1. Analysis of the Problem
Is something going on that requires improvement or change? To answer that ques- tion, group members must take a realistic look at current conditions. Defenders of he status quo are fond of saying, “If it ain’t broke, don’t fix it.” But, as Hirokawa warns, any misunderstanding of the situation tends to be compounded when the members make their final decision. He also notes that the clearest example of faulty analysis is the failure to recognize a potential threat when one really exists.6 After people acknowledge a need to be addressed, they still must figure out the nature, extent, and probable cause(s) of the problem that confronts the group.
The first night on the island, students faced the task of drawing up a daily schedule. Because that decision affected other choices, I’ll describe how two groups in different summers handled problem analysis and how they fulfilled the other three requisite functions that Hirokawa and Gouran identify. I’ll refer to them as the blue group and the green group.
The blue group never did any overt problem analysis. To them, scheduling seemed a simple matter. They jumped to pooling suggestions for what would make the two weeks ideal without ever considering the unique problems that island living posed. Their conversation centered on building in as much time as possible to go outside to enjoy the island during the day and each other at night. Most class members noted that sleeping in late most mornings was also an idea with great appeal.
Conversely, the green group started out by exploring what situational limita- tions they had to factor into their decision. The close quarters of the small cabin proved to be a problem because it provided no aural—and very little visual— privacy. A few light sleepers admitted that it would be impossible for them to get to sleep at night, or to stay asleep in the morning, if someone was talking or walk- ing around. Despite hundreds of dollars budgeted for food and fuel, they also analyzed the potential problem of running the all-terrain cycle. Their cost figures showed that they’d run out of money before the end of the course unless they could limit the use of the diesel generator to no more than 10 hours a day. This problem analysis strongly informed the schedule they finally worked out.