PROBLEM-SOLVING AND DECISION-MAKING involves the following steps, each of which should be present in every situation. However, not every detail within any given step will be present in every situation.  Assessors of students' problem-solving abilities must discern which aspects within each step should be present in each circumstance.

STEP I: PROCESS AWARENESS

The student recognizes the need for process in decision-making. The student's approach to problem-solving demonstrates a discernable process or procedure from which the problem may be identified and a suitable means of dealing with the problem selected and implemented.

STEP II: PROBLEM IDENTIFICATION

The student is able to define goals and objectives and recognize situations in which the attainment of those goals and objectives is hindered. The student can provide sufficient analysis and support to prove the existence of a problem. The student is able to identify the possible sources of the problem.

In recognition of a problem, the student discerns relevant facts and evidence from assumptions and inferences. Successful problem identification includes the ability to communicate and articulate the nature of the problem to others.

As part of the problem identification process, the student can establish measurement criteria from which the success of the recommended solution to the problem can be assessed.

STEP III: IDENTIFYING AND EVALUATING ALTERNATIVES

The student is able to identify various means of dealing with the problem. Successful identification of alternatives may include the use of primary and secondary sources of information and/or consultation with others.

The student is able to evaluate the set of alternatives. This includes not only recognizing the potential for the alternative to resolve the problem, but also the advantages/limitations and costs/benefits of each alternative. As with problem identification, the student distinguishes facts and evidence from assumptions and inferences in evaluating the alternatives. The student recognizes causal relationships and can assess possible undesirable side effects or risks associated with the implementation of any alternative.

The student is able to discern between alternatives, and can identify those which can potentially resolve the problem from those which cannot. The student can further identify/rank the more desirable alternatives in terms of their benefits relative to their costs. Finally, the student is able to choose one of the alternatives as the "best" means for dealing with the problem, and can justify its selection relative to the other alternatives. This includes the ability to demonstrate the proposed solution is consistent with the goals and objectives of the organization.

STEP IV: IMPLEMENTATION

The student develops a strategy for the successful implementation of the selected alternative. Criteria are established to evaluate the results of the implementation. The student is able to recognize/delegate the responsibilities of others necessary for the successful implementation of the alternative. Included is the recognition of the need to inspire the cooperation of others needed for the implementation.

STEP V: EVALUATION OF RESULTS

The student is able to compare the results of the implementation against the evaluation criteria established in step IV. In evaluating the results, the student recognizes causal relationships and can conclude whether the results of the implementation emanated from the selected alternative and its related decision variables or from external factors which are unrelated to the chosen alternative.

The student is able to draw firm conclusions regarding the ability of the alternative to address the problem and can communicate them to others. If necessary, the student should be able to re-assess the selected alternative not only in terms of its ability to resolve the problem but also its utility relative to alternatives which were not chosen.

The student can present evidence to justify his/her conclusion. If the conclusions necessitate changes in the structure and/or procedures of the organization, the student is able to communicate and articulate such changes.