation, prevention, and values of all types, which may influence the process, inspire every phase of problem solving. However, the aforementioned authors do not go deeper and do not seek to disclose the significance of values for problem solving.

Decision-making research shows more possibilities for problem solving and values integration. Sheehan and Schmidt (2015) model of ethical decision-making includes moral sensitivity, moral judgment, moral motivation, and moral action where values are presented in the component of moral motivation. Another useful approach concerned with values comes from decision-making in management. It is the concept of Value-Focused Thinking (VFT) proposed by Keeney (1994) . The author argues that the goals often are merely means of achieving results in traditional models of problem solving. Such models frequently do not help to identify logical links between the problem solving goals, values, and alternatives. Thus, according to Keeney (1994) , the decision-making starts with values as they are stated in the goals and objectives of decision-makers. VFT emphasizes the core values of decision-makers that are in a specific context as well as how to find a way to achieve them by using means-ends analysis. The weakness of VFT is its restriction to this means-ends analysis. According to Shin, Jonassen, and McGee (2003) , in searching for a solution, such analysis is weak as the problem solver focuses simply on removing inadequacies between the current state and the goal state. The strengths of this approach underline that values are included in the decision before alternatives are created. Besides, values help to find creative and meaningful alternatives and to assess them. Further, they include the forthcoming consequences of the decision. As VFT emphasizes the significant function of values and clarifies the possibilities of their integration into problem solving, we adapt this approach in the current paper.

3.3. The effect of values when solving a problem

In a broader sense, values provide a direction to a person’s life. Whereas the importance of values is relatively stable over time and across situations, Roccas et al. (2017) argue that values differ in their importance to a person. Verplanken and Holland (2002) investigated the relationship between values and choices or behavior. The research revealed that the activation of a value and the centrality of a value to the self, are the essential elements for value-guided behavior. The activation of values could happen in such cases: when values are the primary focus of attention; if the situation or the information a person is confronted with implies values; when the self is activated. The centrality of a particular value is ‘the degree to which an individual has incorporated this value as part of the self’ ( Verplanken & Holland, 2002, p.436 ). Thus, the perceived importance of values and attention to them determine value-guided behavior.

According to Argandoña (2003) , values can change due to external (changing values in the people around, in society, changes in situations, etc.) and internal (internalization by learning) factors affecting the person. The research by Hall and Davis (2007) indicates that the decision-makers’ applied value profile temporarily changed as they analyzed the issue from multiple perspectives and revealed the existence of a broader set of values. The study by Kirkman (2017) reveal that participants noticed the relevance of moral values to situations they encountered in various contexts.

Values are tightly related to personal integrity and identity and guide an individual’s perception, judgment, and behavior ( Halstead, 1996 ; Schwartz, 1992 ). Sheehan and Schmidt (2015) found that values influenced ethical decision-making of accounting study programme students when they uncovered their own values and grounded in them their individual codes of conduct for future jobs. Hence, the effect of values discloses by observing the problem solver’s decision-making. The latter observations could explain the abundance of ethics-laden research in decision-making rather than in problem solving.

Contemporary researchers emphasize the creative potential of values. Dollinger et al. (2007) , Kasof et al. (2007) , Lebedeva, Schwartz, Plucker, & Van De Vijver, 2019 present to some extent similar findings as they all used Schwartz Value Survey (respectively: Schwartz, 1992 ; ( Schwartz, 1994 ), Schwartz, 2012 ). These studies disclosed that such values as self-direction, stimulation and universalism foster creativity. Kasof et al. (2007) focused their research on identified motivation. Stressing that identified motivation is the only fully autonomous type of external motivation, authors define it as ‘the desire to commence an activity as a means to some end that one greatly values’ (p.106). While identified motivation toward specific values (italic in original) fosters the search for outcomes that express those specific values, this research demonstrated that it could also inhibit creative behavior. Thus, inhibition is necessary, especially in the case where reckless creativity could have painful consequences, for example, when an architect creates a beautiful staircase without a handrail. Consequently, creativity needs to be balanced.

Ultimately, values affect human beings’ lives as they express the motivational goals ( Schwartz, 1992 ). These motivational goals are the comprehensive criteria for a person’s choices when solving problems. Whereas some problem solving models only mention values as possible evaluation criteria, but they do not give any significant suggestions when and how the problem solver could think about the values coming to the understanding that his/her values direct the decision how to solve the problem. The authors of this paper claim that the identification of personal values and their choice for a solution need to be specified in the process of problem solving. This position is clearly reflected in humanistic philosophy and psychology ( Maslow, 2011 ; Rogers, 1995 ) that emphasize personal responsibility for discovering personal values through critical questioning, honest self-esteem, self-discovery, and open-mindedness in the constant pursuit of the truth in the path of individual life. However, fundamental (of humankind) and societal values should be taken into account. McLaughlin (1997) argues that a clear boundary between societal and personal values is difficult to set as they are intertwined due to their existence in complex cultural, social, and political contexts at a particular time. A person is related to time and context when choosing values. As a result, a person assumes existing values as implicit knowledge without as much as a consideration. This is particularly evident in the current consumer society.

Moreover, McLaughlin (1997) stresses that if a particular action should be tolerated and legitimated by society, it does not mean that this action is ultimately morally acceptable in all respects. Education has possibilities to reveal this. One such possibility is to turn to the capability approach ( Sen, 1990 ), which emphasizes what people are effectively able to do and to be. Capability, according to Sen (1990) , reflects a person’s freedom to choose between various ways of living, i.e., the focus is on the development of a person’s capability to choose the life he/she has a reason to value. According to Webster (2017) , ‘in order for people to value certain aspects of life, they need to appreciate the reasons and purposes – the whys – for certain valuing’ (italic in original; p.75). As values reflect and foster these whys, education should supplement the development of capability with attention to values ( Saito, 2003 ). In order to attain this possibility, a person has to be aware of and be able to understand two facets of values. Argandoña (2003) defines them as rationality and virtuality . Rationality refers to values as the ideal of conduct and involves the development of a person’s understanding of what values and why he/she should choose them when solving a problem. Virtuality approaches values as virtues and includes learning to enable a person to live according to his/her values. However, according to McLaughlin (1997) , some people may have specific values that are deep or self-evidently essential. These values are based on fundamental beliefs about the nature and purpose of the human being. Other values can be more or less superficial as they are based on giving priority to one or the other. Thus, virtuality highlights the depth of life harmonized to fundamentally rather than superficially laden values. These approaches inform the rationale for the framework of problem solving through values.

4. The 4W framework of problem solving through values

Similar to the above-presented stages of the problem solving processes, the introduced framework by the authors of this paper revisits them (see Fig. 1 ). The framework is titled 4W as its four stages respond to such questions: Analyzing the Problem: W hat ? → Choice of the value(s): W hat is the background for the solution? → Search for the alternative w ays of the solution: How ? → The rationale for problem solution: W hy is this alternative significant ? The stages of this framework cover seven steps that reveal the logical sequence of problem solving through values.

Fig. 1

The 4 W framework: problem solving through values.

Though systematic problem solving models are criticized for being linear and inflexible (e.g., Treffinger & Isaksen, 2005 ), the authors of this paper assume a structural view of the problem solving process due to several reasons. First, the framework enables problem solvers to understand the thorough process of problem solving through values. Second, this framework reveals the depth of each stage and step. Third, problem solving through values encourages tackling problems that have crucial consequences. Only by understanding and mastering the coherence of how problems those require a value-based approach need to be addressed, a problem solver will be able to cope with them in the future. Finally, this framework aims at helping to recognize, to underline personal values, to solve problems through thinking about values, and to take responsibility for choices, even value-based. The feedback supports a direct interrelation between stages. It shapes a dynamic process of problem solving through values.

The first stage of problem solving through values - ‘ The analysis of the problem: What? ’- consists of three steps (see Fig. 1 ). The first step is ‘ Recognizing the problematic situation and naming the problem ’. This step is performed in the following sequence. First, the problem solver should perceive the problematic situation he/she faces in order to understand it. Dostál (2015) argues that the problematic situation has the potential to become the problem necessary to be addressed. Although each problem is limited by its context, not every problematic situation turns into a problem. This is related to the problem solver’s capability and the perception of reality: a person may not ‘see’ the problem if his/her capability to perceive it is not developed ( Dorst, 2006 ; Dostál, 2015 ). Second, after the problem solver recognizes the existence of the problematic situation, the problem solver has to identify the presence or absence of the problem itself, i.e. to name the problem. This is especially important in the case of the ill-structured problems since they cannot be directly visible to the problem solver ( Jonassen, 1997 ). Consequently, this step allows to determine whether the problem solver developed or has acquired the capability to perceive the problematic situation and the problem (naming the problem).

The second step is ‘ Analysing the context of the problem as a reason for its rise ’. At this step, the problem solver aims to analyse the context of the problem. The latter is one of the external issues, and it determines the solution ( Jonassen, 2011 ). However, if more attention is paid to the solution of the problem, it diverts attention from the context ( Fields, 2006 ). The problem solver has to take into account both the conveyed and implied contextual elements in the problematic situation ( Dostál, 2015 ). In other words, the problem solver has to examine it through his/her ‘contextual lenses’ ( Hester & MacG, 2017 , p.208). Thus, during this step the problem solver needs to identify the elements that shape the problem - reasons and circumstances that cause the problem, the factors that can be changed, and stakeholders that are involved in the problematic situation. Whereas the elements of the context mentioned above are within the problematic situation, the problem solver can control many of them. Such control can provide unique ways for a solution.

Although the problem solver tries to predict the undesirable results, some criteria remain underestimated. For that reason, it is necessary to highlight values underlying the various possible goals during the analysis ( Fields, 2006 ). According to Hester and MacG (2017) , values express one of the main features of the context and direct the attention of the problem solver to a given problematic situation. Hence, the problem solver should explore the value-based positions that emerge in the context of the problem.

The analysis of these contextual elements focus not only on a specific problematic situation but also on the problem that has emerged. This requires setting boundaries of attention for an in-depth understanding ( Fields, 2006 ; Hester & MacG, 2017 ). Such understanding influences several actions: (a) the recognition of inappropriate aspects of the problematic situation; (b) the emergence of paths in which identified aspects are expected to change. These actions ensure consistency and safeguard against distractions. Thus, the problem solver can now recognize and identify the factors that influence the problem although they are outside of the problematic situation. However, the problem solver possesses no control over them. With the help of such context analysis, the problem solver constructs a thorough understanding of the problem. Moreover, the problem solver becomes ready to look at the problem from different perspectives.

The third step is ‘ Perspectives emerging in the problem ’. Ims and Zsolnai (2009) argue that problem solving usually contains a ‘problematic search’. Such a search is a pragmatic activity as the problem itself induces it. Thus, the problem solver searches for a superficial solution. As a result, the focus is on control over the problem rather than a deeper understanding of the problem itself. The analysis of the problem, especially including value-based approaches, reveals the necessity to consider the problem from a variety of perspectives. Mitroff (2000) builds on Linstone (1989) ideas and claims that a sound foundation of both naming and solving any problem lays in such perspectives: the technical/scientific, the interpersonal/social, the existential, and the systemic (see Table 1 ).

The main characteristics of four perspectives for problem solving

Whereas all problems have significant aspects of each perspective, disregarding one or another may lead to the wrong way of solving the problem. While analysing all four perspectives is essential, this does not mean that they all are equally important. Therefore, it is necessary to justify why one or another perspective is more relevant and significant in a particular case. Such analysis, according to Linstone (1989) , ‘forces us to distinguish how we are looking from what we are looking at’ (p.312; italic in original). Hence, the problem solver broadens the understanding of various perspectives and develops the capability to see the bigger picture ( Hall & Davis, 2007 ).

The problem solver aims to identify and describe four perspectives that have emerged in the problem during this step. In order to identify perspectives, the problem solver search answers to the following questions. First, regarding the technical/scientific perspective: What technical/scientific reasons are brought out in the problem? How and to what extent do they influence a problem and its context? Second, regarding the interpersonal/social perspective: What is the impact of the problem on stakeholders? How does it influence their attitudes, living conditions, interests, needs? Third, regarding the existential perspective: How does the problem affect human feelings, experiences, perception, and/or discovery of meaning? Fourth, regarding the systemic perspective: What is the effect of the problem on the person → community → society → the world? Based on the analysis of this step, the problem solver obtains a comprehensive picture of the problem. The next stage is to choose the value(s) that will address the problem.

The second stage - ‘ The choice of value(s): What is the background for the solution?’ - includes the fourth and the fifth steps. The fourth step is ‘ The identification of value(s) as a base for the solution ’. During this step, the problem solver should activate his/her value(s) making it (them) explicit. In order to do this, the problem solver proceeds several sub-steps. First, the problem solver reflects taking into account the analysis done in previous steps. He/she raises up questions revealing values that lay in the background of this analysis: What values does this analyzed context allow me to notice? What values do different perspectives of the problem ‘offer’? Such questioning is important as values are deeply hidden ( Verplanken & Holland, 2002 ) and they form a bias, which restricts the development of the capability to see from various points of view ( Hall & Paradice, 2007 ). In the 4W framework, this bias is relatively eliminated due to the analysis of the context and exploration of the perspectives of a problem. As a result, the problem solver discovers distinct value-based positions and gets an opportunity to identify the ‘value uncaptured’ ( Yang, Evans, Vladimirova, & Rana, 2017, p.1796 ) within the problem analyzed. The problem solver observes that some values exist in the context (the second step) and the disclosed perspectives (the third step). Some of the identified values do not affect the current situation as they are not required, or their potential is not exploited. Thus, looking through various value-based lenses, the problem solver can identify and discover a congruence between the opportunities offered by the values in the problem’s context, disclosed perspectives and his/her value(s). Consequently, the problem solver decides what values he/she chooses as a basis for the desired solution. Since problems usually call for a list of values, it is important to find out their order of priority. Thus, the last sub-step requires the problem solver to choose between fundamentally and superficially laden values.

In some cases, the problem solver identifies that a set of values (more than one value) can lead to the desired solution. If a person chooses this multiple value-based position, two options emerge. The first option is concerned with the analysis of each value-based position separately (from the fifth to the seventh step). In the second option, a person has to uncover which of his/her chosen values are fundamentally laden and which are superficially chosen, considering the desired outcome in the current situation. Such clarification could act as a strategy where the path for the desired solution is possible going from superficially chosen value(s) to fundamentally laden one. When a basis for the solution is established, the problem solver formulates the goal for the desired solution.

The fifth step is ‘ The formulation of the goal for the solution ’. Problem solving highlights essential points that reveal the structure of a person’s goals; thus, a goal is the core element of problem solving ( Funke, 2014 ). Meantime, values reflect the motivational content of the goals ( Schwartz, 1992 ). The attention on the chosen value not only activates it, but also motivates the problem solver. The motivation directs the formulation of the goal. In such a way, values explicitly become a basis of the goal for the solution. Thus, this step involves the problem solver in formulating the goal for the solution as the desired outcome.

The way how to take into account value(s) when formulating the goal is the integration of value(s) chosen by the problem solver in the formulation of the goal ( Keeney, 1994 ). For this purpose the conjunction of a context for a solution (it is analyzed during the second step) and a direction of preference (the chosen value reveals it) serves for the formulation of the goal (that represents the desired solution). In other words, a value should be directly included into the formulation of the goal. The goal could lose value, if value is not included into the goal formulation and remains only in the context of the goal. Let’s take the actual example concerning COVID-19 situation. Naturally, many countries governments’ preference represents such value as human life (‘it is important of every individual’s life’). Thus, most likely the particular country government’s goal of solving the COVID situation could be to save the lifes of the country people. The named problem is a complex where the goal of its solution is also complex, although it sounds simple. However, if the goal as desired outcome is formulated without the chosen value, this value remains in the context and its meaning becomes tacit. In the case of above presented example - the goal could be formulated ‘to provide hospitals with the necessary equipment and facilities’. Such goal has the value ‘human’s life’ in the context, but eliminates the complexity of the problem that leads to a partial solution of the problem. Thus, this step from the problem solver requires caution when formulating the goal as the desired outcome. For this reason, maintaining value is very important when formulating the goal’s text. To avoid the loss of values and maintain their proposed direction, is necessary to take into account values again when creating alternatives.

The third stage - ‘ Search for the alternative ways for a solution: How? ’ - encompasses the sixth step, which is called ‘ Creation of value-based alternatives ’. Frequently problem solver invokes a traditional view of problem identification, generation of alternatives, and selection of criteria for evaluating findings. Keeney (1994) ; Ims and Zsolnai (2009) criticize this rational approach as it supports a search for a partial solution where an active search for alternatives is neglected. Moreover, a problematic situation, according to Perkins (2009) , can create the illusion of a fully framed problem with some apparent weighting and some variations of choices. In this case, essential and distinct alternatives to the solution frequently become unnoticeable. Therefore, Perkins (2009) suggest to replace the focus on the attempts to comprehend the problem itself. Thinking through the ‘value lenses’ offers such opportunities. The deep understanding of the problem leads to the search for the alternative ways of a solution.

Thus, the aim of this step is for the problem solver to reveal the possible alternative ways for searching a desired solution. Most people think they know how to create alternatives, but often without delving into the situation. First of all, the problem solver based on the reflection of (but not limited to) the analysis of the context and the perspectives of the problem generates a range of alternatives. Some of these alternatives represent anchored thinking as he/she accepts the assumptions implicit in generated alternatives and with too little focus on values.

The chosen value with the formulated goal indicates direction and encourages a broader and more creative search for a solution. Hence, the problem solver should consider some of the initial alternatives that could best support the achievement of the desired solution. Values are the principles for evaluating the desirability of any alternative or outcome ( Keeney, 1994 ). Thus, planned actions should reveal the desirable mode of conduct. After such consideration, he/she should draw up a plan setting out the actions required to implement each of considered alternatives.

Lastly, after a thorough examination of each considered alternative and a plan of its implementation, the problem solver chooses one of them. If the problem solver does not see an appropriate alternative, he/she develops new alternatives. However, the problem solver may notice (and usually does) that more than one alternative can help him/her to achieve the desired solution. In this case, he/she indicates which alternative is the main one and has to be implemented in the first place, and what other alternatives and in what sequence will contribute in searching for the desired solution.

The fourth stage - ‘ The rationale for the solution: Why ’ - leads to the seventh step: ‘ The justification of the chosen alternative ’. Keeney (1994) emphasizes the compatibility of alternatives in question with the values that guide the action. This underlines the importance of justifying the choices a person makes where the focus is on taking responsibility. According to Zsolnai (2008) , responsibility means a choice, i.e., the perceived responsibility essentially determines its choice. Responsible justification allows for discovering optimal balance when choosing between distinct value-based alternatives. It also refers to the alternative solution that best reflects responsibility in a particular value context, choice, and implementation.

At this stage, the problem solver revisits the chosen solution and revises it. The problem solver justifies his/her choice based on the following questions: Why did you choose this? Why is this alternative significant looking from the technical/scientific, the interpersonal/social, the existential, and the systemic perspectives? Could you take full responsibility for the implementation of this alternative? Why? How clearly do envisaged actions reflect the goal of the desired solution? Whatever interests and for what reasons do this alternative satisfies in principle? What else do you see in the chosen alternative?

As mentioned above, each person gives priority to one aspect or another. The problem solver has to provide solid arguments for the justification of the chosen alternative. The quality of arguments, according to Jonassen (2011) , should be judged based on the quality of the evidence supporting the chosen alternative and opposing arguments that can reject solutions. Besides, the pursuit of value-based goals reflects the interests of the individual or collective interests. Therefore, it becomes critical for the problem solver to justify the level of responsibility he/she takes in assessing the chosen alternative. Such a complex evaluation of the chosen alternative ensures the acceptance of an integral rather than unilateral solution, as ‘recognizing that, in the end, people benefit most when they act for the common good’ ( Sternberg, 2012, p.46 ).

5. Discussion

The constant emphasis on thinking about values as explicit reasoning in the 4W framework (especially from the choice of the value(s) to the rationale for problem solution) reflects the pursuit of virtues. Virtues form the features of the character that are related to the choice ( Argandoña, 2003 ; McLaughlin, 2005 ). Hence, the problem solver develops value-grounded problem solving capability as the virtuality instead of employing rationality for problem solving.

Argandoña (2003) suggests that, in order to make a sound valuation process of any action, extrinsic, transcendent, and intrinsic types of motives need to be considered. They cover the respective types of values. The 4W framework meets these requirements. An extrinsic motive as ‘attaining the anticipated or expected satisfaction’ ( Argandoña, 2003, p.17 ) is reflected in the formulation of the goal of the solution, the creation of alternatives and especially in the justification of the chosen alternative way when the problem solver revisits the external effect of his/her possible action. Transcendent motive as ‘generating certain effects in others’ ( Argandoña, 2003, p.17 ) is revealed within the analysis of the context, perspectives, and creating alternatives. When the learner considers the creation of alternatives and revisits the chosen alternative, he/she pays more attention to these motives. Two types of motives mentioned so far are closely related to an intrinsic motive that emphasizes learning development within the problem solver. These motives confirm that problem solving is, in fact, lifelong learning. In light of these findings, the 4W framework is concerned with some features of value internalization as it is ‘a psychological outcome of conscious mind reasoning about values’ ( Yazdani & Akbarilakeh, 2017, p.1 ).

The 4W framework is complicated enough in terms of learning. One issue is concerned with the educational environments ( Jucevičienė, 2008 ) required to enable the 4W framework. First, the learning paradigm, rather than direct instruction, lies at the foundation of such environments. Second, such educational environments include the following dimensions: (1) educational goal; (2) learning capacity of the learners; (3) educational content relevant to the educational goal: ways and means of communicating educational content as information presented in advance (they may be real, people among them, as well as virtual); (5) methods and means of developing educational content in the process of learners’ performance; (6) physical environment relevant to the educational goal and conditions of its implementation as well as different items in the environment; (7) individuals involved in the implementation of the educational goal.

Another issue is related to exercising this framework in practice. Despite being aware of the 4W framework, a person may still not want to practice problem solving through values, since most of the solutions are going to be complicated, or may even be painful. One idea worth looking into is to reveal the extent to which problem solving through values can become a habit of mind. Profound focus on personal values, context analysis, and highlighting various perspectives can involve changes in the problem solver’s habit of mind. The constant practice of problem solving through values could first become ‘the epistemic habit of mind’ ( Mezirow, 2009, p.93 ), which means a personal way of knowing things and how to use that knowledge. This echoes Kirkman (2017) findings. The developed capability to notice moral values in situations that students encountered changed some students’ habit of mind as ‘for having “ruined” things by making it impossible not to attend to values in such situations!’ (the feedback from one student; Kirkman, 2017, p.12 ). However, this is not enough, as only those problems that require a value-based approach are addressed. Inevitably, the problem solver eventually encounters the challenges of nurturing ‘the moral-ethical habit of mind’ ( Mezirow, 2009, p.93 ). In pursuance to develop such habits of mind, the curriculum should include the necessity of the practising of the 4W framework.

Thinking based on values when solving problems enables the problem solver to engage in thoughtful reflection in contrast to pragmatic and superficial thinking supported by the consumer society. Reflection begins from the first stage of the 4W framework. As personal values are the basis for the desired solution, the problem solver is also involved in self-reflection. The conscious and continuous reflection on himself/herself and the problematic situation reinforce each step of the 4W framework. Moreover, the fourth stage (‘The rationale for the solution: Why’) involves the problem solver in critical reflection as it concerned with justification of ‘the why , the reasons for and the consequences of what we do’ (italic, bold in original; Mezirow, 1990, p.8 ). Exercising the 4W framework in practice could foster reflective practice. Empirical evidence shows that reflective practice directly impacts knowledge, skills and may lead to changes in personal belief systems and world views ( Slade, Burnham, Catalana, & Waters, 2019 ). Thus, with the help of reflective practice it is possible to identify in more detail how and to what extent the 4W framework has been mastered, what knowledge gained, capabilities developed, how point of views changed, and what influence the change process.

Critical issues related to the development of problem solving through values need to be distinguished when considering and examining options for the implementation of the 4W framework at educational institutions. First, the question to what extent can the 4W framework be incorporated into various subjects needs to be answered. Researchers could focus on applying the 4W framework to specific subjects in the humanities and social sciences. The case is with STEM subjects. Though value issues of sustainable development and ecology are of great importance, in reality STEM teaching is often restricted to the development of knowledge and skills, leaving aside the thinking about values. The special task of the researchers is to help practitioners to apply the 4W framework in STEM subjects. Considering this, researchers could employ the concept of ‘dialogic space’ ( Wegerif, 2011, p.3 ) which places particular importance of dialogue in the process of education emphasizing both the voices of teachers and students, and materials. In addition, the dimensions of educational environments could be useful aligning the 4W framework with STEM subjects. As STEM teaching is more based on solving various special tasks and/or integrating problem-based learning, the 4W framework could be a meaningful tool through which content is mastered, skills are developed, knowledge is acquired by solving pre-prepared specific tasks. In this case, the 4W framework could act as a mean addressing values in STEM teaching.

Second is the question of how to enable the process of problem solving through values. In the current paper, the concept of enabling is understood as an integral component of the empowerment. Juceviciene et al. (2010) specify that at least two perspectives can be employed to explain empowerment : a) through the power of legitimacy (according to Freire, 1996 ); and b) through the perspective of conditions for the acquisition of the required knowledge, capabilities, and competence, i.e., enabling. In this paper the 4W framework does not entail the issue of legitimacy. This issue may occur, for example, when a teacher in economics is expected to provide students with subject knowledge only, rather than adding tasks that involve problem solving through values. Yet, the issue of legitimacy is often implicit. A widespread phenomenon exists that teaching is limited to certain periods that do not have enough time for problem solving through values. The issue of legitimacy as an organizational task that supports/or not the implementation of the 4W framework in any curriculum is a question that calls for further discussion.

Third (if not the first), the issue of an educator’s competence to apply such a framework needs to be addressed. In order for a teacher to be a successful enabler, he/she should have the necessary competence. This is related to the specific pedagogical knowledge and skills, which are highly dependent on the peculiarities of the subject being taught. Nowadays actualities are encouraging to pay attention to STEM subjects and their teacher training. For researchers and teacher training institutions, who will be interested in implementing the 4W framework in STEM subjects, it would be useful to draw attention to ‘a material-dialogic approach to pedagogy’ ( Hetherington & Wegerif, 2018, p.27 ). This approach creates the conditions for a deep learning of STEM subjects revealing additional opportunities for problem solving through values in teaching. Highlighting these opportunities is a task for further research.

In contrast to traditional problem solving models, the 4W framework is more concerned with educational purposes. The prescriptive approach to teaching ( Thorne, 1994 ) is applied to the 4W framework. This approach focuses on providing guidelines that enable students to make sound decisions by making explicit value judgements. The limitation is that the 4W framework is focused on thinking but not executing. It does not include the fifth stage, which would focus on the execution of the decision how to solve the problem. This stage may contain some deviation from the predefined process of the solution of the problem.

6. Conclusions

The current paper focuses on revealing the essence of the 4W framework, which is based on enabling the problem solver to draw attention to when, how, and why it is essential to think about values during the problem solving process from the perspective of it’s design. Accordingly, the 4W framework advocates the coherent approach when solving a problem by using a creative potential of values.

The 4W framework allows the problem solver to look through the lens of his/her values twice. The first time, while formulating the problem solving goal as the desired outcome. The second time is when the problem solver looks deeper into his/her values while exploring alternative ways to solve problems. The problem solver is encouraged to reason about, find, accept, reject, compare values, and become responsible for the consequences of the choices grounded on his/her values. Thus, the problem solver could benefit from the 4W framework especially when dealing with issues having crucial consequences.

An educational approach reveals that the 4W framework could enable the development of value-grounded problem solving capability. As problem solving encourages the development of higher-order thinking skills, the consistent inclusion of values enriches them.

The 4W framework requires the educational environments for its enablement. The enablement process of problem solving through values could be based on the perspective of conditions for the acquisition of the required knowledge and capability. Continuous practice of this framework not only encourages reflection, but can also contribute to the creation of the epistemic habit of mind. Applying the 4W framework to specific subjects in the humanities and social sciences might face less challenge than STEM ones. The issue of an educator’s competence to apply such a framework is highly important. The discussed issues present significant challenges for researchers and educators. Caring that the curriculum of different courses should foresee problem solving through values, both practicing and empirical research are necessary.

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The rational manager ; a systematic approach to problem solving and decision making

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Products - Pathways to Calculus

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Precalculus: Pathways to Calculus: A Problem Solving Approach

This text was designed to develop students’ conceptual knowledge, problem solving abilities and skills that are foundational for success in calculus. The text and course materials are organized into eight modules. As students read the text they encounter conceptual explanations and questions, and many engaging examples. The online text also includes short videos that illustrate how to solve novel problems, while providing dynamic illustrations and conceptual explanations. Many practice problems are included in the text. The worked out solutions are initially hidden and can be viewed by selecting a click to reveal option after attempting the problem. Linked interactive animations are also included to help students make sense of the words in an applied problem by first visualizing the relevant quantities and how they are related. 

Teacher support materials include cognitively scaffolded worksheets (with detailed teacher notes) that are designed to keep students’ minds active in making critical connections for understanding the course’s key ideas. Companion (and optional) PowerPoint slides with linked animations and illustrations are provided to support teachers in providing engaging lectures and discussions about the worksheets’ key ideas. A professional development website (still under development) provides videos of teachers using the materials in their own classrooms.  Sample exams are also provided for each module.

A research based and validated assessment tool, the Precalculus Concept Assessment (PCA), is included in the suite of materials. The PCA has been validated and may be used to place students in calculus or assess pre-post-course shifts of student learning in precalculus or college algebra.

Module 1: Evaluating, Simplifying and Solving: A Conceptual and Practice Oriented Review

Methods and rationale for evaluating and simplifying expressions, and solving equations are reviewed. Practice problems and detailed solutions provide all students opportunity to gain fluency with procedural aspects of algebra.

Module 2: Quantity, Variable, Proportion and Linearity

This module begins by investigating what is involved in identifying and relating quantities in the context of learning to solve novel problems. The idea of variable is introduced as a way of representing the values that quantities (e.g., distance, time) can assume. These foundational ideas are leveraged when reviewing ideas of proportionality, constant rate of change and average rate of change. Opportunities to practice simplifying and evaluating expressions and formulas appear throughout. The module ends by introducing the distance formula and using the Pythagorean theorem to compute distances that cannot be directly measured.

Module 3: Functions: Formalizing Relationships Between Quantities

This module introduces the idea of function as a more formal way of describing and representing how input quantities are related to output quantities. Connections among function representations (words, tables, formulas, graphs) are reviewed and used in the context of solving novel problems. The idea of function composition is introduced as a chaining together of two function processes for the purpose of relating two quantities that cannot be directly related by a simple formula. The idea of function inverse is introduced as a reversal of the function process. Methods for composing and inverting functions that are represented as formulas, graphs and tables are introduced with emphasis on using function composition and function inverse purposefully to solve novel problems. Notational aspects of representing functions are also addressed.

Module 4: Exponential and Logarithmic Functions: A Multiplicative Approach

Exponential functions are introduced by contrasting growth that builds on itself from growth that accumulates by adding constant amounts. The multiplicative growth of an exponential function is explored in the context of population growth, compound interest, radioactive decay and other applications. The idea of logarithm and logarithmic function are introduced. Materials support students in understanding a logarithmic function as the inverse of the exponential function. Students are provided plenty of practice in using these ideas to model two quantities and solve applied problems. Notational issues of representing both exponential and logarithmic functions are addressed from the perspective of the meaning conveyed by the symbols.

Module 5: Polynomial and Power Functions: Promoting Meaningful Connections Across Function Representations

The general form of polynomial functions is introduced. The proportional growth patterns of linear polynomial functions are contrasted with those of non-linear polynomial functions; ones in which equal changes in the input quantity do not always result in equal changes in the output quantity. These explorations lay the groundwork for understanding ideas of changing rate of change , concavity and inflection points on a graph. Methods for graphing polynomial functions are introduced including approaches for finding a function’s roots, maximums and minimums. The module concludes by examining growth patterns of quadratic functions and exploring special methods (completing the square and quadratic formula) for determining a quadratic function’s zeros and extreme values. 

Module 6: Rational Functions and Introduction to Limit

Growth patterns of rational functions are explored by continuing to reason about how the values of two quantities change together. The long-run behavior of rational functions is examined by investigating what the function gets close to as the input quantity grows without bound in both the negative and positive directions. Examining a function’s behavior as it gets closer and closer to some value(s) of the input variable that make the function undefined provides a conceptual approach to understanding the behavior of rational functions near these function values. Methods for determine asymptotes and the behavior of rational functions emerge out of these explorations. 

Module 7: Angle Measure and Introduction to Trigonometric Functions in the Context of the Unit Circle

Foundational ideas of angle and angle-measure are developed by investigating approaches for measuring the openness of two rays. Methods for modeling the behavior of periodic motion are introduced in the context of co-varying an angle measure with a linear measurement that maps out a periodic motion, laying the groundwork for introducing the trigonometric functions of sine and cosine. The module concludes by exploring the meaning of period, amplitude, and translations of both the sine and cosine functions.

Module 8: Right Triangle Trigonometry

The relationship between right triangle and unit circle trigonometry is made explicit by initially exploring the right triangle relationships defined by the sine, cosine and tangent functions in a unit circle context. The triangle relationships defined by the sine, cosine and tangent functions are used to determine the values of unknown quantities in various applied problems. We conclude the chapter by deriving various trigonometric identities that relate the trigonometric functions to one another.

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Dr. Marilyn Carlson is a Professor in the School of Mathematical and Statistical Sciences at Arizona State University. Her teaching and research career began as a lecturer of mathematics at the Haskell Indian Nations University in 1978. She completed her master’s degree in computer science at the University of Kansas in 1985.  She was Director of First Year Mathematics at the University of Kansas from 1985-1995 and completed her Ph.D. in mathematics education at the University of Kansas in 1995. She also served as Director of First Year Mathematics at Arizona State University from 1995-1999. These experiences began her curriculum development and research into the learning experiences that lead to students’ continued mathematics course taking and learning. Dr. Carlson is a frequent invited speaker and the author of more than 50 published and presented research papers that report results of investigations into what is involved in knowing, learning and understanding key ideas of college algebra, precalculus and beginning calculus. She received a National Science Foundation CAREER award, was a member of the Eisenhower Advisory Board for the State of Arizona, served as coordinator of the Special Interest Group for Research in Undergraduate Mathematics Education, served on a National Research Council panel investigating advanced mathematics and science programs in U.S. high schools, and has participated in policy deliberations at state and national levels. Most recently, the Mathematical Association of America awarded Dr. Carlson the 2008 Selden Award for Research in Undergraduate Mathematics Education. Dr. Carlson has been the principal investigator of research and outreach projects funded by the NSF and the Eisenhower program. She led the development of the Ph.D. concentration in mathematics education in the Department of Mathematics at Arizona State University, and has taught a wide range of undergraduate courses in mathematics and graduate courses in mathematics education. Over the past 8 years Dr. Carlson has served as dissertation advisor for 11 Ph.D. students in mathematics education.  

Dr. Micheal Oehrtman

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rational problem solving approach

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The Rational Manager: A Systematic Approach to Problem Solving and Decision-Making

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Charles H. Kepner

The Rational Manager: A Systematic Approach to Problem Solving and Decision-Making First Edition

  • ISBN-10 0070341753
  • ISBN-13 978-0070341753
  • Edition First Edition
  • Publisher McGraw-Hill Book Company
  • Publication date January 1, 1965
  • Language English
  • Print length 263 pages
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  • Publisher ‏ : ‎ McGraw-Hill Book Company; First Edition (January 1, 1965)
  • Language ‏ : ‎ English
  • Hardcover ‏ : ‎ 263 pages
  • ISBN-10 ‏ : ‎ 0070341753
  • ISBN-13 ‏ : ‎ 978-0070341753
  • Item Weight ‏ : ‎ 1 pounds
  • #2,462 in Decision-Making & Problem Solving
  • #4,355 in Professional

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rational problem solving approach

Charles H. Kepner

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Benjamin B. Tregoe

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COMMENTS

  1. 12 Approaches To Problem-Solving for Every Situation

    1. Rational One of the most common problem-solving approaches, the rational approach is a multi-step process that works well for a wide range of problems. Many other problem-solving techniques mirror or build off of its seven steps, so it may be helpful to begin with the rational approach before moving on to other techniques.

  2. Rational Decision Making: The 7-Step Process for Making Logical Decisions

    Potential Solution 1: "We could focus on growing organic, email, and social traffic all at the same time." Potential Solution 2: "We could focus on growing email and social traffic at the same time — organic traffic already increases month over month while traffic from email and social decrease."

  3. Rational Decision Making Model

    Our Problem Solving Activity uses a set of structured questions to encourage both broad and deep analysis of your situation or problem. 4: Developing options Generate several possible options. Be creative and positive.

  4. PDF Problem Solving

    Teams should base their problem-solving approaches on a rational model of the process that includes six stages: problem definition, evaluation of the problem, generating alternatives, selecting a solution, implementation, and evaluation of the results.

  5. Kepner Tregoe Method of Problem Solving

    The founders Charles Kepner and Benjamin Tregoe developed a rational working method in the 1960s in which they researched and identified the troubleshooting skills of people. Throughout the centuries mankind has learned to deal with complexity and to (directly) anticipate on this. As a consequence, the traditional thinking pattern became a part ...

  6. Decision-making and problem solving: rational

    A. A. (1983). Decision-making and problem solving skills: the rational versus the garbage can model of decision-making. Project Management Quarterly, 14 (4), 52-57. Reprints and Permissions  Albert A. Einsiedel, Jr., Ph.D. University of Alberta To be a manager means to make decisions (Herbert A. Simon). Everyone has to make decisions.

  7. Rational Decision Making Model

    The Rational Decision-Making Model is a method of taking emotion out of making decisions and applying logical steps to work towards a solution. The model involves comparing multiple options or...

  8. How to Make Rational Decisions in the Face of Uncertainty

    The author offers a four-step framework to pause and assess ambiguous data: 1) Identify which data you're working with; 2) Recognize which cognitive biases might accompany that data; 3) Invert the...

  9. Mastering Problem Solving and Decision Making

    1. Define the problem This is often where people struggle. They react to what they think the problem is. Instead, seek to understand more about why you think there's a problem. Define the problem: (with input from yourself and others).

  10. Rational Decision Making vs. Other Types of Decision Making

    Learning Outcomes Summarize the steps in the rational decision-making process. Differentiate between prospect theory, bounded rationality, heuristics, and robust decisions. The Rational Decision-Making Process The rational decision-making process involves careful, methodical steps.

  11. The Ultimate Guide to Rational Decision-Making (With Steps)

    Steps Involved in Rational Decision-Making. The rational decision-making process comprises several key steps. Here's a rundown: 1. Identify the Decision. The first step in rational decision-making is acknowledging that a decision is required. The decision is usually a problem but can also be an opportunity.

  12. Rational Decision-Making Model: Meaning, Importance And Examples

    Rational decision-making is a process in which decision-makers go through a set of steps and processes and choose the best solution to a problem. These decisions are based on data analysis and logic, eliminating intuition and subjectivity.

  13. The Problem-Solving Process

    Problem-solving is a mental process that involves discovering, analyzing, and solving problems. The ultimate goal of problem-solving is to overcome obstacles and find a solution that best resolves the issue. The best strategy for solving a problem depends largely on the unique situation.

  14. Problem solving through values: A challenge for thinking and capability

    Keeney (1994); Ims and Zsolnai (2009) criticize this rational approach as it supports a search for a partial solution where an active search for alternatives is neglected. Moreover, a problematic situation, ... Accordingly, the 4W framework advocates the coherent approach when solving a problem by using a creative potential of values.

  15. Rational and Dynamic Approaches to Problem Solving

    Choose best solution. Gain support for the decision and implement it. Obtain feedback about the results of implementing the solution. Underpinning the Rational Model are several basic assumptions...

  16. Rational planning model

    The rational planning model is a model of the planning process involving a number of rational actions or steps. Taylor (1998) outlines five steps, as follows: [1] Definition of the problems and/or goals; Identification of alternative plans/policies; Evaluation of alternative plans/policies; Implementation of plans/policies;

  17. (PDF) Rational Versus Intuitive Problem Solving: How ...

    One form of problem-solving education is Rational problem-solving as a form of constructive problem-solving learning defined as rational, deliberating, and systematic application in problem ...

  18. The Rational Manager: A Systematic Approach to Problem Solving and

    The Rational Manager: A Systematic Approach to Problem Solving and Decision Making Charles Higgins Kepner , Benjamin B. Tregoe McGraw-Hill , 1965 - Business & Economics - 275 pages

  19. The rational manager ; a systematic approach to problem solving and

    The rational manager ; a systematic approach to problem solving and decision making Bookreader Item Preview ... The rational manager ; a systematic approach to problem solving and decision making by Kepner, Charles Higgins, 1922-; Tregoe, Benjamin B., joint author. Publication date 1976

  20. Rational Versus Organic Approach to Problem Solving Rational

    For example, the rational approach, described below, is often used when addressing large, complex matters in strategic planning. 1. Define the problem. 2. Examine all potential causes for the problem. 3. Identify all alternatives to resolve the problem. 4. Carefully select an alternative.

  21. Rational Reasoning

    Precalculus: Pathways to Calculus: A Problem Solving Approach This text was designed to develop students' conceptual knowledge, problem solving abilities and skills that are foundational for success in calculus. The text and course materials are organized into eight modules.

  22. The Rational Manager: A Systematic Approach to Problem Solving and

    The Rational Manager: A Systematic Approach to Problem Solving and Decision-Making First Edition by Charles H. Kepner (Author), Benjamin B. Tregoe (Author) 4.7 4.7 out of 5 stars 29 ratings

  23. Rational Problem Solving

    The most common Rational problem solving method consists of 4 steps: 1. Define the problem. There is a saying, identifying a problem correctly may help you solve the problem quickly. We often we rush in achieving solutions to the symptoms of a problem, rather than taking the effort to identify and resolve the root cause of the problem.