REPORT ON PROBLEM SOLVING SKILLS

PROJECT REPORT ON PROBLEM

SOLVING SKILLS

By section-H2

Group no.

Submission on: 29th January 2011

Submitted to: Submitted By:

Ms. Pooja Anand Pavneet kaur

Rahul Singh

Sushobh unnikrishanan

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Acknowledgement

We would like to thank our faculty Pooja Anand madam for encouraging us
to take this study and helping us to prepare PDP Report. We specially thank
college management for their whole hearted support to carry out this
project. We also thanks Uninor management for their due permission and
kind support for allowing us to take the response. We are also grateful to
the respondent without whose response this project would not have been
possible.

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1 Introduction
Decision making and problem solving are critically important skill areas for emergency
managers, planners, first responders, voluntary agency coordinators, and other professionals in
emergency management. As an emergency management professional, your ability to identify
current and potential problems and to make sound, timely decisions before and during an
emergency can literally affect the lives and well-being of the local citizenry. Your decisions can
impact the ability of response agencies to do their jobs and can make the difference in how
quickly the community is able to recover from an event.

1.1 Purpose
Being able to make decisions and solve problems effectively is a necessary and vital part of the
job for every emergency manager, planner, and responder. This report is designed to improve
your decision-making skills. It addresses:

 The decision-making process

 Decision-making styles
 Attributes of an effective decision maker
 Ethical decision making and problem solving

2 DECISION MAKING PROCESS IN UNINOR

Whether making ordinary day-to-day decisions or critical, time-sensitive decisions in an
emergency, using a standard problem-solving model will help ensure that your decisions are
rational and logical.

As an emergency management professional, you have at your disposal a variety of resources

designed to guide your decision making during emergencies. When a jurisdiction develops an
Emergency Operations Plan (EOP), Standard Operating Procedures (SOPs), or other procedural
documents, it provides the foundation for decision making that will occur during emergencies.
Many decisions are made during the development of these documents, and there are real
advantages to having made those decisions during the planning process rather than in the heat
of an emergency. Decisions made under non-emergency conditions can be made deliberately,
Without the stress factors that accompany crisis decisions. Absence of critical time factors
permits the jurisdiction to use group process, gather input from all of the involved parties, and
achieve group consensus. The planning process allows enough time to consider all contingencies
and weigh alternative responses fully. Planning in advance gives the jurisdiction time to obtain
“buy-in” from the many stakeholders, to train and exercise the plan, and to educate the public
about what to expect—and what to do—in an emergency.
Clearly, if your jurisdiction has an Emergency Operations Plan and procedures in place that is the
place to start your decision-making process when an emergency threatens or occurs. It will
answer many questions, such as:
 Who is responsible for what? Who makes decisions?
 What organization should be used during response and recovery?
 What triggers each kind of action?

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 How does communication take place?

 Under what conditions is evacuation initiated?
 What provisions are there for mass care?
 As you implement the EOP, you can use the problem-solving model that is
Included later in this unit at any stage of an emergency response to ensure that
you have the greatest possible control over the situation.

4.2 What Are Preferences?

Preferences are the dominant ways in which an individual functions. The following brief
exercise illustrates what is meant by preferences. Fold your hands. Note which thumb is
on top. Now fold your hands so that the opposite thumb is on top. Did you notice that
you naturally fold your hands one way, while the other required a bit more thought and
effort? The natural way—the way you do it first, without thinking—is your preference.
Notice that you were able to do the task the other way, but that it was not your preferred
way.

Using Type Inventories to Determine Preferences

One kind of personality test called a type inventory can help you to determine your
preferred or dominant ways of functioning, including your preferred decision-making
style. Such tests ask you to answer a series of questions, and, based on your responses,
assign you a type that is an aggregate of your preferences.

 One such test is the MBTI® the MBTI ® is based on the personality theory of
Jung previously described. It assesses the test taker’s preferences on four
polarities: Extroversion vs. introversion (where energy is derived and focused)
 Sensing vs. intuition (how information is obtained)
 Thinking vs. feeling (how decisions are made)
 Judging vs. perceiving (how the test taker is oriented toward the external world)

Based on the test taker’s expressed preferences, the MBTI® assigns a type coded by four
letters (one letter for each polarity—e.g., E or I for the first scale).Because these four
preferences can be combined in various ways, there are a total of 16 psychological types.
It is important to note that there is no right or wrong preferences. Each type has
characteristic strengths and weaknesses. The point is to know you so that you can
maximize your strengths, minimize or compensate for your weaknesses, and realize that
your preferences affect the way you make decisions.

Preferences and Decision Making

Our preferences affect how we make decisions. For example, someone who is thinking-
oriented will obviously have a different approach to decision making than someone who
is feeling-oriented.

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You’re Type—What Does It Mean for Decision Making?

When you took the personality profile online, you received four letters indicating your
preferred type (of two possible types) in each of four functions. The two middle letters
(S or N, T or F) indicate your dominant decision-making type. Each dominant function
has its own characteristic strengths and blind spots when it comes to decision making.
The following are some generalizations about each dominant function:

 Sensing: The bias is toward stability. Decisions have to make sense based on
past experience. Asks, “What are the facts, costs, and benefits?”
 Intuition: The bias is toward innovation. Decisions should creatively make use
of new opportunities and insights. Asks, “What are the patterns and possible
interpretations?”
 Thinking: The bias is toward effectiveness. Decisions must be objective and
logical. Asks, “What are the pros and cons, causes and effects?”
 Feeling: The bias is toward integrity. Decisions should consider people’s values
and needs. Asks, “How does this affect those involved?”

What Does It Mean to Flex?

A key to good decision making is that it uses both sensing and intuition to gather all the
pertinent information, and both thinking and feeling to weigh all the factors involved.
When we rely only on our dominant function, we tend to miss things and make poorer
decisions.

To flex means to ask yourself the questions of the other three functions, as well as the
questions of your dominant function that naturally occur to you. Although this process
may feel awkward at first, it will lead to decisions that are sound.

Who Decides?

In addition to the four dominant functions explained above, there are also four styles of
decision making based on who makes the decision. As you read through the four styles,
note that the amount of control that the leader has over the decision drops from total to
almost none. Yet, the leader retains ultimate responsibility. As an emergency manager,
you work often in situations that require a high degree of coordination. These cases call
for a group decision-making process. There are other times, however, when you must
make a command decision alone. Several factors affect whether a decision should be
made by an individual or a group. To determine whether the circumstances call for an
individual or group decision.

Employee Decision Making

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In uninor, the leader must make the decision alone, and input from others is limited to
collecting relevant information.

Decision Making Through Consultation

In consultation, the leader shares the issue with one or more people—seeking ideas,
opinions, and suggestions—and then makes a decision. The leader considers the input of
others, but the final decision may or may not be influenced by it.

Group Decision Making

In this case, the leader and others work together until they reach a consensus decision.
Each group member’s opinion and point of view is considered. As a result of helping to
make the decision, group members buy into the final decision and commit to supporting
its implementation.

Delegating the Decision

When delegating a decision, the leader sets the parameters, then allows one or more
others to make the final decision. Although the leader does not make the decision, he or
she supports it

4.3 Successful Group Decision Making

Group decision making requires good leadership to be successful. There are special
conditions necessary for group decision making, such as adequate time. There are also
particular pitfalls unique to group decision making, such as groupthink.

Avoiding Groupthink

Groupthink” is a phenomenon that occurs in a cohesive group when members let their
need to agree with each other interferes with their ability to think about the decision
critically.

Three conditions may lead to “groupthink”:

1. Overestimation of the group’s ability and power:

 Allows members to ignore warning signals.

 Allows members to feel complacent.

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 Could result from an overreaction to low self-esteem resulting from recent

failures or difficult task.

2. A “we” vs. “they” attitude:

 Leads to stereotypes of outsiders.

 Encourages rationalization of decisions.

3. Pressure toward conformity:

 Could result from direct pressure applied by the group to members who try to
disagree.
 Does result in members censoring themselves to maintain their membership in
the group.

The key to avoiding or mitigating groupthink lies in the behavior of the group leader. If
you are the leader of a group with the potential to exhibit groupthink behavior, you may
want to take one or more of the following preventive actions:

 Encourage everyone to air objections and doubts and to accept criticism.

 Describe the problem without revealing your preferred solution.
 Assign the group into subgroups and ask each to evaluate the problem.
 Invite outside experts to challenge the group’s decision.
 Ask members to take turns playing “devil’s advocate.”

Groupthink is more likely to occur in an emergency situation for two reasons:

 Time pressure creates a need for quick decisions.

 Personnel responding to disasters typically have a high degree of cohesion.

To minimize groupthink during an emergency:

 Encourage dissenting opinions consistently.

 Discuss the need to remain open to possibilities with responding personnel
before an emergency.
 Examine patterns of decision making during previous emergencies and analyze
them to take corrective measures.

When leaders can influence their groups to avoid groupthink, decision making becomes
possible based on a healthy consensus. Consensus is not the same as 100-percent
agreement. In consensus, group members determine that they actively support the
decision of the group, even though it might not be their personal choice.

How do you know when Employee reached consensus?

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You’ve reached consensus when each member can say:

 “My personal views and ideas have been really listened to and considered.”
 “I have openly listened to and considered the ideas and views of every other
group member.”
 “I can support this decision and work toward its implementation, even if it was
not my choice.”
Tips for reaching consensus
 Don’t employ win/lose techniques, such as voting or negotiating favors back
and forth.
 Look for alternatives that are next most acceptable as ways to break a
stalemate.
 Don’t encourage members to give in to keep harmony

What Is an Effective Decision Maker?

Think of someone you know who seems to be a born decision maker. What makes him or her
effective? Most likely: He or she makes decisions with competence and confidence. Most of his
or her decisions work out right. But what is underlying that decision-making skill? Research has
shown that effective decision makers share several attributes.

Attributes of an Effective Decision Maker

Effective decision makers tend to have the following attributes:

Knowledge. The most important requirement for making sound decisions is a deep
understanding of all factors. The soundness of the decision depends on how informed the
decision maker is.

Initiative. Effective decision makers assume responsibility for beginning the decision-making
process and seeing it through. They take an active part in making things better. Advice-seeking.
Good decision makers know that they need help from others. They identify people who can make
specific contributions to the decision-making process and ask them for their advice and counsel.

Selectivity. Effective decision makers seek pertinent data. They avoid getting bogged down by
extraneous facts and figures.

Comprehensiveness. On the other hand, they look at all available options and consider every
possible alternative so as to make the best choice.

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Currency. Good decision makers consider current conditions and take advantage of
opportunities that exist at the time.

Flexibility. Effective decision makers remain open-minded about new concepts and ideas. They
are willing to change course or try a different approach if better results seem likely.

Good judgment. Sound decisions will not always result from merely following procedures.
Decision makers must exercise their best judgment in

Calculated risk-taking. The risks and results of various alternatives must be weighed and the
consequences accepted, whether positive or negative.

Self-knowledge. Good decision makers know their own abilities, biases, and limitations.

In addition, smart decision makers will begin with a review of the information at hand
(e.g., the EOP, SOPs, etc.) because, if the planning process is complete, many common
situations will have been anticipated, and procedures for what to do in those situations
will be in place.

5. Ethical Decision Making and Problem Solving

Identify potential ethical issues that can arise during an emergency. Describe the
components of ethical decision making. Apply the problem-solving model to ethical
issues.

5.1 What Is Ethics?

As an emergency management professional, you represent your organization and your
profession. Your actions must instill trust and confidence in those with whom you work
and in those who depend on you for assistance. In an emergency, victims and coworkers
must be able to count on you to carry out your responsibilities in a professional and fair
manner.

5.2 What’s at Issue?

What is at issue in ethical situations arising from emergencies is your personal reputation,
your agency’s reputation, and ultimately, the public’s trust in local government’s ability
to do the right thing. Also, it is not enough to do the right thing. Public officials must
avoid even the appearance of impropriety.

Ethics is a set of standards that guides our behavior, both as individuals and as members
of organizations. The ethical principles for this discussion are simple standards of right
and wrong that we learn as children, such as being honest and fair and treating others
with respect.

Ethical Don’ts

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The following “don’ts” address specific ethical challenges in a crisis or emergency

situation.

 Don’t exceed your authority or make promises.

 Don’t use your position to seek personal gain. Examples of seeking personal gain
would include:
 Soliciting gifts.
 Making official decisions that benefit you financially.
 Using inside information gained through your position to benefit you and/or your
family.
 Using agency time or property (e.g., a phone or car) for personal reasons.
 Using your official position or accepting compensation to endorse a product.

Avoid even the appearance of ethical violations. Take the extra step of making sure that
your actions (even if they are above-board) could not be seen as unethical. Think about
how your actions would read on the front page of the newspaper.

Ethical Do’s

Keep these “do’s” in mind:

 Place the law and ethical principles above private gain.

 Act impartially. Do not show favoritism to one group (e.g., victims or
contractors) over another. Two aids in acting impartially include making sure that
all affected parties have full disclosure, and seeking prior authorization before
taking action.
 Protect and conserve agency property. This standard applies both to your actions
and to the actions that you should take if you observe fraud, waste, or abuse.

5.3 Components of Ethical Decision Making

Ethical decision making requires being aware of your own and your agency’s ethical
values and applying them whenever necessary. It involves being sensitive to the impact
of your decisions and being able to evaluate complex, ambiguous, and/or incomplete
facts. Three components of ethical decision making are:

 Commitment
 Consciousness
 Competency

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Ethical Commitment

Ethical commitment (or motivation) involves demonstrating a strong desire to act

ethically and to do the right thing, especially when ethics imposes financial, social, or
psychological costs. A crisis or emergency confronts us with many situations that test
ethical commitment. Thus, you need to be very clear about your own ethical values and
have a strong understanding of ethical standards of conduct.

Ethical Consciousness

Ethical consciousness (or awareness) involves seeing and understanding the ethical
implications of our behavior and applying our ethical values to our daily lives.
Understand that people’s perceptions are their reality—and so what we understand to be
perfectly legal conduct may be perceived by taxpayers as improper or inappropriate.

Ethical Competency

Ethical competency (or skill) involves being competent in ethical decision making skills,
which include:

 Evaluation. The ability to collect and evaluate relevant facts, and knowing when
to stop collecting facts and to make prudent decisions based on incomplete and
ambiguous facts.
 Creativity. The capacity to develop resourceful means of accomplishing goals in
ways that avoid or minimize ethical problems.
 Prediction. The ability to foresee the potential consequences of conduct and
assess the likelihood or risk that persons will be helped or harmed by an act.

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