Problem Solving (Part 5): Generate More Than One Solution

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Once you’ve defined the problem and developed clear criteria, the next step is deceptively simple:

Generate possible solutions.

And this is where many leaders quietly sabotage themselves.

They develop one idea.
They fall in love with it.
They defend it.
They execute it.

And when it fails, they blame execution—not imagination.

FM 6-0 makes something clear:

Leaders should consider at least two solutions.

Not twenty.
Not one.

At least two.

Because comparison is one of the most powerful decision-making tools you have.

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Why One Solution Is a Risk

Developing only one option may feel efficient.

It is not disciplined.

One solution:

• Prevents comparison

• Hides assumptions

• Limits creativity

• Increases blind spots

• Raises the chance of unintended consequences

Yes, generating multiple options takes more time.

But fixing a poorly considered solution takes even more.

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How Many Solutions Should You Generate?

Experience and available time determine the number.

Too many options:

• Waste time

• Create unnecessary analysis

• Confuse the team

Too few:

• Limit perspective

• Reduce creativity

• Increase risk

In most leadership environments—schools, coaching staffs, executive teams—two to four well-developed options are ideal.

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Use Creativity Intentionally

Doctrine emphasizes creativity.

Often, groups generate better ideas than individuals—if the group understands the problem.

That’s important.

Creativity without understanding is chaos.
Creativity grounded in knowledge produces innovation.

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Brainstorming Done Correctly

Brainstorming is not random discussion. It’s structured.

When leaders use brainstorming, they:

• Clearly state the problem

• Ensure everyone understands it

• Appoint someone to record ideas

• Withhold judgment during idea generation

• Encourage independent thinking

• Aim for quantity, not immediate quality

• “Hitchhike” ideas—build on others’ thoughts

The key rule:

No criticism during idea generation.

Judgment comes later.

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Civilian Applications

In Education:

Problem: Student engagement is declining.

Brainstormed options:

• Adjust instructional model

• Modify schedule

• Incorporate project-based learning

• Increase student voice

• Change assessment structure

Do not evaluate yet. Just generate.

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In Coaching:

Problem: Defensive performance is weak.

Options:

• Scheme adjustment

• Personnel rotation

• Conditioning emphasis

• Film-study increase

• Communication restructure

Again—generate first. Evaluate later.

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In Business:

Problem: Sales are declining.

Options:

• Pricing change

• Marketing pivot

• Customer experience redesign

• New target demographic

• Product modification

Quantity first. Quality later.

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Screen After Generating

Once options are generated, leaders apply screening criteria.

Some ideas will immediately fail the basic tests of:

• Suitability

• Feasibility

• Acceptability

• Distinguishability

• 

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  Completeness

Discard those.

But if screening leaves only one viable option, that’s a signal:

You didn’t generate enough creativity.

Go back and develop more.

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Summarize Solutions Clearly

After generating viable options, leaders document them.

Each solution should be:

• Clear

• Concise

• Actionable

• Understandable

Sometimes a single sentence works.

Example:
“Restructure the master schedule to create intervention blocks for struggling students.”

Other times, more detail is needed:

• Diagrams

• Sketches

• Concept outlines

• Written narratives

Clarity prevents misunderstanding during analysis.

If you can’t clearly explain the solution, you can’t properly evaluate it.

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Why This Step Matters

This step:

• Expands perspective

• Reduces bias

• Encourages innovation

• Prevents tunnel vision

• Strengthens ownership

Leaders who consistently generate multiple options become more adaptable, more resilient, and less reactive.

They don’t panic when the first plan fails.

They pivot.

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Final Thought

Problem solving is not about having the fastest answer.

It’s about having the best-informed one.

Generate more than one path.
Document clearly.
Screen thoughtfully.
Prepare for comparison.

In Part 6, we’ll analyze and compare possible solutions—where disciplined thinking separates good leaders from reactive ones.

Because leadership is not about guessing right.

It’s about thinking clearly.

Teach it. Coach it. Lead.

JVD

Problem Solving (Part 4): Develop Criteria Before You Pick a Solution

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One of the biggest mistakes leaders make is choosing a solution before deciding what “good” actually
looks like.

They jump from problem to answer.

FM 6-0 gives us a better way.

After identifying the problem, the next step in disciplined problem solving is:

Develop criteria.

A criterion is simply a standard or test used to judge something. It’s the measuring stick.

If you don’t define your measuring stick before evaluating options, your decision becomes emotional, political, or rushed.

Strong leaders decide how they will judge solutions before choosing one.

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Two Types of Criteria

Army doctrine identifies two types:

1. Screening Criteria

2. Evaluation Criteria

They serve different purposes.

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Screening Criteria: The Baseline Test

Screening criteria answer a basic question:

Does this solution even deserve consideration?

If it fails here, it’s out.

Leaders commonly test solutions against five screening questions:

1. Is it Suitable?

• Does it actually solve the problem?

• Is it legal?

• Is it ethical?

A solution that doesn’t address the root cause is not suitable.

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2. Is it Feasible?

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• Do we have the time?

• Do we have the money?

• Do we have the people?

• Do we have the capability?

A brilliant plan without resources is fantasy.

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3. Is it Acceptable?

• Is the cost worth the benefit?

• Is the risk reasonable?

Every decision has trade-offs. Acceptability forces you to weigh them.

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4. Is it Distinguishable?

• Is this solution meaningfully different from the others?

If it’s just a reworded version of another option, it doesn’t add value.

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5. Is it Complete?

• Does it address the problem from start to finish?

Half-solutions create repeat problems.

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Civilian Translation

In schools:

• Does this discipline plan actually improve behavior?

• Can we implement it with current staffing?

In coaching:

• Does this scheme adjustment fit our roster?

• Is the risk worth the reward?

In business:

• Does this strategy solve the market problem?

• Can we sustain it financially?

Screening criteria prevent you from wasting time.

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Evaluation Criteria: Differentiating Good from Better

Once solutions pass the screening test, leaders must determine which one is best.

This is where evaluation criteria come in.

Well-defined evaluation criteria include five elements:

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1. Short Title – What is being evaluated?

2. Definition – What does this criterion mean?

3. Unit of Measure – How is it measured?

4. Benchmark – What does “good” look like?

5. Formula – How do we judge improvement?
   

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Example: Hiring a New Staff Member

Criterion: Experience

• Definition: Years of relevant leadership experience

• Unit of Measure: Years

• Benchmark: Minimum 5 years

• Formula: More experience is better

Criterion: Cost

• Definition: Salary and benefit package

• Unit of Measure: Dollars

• Benchmark: Within budget allocation

• Formula: Lower cost is better (within reason)

Now the decision becomes structured—not emotional.

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The Power of Benchmarks

Benchmarks define the desired state.

Without benchmarks, you can’t objectively analyze a solution.

Doctrine outlines four common ways leaders establish benchmarks:

1. Reasoning – Based on experience and judgment

2. Historical Precedent – Based on past success

3. Current Example – Based on an existing desirable condition

4. Averaging – Based on mathematical averages (least preferred)

Strong leaders avoid relying purely on averages because comparison without standards creates weak decisions.

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Weighting Criteria: Not All Standards Are Equal

In real life, not all criteria matter equally.

Time may matter more than cost.
Risk may matter more than speed.
Long-term impact may matter more than short-term gain.

Leaders assign weights to criteria to reflect importance.

Example:

• Student safety = high weight

• Cost = moderate weight

• Convenience = low weight

Weighting prevents minor factors from dominating major decisions.

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Why This Matters

Without criteria:

• The loudest voice wins.

• The quickest idea wins.

• The safest answer wins.

• The most comfortable option wins.

With criteria:

• Decisions become transparent.

• Bias decreases.

• Risk becomes visible.

• Leaders gain credibility.

You move from “I like this option” to “This option best meets our standards.”

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Final Thought

Good leaders don’t just choose solutions.

They build a system to evaluate them.

Define what matters.
Set your standards.
Establish your benchmarks.
Weight what’s important.

Then decide.

In Part 5, we’ll move into generating and analyzing solutions using these criteria.

Because disciplined thinking produces disciplined leadership.

Teach it. Coch it. Lead.

JVD

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Sources & Credits

Concepts in this article are derived from FM 6-0, Commander and Staff Organization and Operations, Chapter 4, regarding screening and evaluation criteria in systematic problem solving.

This post was drafted with the assistance of AI (ChatGPT) and edited by Mr. VanDusen.

Problem Solving (Part 3): Identifying the Real Problem — Not Just the Symptoms

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Most leaders don’t struggle because they can’t solve problems.

They struggle because they solve the wrong one.

FM 6-0 makes a critical distinction:
A problem exists when the current state differs from—or prevents achieving—the desired end state.

That sounds simple.

But the gap between “what is” and “what should be” is where most leaders lose clarity.

Before you generate solutions, you must clearly define the problem.

And that means digging past symptoms.

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Where Problems Come From

Leaders identify problems from multiple sources:

• Guidance from higher headquarters (or upper leadership)

• Directives from decisionmakers

• Input from subordinates

• Personal observations

Translated into civilian life, that might mean:

• A new district mandate

• Executive guidance

• Employee feedback

• Data trends

• What you see happening on the ground

But here’s the trap:

What first catches your attention is often a symptom—not the root cause.

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Symptoms vs. Root Cause

Symptoms are visible.

Root causes are structural.

Example in education:

• Symptom: Student behavior is declining.

• Root cause: Lack of consistent expectations across classrooms.

Example in coaching:

• Symptom: Team morale is low.

• Root cause: Role confusion and unclear communication.

Example in business:

• Symptom: Sales are dropping.

• Root cause: Market shift combined with outdated messaging.

If you treat the symptom, the problem comes back.

If you fix the root cause, the system improves.

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How Leaders Identify the Root Cause

Doctrine outlines a disciplined approach.

1. Compare Current State to Desired End State

Ask:

• Where are we now?

• Where do we want to be?

• What gap exists?

Clarity begins with comparison.

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2. Define the Scope

Boundaries matter.

Is this:

• A team-wide issue?

• A department issue?

• A single-process issue?

• A culture issue?

Without defining scope, leaders either overreact or underreact.

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3. Ask the Core Questions

Leaders must answer:

• Who does the problem affect?

• What exactly is affected?

• When did it begin?

• Where is it occurring?

• Why did it occur?

These questions force depth over assumption.

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4. Determine the Obstacles

What is blocking movement from current state to desired state?

Is it:

• Policy?

• Culture?

• Skill gaps?

• Communication breakdown?

• Resource limitations?

Obstacles reveal causes.

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5. Write a Draft Problem Statement

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This is where discipline matters.

A problem statement should clearly describe:

• The gap

• The affected area

• The impact

Example:
“Student engagement has declined 20% over the past semester, preventing the school from achieving its academic performance goals.”

That’s clearer than:
“Students aren’t trying.”

Precision improves solutions.

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6. Focus Information Collection

Once the problem is drafted, information gathering becomes targeted.

Leaders refine:

• Facts

• Assumptions

• Scope

• Contributing factors

As new information comes in, they update their understanding.

Problem statements are living documents—not permanent declarations.

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Submit for Clarity When Necessary

If the problem originated from higher authority, leaders confirm their understanding before proceeding.

In civilian terms:

• Clarify expectations with supervisors

• Confirm understanding with stakeholders

• Ensure alignment before investing time and resources

Nothing wastes effort faster than solving the wrong problem confidently.

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Reverse Planning Your Timeline

Once the problem is identified, leaders plan the problem-solving timeline.

They:

• Allocate time to each step

• Establish internal deadlines

• Use reverse planning

• Periodically assess progress

Pressure does not justify skipping steps.

Disciplined leaders adjust timelines—but they do not abandon the process.

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Why This Matters

The temptation in leadership is speed.

But speed without clarity creates churn.

When leaders:

• Misdiagnose the problem

• Treat symptoms

• Skip root cause analysis

• React emotionally

They create cycles of repeated issues.

Strong leaders slow down just enough to identify correctly.

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Final Thought

You cannot solve a problem you haven’t properly defined.

Before you fix it, label it.
Before you act, diagnose it.
Before you decide, clarify it.

Symptoms are loud.
Root causes are quiet.

The leader’s job is to hear the quiet.

In Part 4, we’ll move into developing criteria and generating effective solutions once the real problem is defined.

Teach it. Coach it. Lead.

JVD

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Sources & Credits

Concepts in this article are derived from FM 6-0, Commander and Staff Organization and Operations, Chapter 4, regarding identifying problems and root cause analysis.

This post was drafted with the assistance of AI (ChatGPT) and edited by Mr. VanDusen.