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A 10 page paper. This paper discusses the two major classes of problems, well-defined and ill-defined. The paper discusses problem solving strategies and common obstacles to solving problems. Bibliography lists 14 sources.
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10 pages (~225 words per page)
File: ME12_PG689408.rtf
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person to solve the problem easily and quickly. Atypical, non-routine problems are more common. They are multi-layered and complex. Because most people face the challenge of problems each day, it
is important to understand problems, strategies to solve problems and the barriers to solving problems successfully. This paper discusses the two major classes of problems, well-defined and ill-defined. The
paper discusses problem solving strategies and common obstacles to solving problems. Types of Problems A problem is a situation that inhibits a person from achieving their goal. It could
be a difficult situation or it could be a riddle that needs to be solved. Psychologists report that problem solving has become more complex and more uncertain over the last
decade (Choi and Lee, 2008; Shekoyan and Etkina, 2007). Psychologists describe problem solving in terms of a cycle that is comprised of stages. First, we identify the problem, which
means we must recognize there is a problem; second, we define what the problem is which means that we develop a mental image of the problem; third, we develop a
strategy to solve the problem (Pretz, Naples & Sternberg, 2003). The next step involved organizing whatever knowledge we already have about the problem; we allocate the resources we need to
solve the problem which includes physical resources and mental resources; progress towards the goal is monitored and finally, the selected solution is evaluated for effectiveness (Pretz, Naples & Sternberg, 2003).
The cycle describes steps in a problem solving process but steps may not occur in sequence or the problem solver may have to return to a previous step. The authors
call it a cycle because when on problem is solved, it often leads to another problem and the cycle begins again (Pretz, Naples & Sternberg, 2003). There are two primary
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