{"id":122340,"date":"2023-02-23T19:52:57","date_gmt":"2023-02-23T18:52:57","guid":{"rendered":"https:\/\/www.ffos.unios.hr\/6-strukturirano-rjesavanje-problema\/"},"modified":"2026-07-29T15:30:27","modified_gmt":"2026-07-29T13:30:27","slug":"6-structured-problem-solving","status":"publish","type":"page","link":"https:\/\/www.ffos.unios.hr\/en\/6-structured-problem-solving\/","title":{"rendered":"6. Structured Problem Solving"},"content":{"rendered":"

\"\"<\/p>\n

Problems are an unavoidable part of everyone\u2019s life, ranging from minor everyday problems, such as being caught in the rain on the way to the Faculty, to more significant problems, such as writing a seminar paper or passing an examination. We encounter problems from an early age, and by adulthood we have already developed a whole range of cognitive and behavioural strategies for solving different types of problems. Given such extensive experience in problem-solving, we might assume that we could no longer encounter a problem that seems impossible to solve, but we all know that this is not the case.<\/p>\n

We will begin by defining problems and the steps involved in the problem-solving cycle. A problem is a situation in which we want to achieve a particular goal but do not have predetermined methods for achieving it.<\/p>\n

The problem-solving cycle usually involves the following steps:<\/p>\n

 <\/p>\n\n\n\n\n\n\n\n\n\n\n
Steps in the problem-solving cycle<\/strong><\/td>\nQuestions to consider <\/strong><\/td>\nWhat can I d<\/strong>o<\/strong>?<\/strong><\/p>\n

<\/strong><\/td>\n<\/tr>\n

1. Identifying the problem<\/strong><\/td>\nDo I have all the necessary information?<\/p>\n

Do I know everything that awaits me at the Faculty?<\/p>\n

 <\/td>\n

Be actively involved.<\/p>\n

Keep track of what is happening through the available channels, such as information provided by teachers, the internet and communication with colleagues.<\/p>\n

 <\/p>\n

Record your obligations (return to the chapter Time Management and Study Organisation).<\/td>\n<\/tr>\n

2. Defining and representing the problem<\/strong><\/td>\nDo I have all the information relevant to solving the problem?<\/p>\n

Have I encountered similar problems before, and what were they?<\/p>\n

 <\/p>\n

Do I know anyone who has a similar problem?<\/td>\n

Collect all the necessary information concerning the problem.<\/p>\n

Consider what type of problem it is and whether it can be compared with another problem.<\/p>\n

 <\/p>\n

If the problem is complex, represent it in a way that makes it clearer, for example through a visual representation.<\/p>\n

 <\/p>\n

Discuss the problem with people who have experienced a similar situation.<\/td>\n<\/tr>\n

3. Formulating a strategy<\/strong><\/td>\nAm I familiar with strategies for solving this problem?<\/p>\n

Which strategy would be most useful in this particular situation?<\/p>\n

If I am not familiar with suitable strategies, where can I find information about them?<\/p>\n

 <\/td>\n

Consider how I solved similar problems and which strategy was the most successful.<\/p>\n

Decide which strategy would be the most effective in the particular situation, achieving the best result with the least effort.<\/p>\n

 <\/p>\n

Use the available sources to find information about strategies I have not previously used.<\/p>\n

 <\/p>\n

Create a plan for applying the selected strategy.<\/td>\n<\/tr>\n

4. Organising information<\/strong><\/td>\nDo I have everything necessary to apply the selected strategy, such as information and materials?<\/p>\n

Have I organised the information so that I can apply the selected strategy?<\/td>\n

Check whether I have everything necessary to apply the selected strategy.<\/p>\n

Collect any information I still need to apply the strategy.<\/p>\n

 <\/p>\n

Organise the information so that I can apply the strategy.<\/td>\n<\/tr>\n

5. Allocating resources<\/strong><\/td>\nWhich resources, such as time, money, space and personal resources, must I invest in solving the problem?<\/p>\n

How can I allocate the resources most effectively, achieving the best possible result with the least investment?<\/td>\n

Consider the resources required to solve the problem.<\/p>\n

Obtain the resources that I currently lack.<\/p>\n

 <\/p>\n

Organise the resources (return to the chapter Time Management and Study Organisation).<\/td>\n<\/tr>\n

6. Moni<\/strong>t<\/strong>oring <\/strong><\/td>\nHave I determined how I will monitor the problem-solving process, including how and how often?<\/p>\n

While solving the problem, am I monitoring how close I am to achieving the goal?<\/td>\n

Determine a method of monitoring progress.<\/p>\n

Monitor whether I am moving closer to or further away from the goal.<\/p>\n

 <\/p>\n

If I am moving further away from the goal or progress does not meet my expectations, identify the stage of the cycle in which changes could be made to improve the outcome.<\/td>\n<\/tr>\n

7. Evaluation<\/strong><\/td>\nDo I know how I will determine whether the problem has been solved?<\/p>\n

Has the problem been solved?<\/p>\n

Does the identified solution work?<\/p>\n

 <\/td>\n

Define a specific goal in advance (return to the chapter Time Management and Study Organisation).<\/p>\n

Collect information about the outcome of the problem-solving process, such as taking the examination or submitting the seminar paper.<\/p>\n

 <\/p>\n

Check whether the solution works.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

What should we do when choosing bet<\/strong>w<\/strong>een two opt<\/strong>i<\/strong>ons?<\/strong><\/p>\n

Our problem often involves choosing between two equally appealing options. Examples include choosing a study programme, job, elective course or travel destination. Such decisions can have far-reaching consequences for our lives, which is why they are so difficult. When we look back on such decisions, we are often unaware of how we made our choice, and it may seem as though it was \u201cdestiny\u201d that led us to where we are. The cognitive behavioural psychotherapy approach includes a technique called Problem Solving, which can help us consciously make an important decision. Making a conscious decision helps us feel better about our choice and think about it more positively, making us more motivated to meet the demands associated with that situation. The steps of this procedure are described below.<\/p>\n

    \n
  • Write the options you are considering in separate columns, whether there are two or more.<\/li>\n
  • Under each option, create two columns: one for positive (+) aspects and one for negative (-) aspects.<\/li>\n
  • List the positive and negative aspects of each option in the columns created in the previous step. It is important to include every positive and negative aspect, regardless of how unimportant or important it may seem.<\/li>\n
  • Rate the importance of every positive and negative aspect of each option on a scale from 0 (not important to me at all) to 10 (extremely important to me).<\/li>\n
  • Add up the scores in the positive and negative columns for each option.<\/li>\n
  • For each option, subtract the number of points in the negative (-) column from the number of points in the positive (+) column.<\/li>\n
  • Check which option has \u201cwon\u201d the highest number of points.<\/li>\n<\/ul>\n

    This procedure should clarify your motivation for each of the available options and, regardless of your final choice, which does not necessarily have to correspond to the results of the procedure described above, make the decision-making process easier.<\/p>\n

    It is important to note that you may choose any of the approaches described depending on the problems you encounter and your own representations of those problems. You may also modify them to suit your needs. Any approach that makes it easier for you to face the problem and reduces the stress it causes is a good approach.<\/p>\n","protected":false},"excerpt":{"rendered":"

    Problems are an unavoidable part of everyone\u2019s life, ranging from minor everyday problems, such as being caught in the rain on the way to the Faculty, to more significant problems, such as writing a seminar paper or passing an examination. We encounter problems from an early age, and by adulthood we have already developed a […]<\/p>\n","protected":false},"author":7,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-122340","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/www.ffos.unios.hr\/en\/wp-json\/wp\/v2\/pages\/122340","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.ffos.unios.hr\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.ffos.unios.hr\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.ffos.unios.hr\/en\/wp-json\/wp\/v2\/users\/7"}],"replies":[{"embeddable":true,"href":"https:\/\/www.ffos.unios.hr\/en\/wp-json\/wp\/v2\/comments?post=122340"}],"version-history":[{"count":2,"href":"https:\/\/www.ffos.unios.hr\/en\/wp-json\/wp\/v2\/pages\/122340\/revisions"}],"predecessor-version":[{"id":122342,"href":"https:\/\/www.ffos.unios.hr\/en\/wp-json\/wp\/v2\/pages\/122340\/revisions\/122342"}],"wp:attachment":[{"href":"https:\/\/www.ffos.unios.hr\/en\/wp-json\/wp\/v2\/media?parent=122340"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}