1 the definition should not be too general this is

Info icon This preview shows pages 1–3. Sign up to view the full content.

1)      the definition should not be too general.  This is true because if the definition is too broad, the  guidelines for a solution will be too broad, and the investigation may flounder. Large problems can  be very real, but their solution usually requires breaking them down into smaller, clearly defined  segments in order to solve them one at a time.  
Image of page 1

Info icon This preview has intentionally blurred sections. Sign up to view the full version.

1.   the definition should not be too specific.  A definition of a problem is said to be too specific when it unnecessarily restricts alternative solutions. When the definition of the problem is too specific, it will always lead to temporary solutions because it will have ignored other  significant aspects that led to its emergence.  2. the definition should not in itself constitute a “solution” to the problem.  Suppose that in  each year, there is a problem of mass drop-out of Masters Students in the School of  Humanities and Social Sciences at Kenyatta university in Kenya, and the Dean of School  defines the problem as due to lack of scholarships and/or financial limitations on the part of  students. The Dean’s definition would in itself have contained the “solution” that more  scholarships and financial assistance be extended to master’s program students, the result  of which rule out other possible solutions for consideration.   The second phase in problem solving is the  gathering of information.  Once a problem is explicitly  defined, one should begin to gather information about it. The information may be of many kinds. The  detective may call his or her information “clues”; the doctor speak of “symptoms”; the scientist, of  “data”; the layperson or government leader, of “facts.” Adequate and accurate information is  essential to sound decisions. In general, the more information you have on which to base your  decision, the more likely it is that the decision will be sound. The third phase of decision-making is the  formation of tentative conclusions  which represent  solutions to the problem. This can be done as soon as we have enough information to suggest some possible answers. Solutions at this stage are only tentative and so we shouldn’t allow ourselves to  be carried away by them. The objective in this phase is not to settle on one conclusion but rather to formulate as many  plausible tentative conclusions as possible. The more tentative conclusions we produce the more  likely we are to conclude a sound one. Forming several tentative conclusions is the best safeguard  against the dangers of accepting or acting upon a proposed conclusion without adequate evidence. 
Image of page 2
Image of page 3
This is the end of the preview. Sign up to access the rest of the document.

{[ snackBarMessage ]}

What students are saying

  • Left Quote Icon

    As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

    Student Picture

    Kiran Temple University Fox School of Business ‘17, Course Hero Intern

  • Left Quote Icon

    I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

    Student Picture

    Dana University of Pennsylvania ‘17, Course Hero Intern

  • Left Quote Icon

    The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

    Student Picture

    Jill Tulane University ‘16, Course Hero Intern