COSERE | 81 Problem-solving: What is it? Problem-solving is defined by the Cambridge dictionary as “the process of finding solutions to problems.”1 . It is a cognitive process that involves discovering, analysing, and resolving problems. It is the ability to find effective solutions to challenges or obstacles to achieve a desired goal or outcome. Problem-solving is a universal soft skill that applies to various aspects of life, including personal, professional, and academic domains. Effective problemsolving involves critical thinking, creativity, collaboration, and a willingness to adapt and learn from experience. Individuals who are skilled in problem-solving can navigate challenges more efficiently and contribute to positive outcomes in their personal and professional endeavours. For you as a school leader, problem-solving is a crucial skill to master as you navigate the complex and dynamic educational environment. Effective problem-solving helps you to address challenges, improve processes, and create a positive learning environment. 1 Cambridge dictionary. Problem-solving. https://dictionary.cambridge.org/dictionary/english/problem-solving The nature of problems: structured and unstructured problems When you are trying to solve a problem, it is relevant that you understand the nature of your problem, or in other words in which category your problem fits. A problem, postulates Allison, is a circumstance that calls for thought and/or action (1996). There are two main categories: structured problems and unstructured problems. Structured problems are those problems that have largely predetermined resolution pathways and well-defined objectives, together with a straightforward method for assessing if objectives were fulfilled (Allison, 1996)2. On the other hand, problems that have more open-ended profiles and unclear objectives, possible paths to resolution, or indications of success are considered unstructured problems (Leithwood & Steinbach, 1995) 3. As an educational leader, you are more likely to encounter unstructured problems that do not point to singular solutions that can be identified in a binary system of “right” or “wrong”. 2 Allison, D. J. (1996). Problem finding, classification and interpretation: In search of a theory of administrative problem processing. In K. Leithwood, J. Chapman, D. Corson, P. Hallinger, & A. Hart (Eds.), International handbook of educational leadership and administration (pp. 477–549). Norwell, MA: Kluwer Academic. 3 Leithwood, K., & Steinbach, R. (1995). Expert problem solving: Evidence from school and district leaders. Albany, NY: State University of New York Press.
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