Differences in Ill-Structured Problem Solving Along the Organizational Hierarchy (original) (raw)

Problems are structured when they are repetitive, routine, and well-defined. Standardized approaches including habit, tradition, standard operating procedures, and sophisticated analytical models are frequently used. Problems are ill-structured when they are novel, one of a kind, unfocused, and complex. Depending on the level in the organization in which the ill-structured problems occur, different problem-solving processes may be utilized. The Dewey and Dewey-Bentley models are proposed as general methodologies for solving operating problems at the lower levels of the organization. Simon's decision-process trichotomy is proposed as a methodology for solving strategic problems at the upper levels of the organization. Allison's three conceptual models are suggested as descriptive frameworks for understanding Simon's decision process. Based upon Allison's work, a normative model of strategic problem solving is developed. What is it that managers do? There are at least eight schools of thought on the role of the manager. From a historical viewpoint the "Great Man Approach" (361 is the most established school. According to proponents of this school, we can determine what managers do by studying biographical and autobiographical literature on managers such as Chester Barnard and Alfred Sloan. Although we find a wealth of data, it is difficult to develop a general theory of managerial work based on anecdotal evidence. The most prevalent view of the manager's job is derived from the "Classical School" [36). Fayol and Gulick, the founders of the movement, suggested that managers plan, organize, staff, direct, coordinate, report, and budget. While this school of thought is well established, Stogdill [36, p. 111 concluded that "we can find little use in the writings of the classical school and that they [the seven managerial functions] have served to label our areas of ignorance." More recently, management theorists have begun to view the manager as a decision maker. Proponents of the "Decision Theory School" [36] argue that the most important functions managers perform are problem solving and decision making. More specifically, management theorists have devoted their attention to the study of ill-structured or unprogrammed problems. Problems are programmed to the extent that they are repetitive, routine, well defined, and can be solved solely by standardized procedures. These include habit, standard operating procedures (SOPS) and sophisticated analytical models (SAMs). In contrast, unprogrammed problems are novel, one of a kind, consequential, and ill-structured. They are DECISION SCIENCES