FACED Problem-Solving Steps

In every case, the problem must be FACED!

We all have days where we feel like avoiding our problems. This can happen when we’re facing a new situation or when we feel overwhelmed. Sometimes it happens when we have an idea of what the solution might “feel” like, but we don’t know how to start reaching for that solution. Or maybe you just don’t feel like dealing with it! Even on those days, the only way forward is to face your problems.

Facing your problems becomes much easier when you have a specific script to follow. You empower yourself when you work through a routine set of steps instead of waiting to feel inspired. The more familiar you become with the steps, the more motivated you will be to solve whatever problem is in front of you. This is true whether the problem is an academic assignment, a personal issue, or a professional challenge.

When you work systematically through the series of steps below, you wake up the problem-solving part of your brain. This way, you don’t need to rely on having a grand epiphany before you start working towards a solution.

There are many different approaches to problem-solving. This is a simplified model to make sure that your problem is faced!

1. Find the problem
2. Ask “what is at stake?”
3. Consider resources / options
4. Evaluate solutions
5. Draft and deliver the solution

To help you remember this approach, the first letter of each step creates the acronym FACED.

Step 1. Find the Problem: Not everyone sees problems the same way. For example, imagine what happens when the college closes because of heavy snowfall. Some students might see a problem because their schedule is disrupted. Others might see a problem because they have to find childcare or babysit family members’ children. Other people might not see a problem at all. To some students, a cancelled class is a solution to a problem of unfinished assignments!

According to Booth et al, (2016), a problem can be any situation that comes with an unacceptable cost. Using this understanding, a problem consists of two parts: (1.) a condition that creates an undesirable situation; (2.) the unacceptable cost that is created by that situation. Since no two people see a problem in exactly the same way, it is important to take a moment to describe the problem, even if it seems obvious to you. After all, if you don’t recognize what’s going wrong, how can you imagine what a successful solution might look like?

When problem-solving, it is helpful to create an idea map or draw doodles. Try these strategies:

• Make lists or an idea map:
  • “What do I know?”
  • “What do I not know?”
  • “What do I need to know?”

• Apply the 5W+H Test (ask “who?”,  “what?”, “when?”, “where?”, “why?”, and “how”?)

Keep in mind that other people might see the situation differently. Co-workers, clients, or patients might see different intolerable costs. They might also be aware of different conditions creating the situation. They might not even see your problem as a problem at all. Remember the “snow day” example? Some people will see the problem of a cancelled class as a solution to something else. Remember that when you are communicating about problems, another person’s definition of “successful resolution” might look or feel different than your own.

Step 2. Ask “What Is At Stake?”: Once you have a sense of what the problem is, ask why it matters. If you’re feeling disinterested in a situation, try considering the consequences for yourself or other people. This can quickly spark your motivation. If you’re feeling overwhelmed or anxious, this step can help you realize that the situation probably isn’t as catastrophic as you instinctively imagined.

Remember that many undesirable costs can be prevented, reduced, or resolved through effective communication. In fact, that’s the point of this course. Because this course is a communication course, most of the scenarios that you’ll work through will rely on you exercising your communication skills to anticipate or manage costs.

Miscommunication matters because it so often leads to uncomfortable consequences. Could a misunderstanding cause you to lose time? Money? A relationship? A job opportunity or business contract? Is someone’s health at risk? Could a problem be prevented or contained if you cleared up communication earlier rather than later? Miscommunications create costs that justify problem-solving action.

If you’re not sure what is at stake, try asking these questions to fill out your understanding:

• Are there potential costs? Is something at risk here?
• Are there potential benefits? Does someone stand to gain something?
• Do I need to do some thinking or research to better understand who else is affected?

Remember, it’s not all about you! Be empathetic to other people who could be involved. In the case of communication challenges, keep your audience at the forefront of your thinking. Ask yourself what’s at stake for the person who will hear or read your message. Use that insight to help you shape the communication solution.

Step 3. Consider Resources / Options: Instead of acting on the very first idea you think of, ask yourself, “what could we do?” With this kind of thinking, you’re considering as many options as possible. Notice that this is different from asking “what should we do?” If you’re going out to eat, do you stop at the first restaurant you see? Or do you consider a few possibilities first? Silence your critical instincts and open your mind to multiple possibilities. As Gino (2018) writes in the Harvard Business Review, asking “what could we do?” leads to the most innovative outcomes.

If you’re working with a team, this step can be frustrating at times. Team members often have different ways of coming up with ideas, and not every idea will be a winner. The best way to handle this is to commit to the “Yes, and…” rule. At this stage, do not criticize, deny, or shut down anyone’s suggestions. Instead, go with them. Accept the idea and build on it to see where it takes you. This technique became rule #1 in the Westminster Place Kitchen Rules that defined the world of improvisational theatre and comedy (Fotis, 2012). As Fotis (2012) explains, this rewards risk-taking within a group and builds trust between its members.

If you’re not sure how to get started, try relating new information to what you already know. Ask yourself:

• Have I seen this or done this before?
  • If I have not seen this exact situation, have I seen or done something similar?
  • If I have not seen it, what skills have I used in other situations that might apply here?

• Can I find an example or template to guide me?
  • Has my professor or supervisor given me a design, an exemplar, a script, or a strategy that I can follow?
  • Are any reliable examples available online?

• Do I need peer or expert help?
  • Is there an expert, supervisor, or peer who can advise me?
  • Does my college offer support through a Writing Centre, Library Services, Indigenous Student Services, Learning Support Centre, Career Counselling, or similar services?

• Do I need to solve a smaller piece of the puzzle before finding a bigger solution?
  • Should I be looking for a series of solution steps?
  • Does sequence matter? Do I need to resolve one issue before I move on to the next?

When you compare a new situation to something you’ve done before, don’t assume you found the secret shortcut just because it feels familiar. Be warned! Sometimes we repeat our actions because we’re comfortable with our habits, not because they yield the best results. Even if a tactic has worked in the past, make sure to think it through carefully (the next step) before applying it in a new situation.

Step 4. Evaluate the Solutions: Once you found some answers to the question “what could we do?” in Step 3, now is the time to ask “what should we do?” If you’re going for dinner, maybe you considered the menu from one place, the location of another, and the prices at another still. Then it’s time to choose one to go eat! The point is to apply meaningful, relevant criteria to eliminate any undesirable or impractical options. This will help you make a thoughtful decision about the best way forward. Consider:

• Timing:
  • How time-sensitive is the problem? Are there due dates to consider?
  • How long do the different solutions take to implement?

• Level of Difficulty:
  • Is one solution easier to design or implement than another?
  • Do I have experience in handling this one way compared to others?

• Cost:
  • Is one solution cheaper than another?
  • If one solution is more expensive, is it worth it?

• Impact on Others:
  • Would one approach please or upset my audience, stakeholders, or partners more than another?
  • Is there a way of implementing this that others would enjoy or benefit from more than others?

Note: In ordinary conversation, people often blend Step 3 and Step 4. This means that they often ask “what could we do?” and answer “what should we do?” in the same breath. For instance, if you’re figuring out dinner plans, you might suggest a restaurant only to have your friend immediately say, “No way! That’s too expensive!” In low-stakes situations like choosing dinner, this is fine. However, the risk of blurring together Step 3 and Step 4 is that you might dismiss innovative possibilities too quickly, or you might block yourself or others from thinking of them in the first place. Is that a risk you want to take in situations where the stakes matter?

Another risk is that, if you constantly evaluate and dismiss your teammates’ ideas as they’re explaining them, you might make your teammates feel unappreciated. It’s frustrating to come up with one dinner suggestion after another only to have your friend immediately complain that each one is a bad idea. It’s especially uncomfortable if they aren’t coming up with any suggestions of their own! It’s much more professional to Consider what you could do (Step 3), and then Evaluate what you should do (Step 4).

5. Draft & Deliver the Solution: Whatever the problem is, the solution will always involve clear communication. For example, you might have to propose a plan to a supervisor, client, or other stakeholder or justify a decision after the fact. You might have to inform someone of difficult news, or you might have to persuade them that your approach is the best one. Your communication won’t always take the form of a formal written text, but you should always draft a rough plan and, if appropriate, deliver a polished solution.

To make sure your draft serves its purpose, remember the acronym MAPS:

• Message: What is the main idea?
• Audience: What are their needs and expectations?
• Purpose: Why am I communicating in this situation? Do I need information? Am I trying to change someone’s attitude or behaviour? Am I trying to tell someone about my best qualities so that I can get a job, or am I trying to sell something to someone? Is my tone appropriate for that purpose?
• Style: What communication channel offers the best fit between my message and my purpose? (ex. email, text, phone call, video conference, face-to-face meeting, letter, memo, academic essay, formal report, grant proposal, and so on). If I’m writing, are my spelling, grammar, and paragraphing correct? If I’m speaking, are my tone and pronunciation correct?

The MAPS acronym is a very useful tool. However, it doesn’t tell you everything. The rest of the chapters in this resource give you detailed options for drafting and delivering your communication solution, whatever the problem may be.