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• Root cause: Market shift combined with outdated messaging.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.

Problem Solving (Part 2): The Systematic Process Leaders Should Be Using

In Part 1, we talked about identifying what type of problem you’re facing—well-structured, medium-structured, or ill-structured.

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Now we move to the next question:

Once you know the problem structure, how do you actually solve it?

FM 6-0 outlines a clear, systematic approach leaders can use when formal operational planning tools (like MDMP) aren’t appropriate.

This process works just as well in classrooms, locker rooms, offices, and boardrooms as it does in tactical formations.

Here are the steps:

1. Gather information and knowledge

2. Identify the problem

3. Develop criteria

4. Generate possible solutions

5. Analyze possible solutions

6. Compare possible solutions

7. Make and implement the decision

Let’s walk through it.

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Gather Information and Knowledge

You cannot solve a problem you do not understand.

This step never really stops. Leaders continue collecting and refining information throughout the process.

In schools, that might mean:

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• Reviewing grade data

• Talking to students

• Examining attendance trends

• Looking at discipline records

In coaching:

• Watching film

• Studying opponent tendencies

• Assessing player health

• Reviewing practice performance

In business:

• Analyzing financial reports

• Reviewing customer feedback

• Studying market data

• Talking with team members

Before you jump to solutions, you gather.

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Facts vs. Assumptions vs. Opinions

This is where leadership maturity shows up.

Facts

Facts are verifiable. They have objective reality.

Examples:

• The budget decreased by 10%.

• Student attendance dropped 8%.

• Sales declined in Q3.

• Practice reps were missed.

Facts form the foundation of sound decisions.

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Assumptions

An assumption is something you accept as true without full proof—because you need it to continue planning.

Good assumptions are:

• Valid (likely to be true)

• Necessary (essential to move forward)

If you don’t need the assumption, discard it.

Leaders must constantly test their assumptions.

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Opinions

Opinions matter—but they are not facts.

They may come from experience and expertise, but they must be evaluated objectively.

Strong leaders ask:

• Is this data?

• Is this an assumption?

• Or is this an opinion?

Confusing the three leads to weak decisions.

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Organizing and Sharing Information

A solution is only as good as the information behind it.

Leaders:

• Verify information

• Cross-check facts when possible

• Share relevant information with stakeholders

• Coordinate with those affected

This step prevents blind spots.

In business, that may mean looping in finance or HR.
In education, it may mean consulting support staff.
In coaching, it may mean checking with assistant coaches.

Coordination reduces unintended consequences.

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Final Thought

Leaders don’t rise because they avoid problems.

They rise because they handle them systematically.

Gather.
Clarify.
Evaluate.
Decide.
Adjust.

Problem solving is not about speed alone—it’s about disciplined thinking under pressure.

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

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, and related doctrine discussing systematic problem solving.

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

Problem Solving (Part 1): Understanding the Type of Problem You’re Facing

Leaders solve problems every single day.

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Some are small.
Some are urgent.
Some are predictable.
Some are messy and unclear.

But here’s what most leaders miss:

Not all problems are the same.

One of the most helpful lessons from FM 6-0 (Commander and Staff Organization and Operations) is this:

Before you try to solve a problem, you must first understand what type of problem you’re dealing with.

Because the structure of the problem determines the approach.

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What Is a Problem?

According to Army doctrine, a problem is:

An issue or obstacle that makes it difficult to achieve a desired goal or end state.

Simple definition. Powerful implications.

If you’re not reaching your desired end state, something is interfering. That interference is the problem.

The complexity of that interference determines whether the problem is:

• Well-structured

• Medium-structured

• Ill-structured

Understanding that distinction is leadership maturity.

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Well-Structured Problems

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These are the most straightforward.

Well-structured problems:

• Are easy to identify

• Have required information available

• Have relatively obvious solution methods

• Have verifiable solutions

They may still be difficult—but they are clear.

Examples:

In Education

• A scheduling conflict

• A grading calculation error

• A bus transportation issue

• A technology malfunction

In Coaching

• Incorrect player alignment

• Practice timing adjustments

• Equipment logistics

In Business

• Budget math

• Supply chain tracking

• Deadline planning

• Project timelines

You know what the problem is.
You know what “done” looks like.
You just need to execute.

For these problems, leaders rely on experience, checklists, procedures, or standard operating processes.

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Medium-Structured Problems

Now things get more complicated.

Medium-structured problems:

• Are more interactively complex

• Have multiple variables

• Require judgment

• Have more than one possible solution

• Involve disagreement about how to apply principles

The end state may be clear—but how to get there isn’t.

Examples:

In Education

• Improving student engagement

• Addressing behavior patterns

• Raising overall academic performance

• Implementing a new curriculum

In Coaching

• Designing a defensive strategy

• Managing team chemistry

• Adjusting scheme to opponent strengths

In Business

• Entering a new market

• Reorganizing departments

• Responding to competitive pressure

Leaders may agree on the goal—but disagree on the path.

These problems require iteration. Discussion. Adjustment. Sometimes multiple attempts.

There is no formula that works every time.

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Ill-Structured Problems

These are the hardest.

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Ill-structured problems are:

• Complex

• Nonlinear

• Dynamic

• Constantly evolving

• Difficult to define clearly

• Disagreed upon in terms of both solution and end state

With ill-structured problems, leaders may not even agree on:

• What the real problem is

• What success looks like

• Whether the end state is achievable

Examples:

In Education

• Culture decline

• Community distrust

• Chronic absenteeism

• Long-term performance gaps

In Coaching

• A losing program identity crisis

• Deep internal conflict

• Rebuilding team standards

In Business

• Brand erosion

• Organizational collapse

• Market disruption

• Ethical breakdown

These problems require design thinking, reflection, reframing, and deeper analysis before jumping to solutions.

If you try to apply a checklist to an ill-structured problem, you’ll fail.

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Why This Matters

Many leadership failures don’t come from poor effort.

They come from misidentifying the problem structure.

Leaders treat:

• Ill-structured problems like well-structured ones

• Medium problems like quick fixes

• Complex issues like math equations

And when the solution doesn’t work, frustration grows.

The first step in problem solving is not solving.

It’s diagnosing.

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Not Every Problem Needs a 10-Page Plan

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Doctrine makes another critical point:

Not all problems require lengthy analysis.

Some problems can be solved quickly using experience.

Others require a systematic approach.

The real objective isn’t just solving the near-term issue.
It’s solving it in a way that supports long-term success.

Quick fixes that create bigger problems later are not leadership wins.

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Final Thought

Problem solving is not about being the smartest person in the room.

It’s about asking the right question first:

What kind of problem am I dealing with?

Well-structured?
Medium-structured?
Ill-structured?

Once you understand the structure, the path forward becomes clearer.

In the next post, we’ll walk through the Army’s systematic approach to solving well- and medium-structured problems—and how you can apply it in education, coaching, and business.

Because better problem-solving builds better leaders.

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, and ADRP 5-0 regarding problem structure and design methodology.

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