Basic social entrepreneurial skills

4. Possible ways to face social problems

4.1. A Model of Social Problem-Solving

One of the main models used in academic studies of social problem-solving was put forward by a group led by Thomas D’Zurilla. This model includes three basic concepts or elements:

  • Problem-solving
    This is defined as the process used by an individual, pair or group to find an effective solution for a particular problem. It is a self-directed process, meaning simply that the individual or group does not have anyone telling them what to do. Parts of this process include generating lots of possible solutions and selecting the best from among them.

  • Problem
    A problem is defined as any situation or task that needs some kind of a response if it is to be managed effectively, but to which no obvious response is available. The demands may be external, from the environment, or internal.

  • Solution
    A solution is a response or coping mechanism which is specific to the problem or situation. It is the outcome of the problem-solving process.

Once a solution has been identified, it must then be implemented. D’Zurilla’s model distinguishes between problem-solving (the process that identifies a solution) and solution implementation (the process of putting that solution into practice), and notes that the skills required for the two are not necessarily the same. It also distinguishes between two parts of the problem-solving process: problem orientation and actual problem-solving.

4.1.1 Problem Orientation

Problem orientation is the way that people approach problems, and how they set them into the context of their existing knowledge and ways of looking at the world.

Each of us will see problems in a different way, depending on our experience and skills, and this orientation is key to working out which skills we will need to use to solve the problem.

An Example of Orientation

Most people, on seeing a spout of water coming from a loose joint between a tap and a pipe, will probably reach first for a cloth to put round the joint to catch the water, and then a phone, employing their research skills to find a plumber.
A plumber, however, or someone with some experience of plumbing, is more likely to reach for tools to mend the joint and fix the leak. It’s all a question of orientation.

4.1.2 Problem-Solving

Problem-solving includes four key skills:

  1. Defining the problem,

  2. Coming up with alternative solutions,

  3. Making a decision about which solution to use, and

  4. Implementing that solution.

Based on this split between orientation and problem-solving, D’Zurilla and colleagues defined two scales to measure both abilities.

They defined two orientation dimensions, positive and negative, and three problem-solving styles, rational, impulsive/careless and avoidance.

They noted that people who were good at orientation were not necessarily good at problem-solving and vice versa, although the two might also go together.

It will probably be obvious from these descriptions that the researchers viewed positive orientation and rational problem-solving as functional behaviours, and defined all the others as dysfunctional, leading to psychological distress.

4.1.3 Required skills

The skills required for positive problem orientation are:

  • Being able to see problems as ‘challenges’, or opportunities to gain something, rather than insurmountable difficulties at which it is only possible to fail.

  • Believing that problems are solvable. While this, too, may be considered an aspect of mindset, it is also important to use techniques of positive Thinking;

  • Believing that you personally are able to solve problems successfully, which is at least in part an aspect of self-confidence.

  • Understanding that solving problems successfully will take time and effort, which may require a certain amount of resilience; and

  • Motivating yourself to solve problems immediately, rather than putting them off.

The skills required for rational problem-solving include:

  • The ability to gather information and facts, through research.

  • The ability to set suitable problem-solving goals.

  • The application of rational thinking to generate possible solutions.

  • Good decision-making skills to decide which solution is best.

  • Implementation skills, which include the ability to plan, organise and do.

4.1.4 Potential Difficulties

Those who struggle to manage rational problem-solving tend to either:

  • Rush things without thinking them through properly (the impulsive/careless approach), or

  • Avoid them through procrastination, ignoring the problem, or trying to persuade someone else to solve the problem (the avoidance mode).

This “avoidance” is not the same as actively and appropriately delegating to someone with the necessary skills. Instead, it is simple ‘buck-passing’, usually characterised by a lack of selection of anyone with the appropriate skills, and/or an attempt to avoid responsibility for the problem.