Lesson Outcomes
By the end of this lesson, you will be able to:
- Explain what a problem is in a workplace context.
- Explain why accurate problem definition matters.
- Distinguish a problem from its symptoms.
- Define a problem using verified information.
- Write a clear and specific problem statement.
- Use questions to clarify the scope and nature of a problem.
Lesson Overview
Defining the problem is the first step in effective problem-solving. Everything that follows—investigating causes, generating solutions, choosing an option and evaluating the result—depends on how accurately you define the problem.
A poorly defined problem can send you in the wrong direction. You may spend time investigating the wrong causes or implement a solution that fixes a symptom without solving the actual problem. The Learner Guide therefore describes problem identification as one of the most important and difficult parts of the problem-solving process.
What Is a Problem?
A problem is a difficulty that you want to overcome or a situation that you want to change.
In a workplace, a problem exists when the current situation differs from the situation you want to achieve. The Learner Guide explains that a problem can involve a situation or condition that an organisation considers undesirable.
Problems can take many forms:
- A process takes longer than expected.
- A team repeatedly misses its target.
- Customers complain about a service.
- A resource is unavailable.
- Equipment does not perform as expected.
- Employees resist a new programme or process.
The important point is that something is different from what should be happening.
Present State vs Desired State
A useful way to think about a problem is:
Your job is to understand that gap clearly before deciding how to close it.
Why Problem Definition Matters
You might be tempted to act as soon as you notice something going wrong. That can create a bigger problem.
Suppose a department misses its monthly target. You immediately introduce overtime.
But what caused the missed target?
Perhaps:
- equipment repeatedly stopped,
- employees lacked the required information,
- materials arrived late,
- the process created unnecessary delays,
- or the target itself was misunderstood.
If you act before understanding the problem, you may solve the wrong problem.
The Learner Guide warns that a good solution can still fail when it addresses the wrong problem. It also explains that early action may lead to solutions that treat symptoms rather than the underlying problem.
A useful principle
Do not rush to solve what you have not yet properly defined.
Problem vs Symptom
A symptom is something you can observe that indicates that a problem exists. It does not necessarily tell you what the underlying problem is.
For example:
Symptom: Customer complaints have increased.
That observation tells you that something needs attention, but it does not tell you why complaints increased.
Possible underlying problems could include:
- slow response times,
- incorrect information,
- poor communication,
- a faulty process,
- or repeated service failures.
Before generating solutions, you need to establish what the actual problem is.
Define the Problem Using Verified Information
You should base your problem definition on information that helps you understand what is actually happening.
The Learner Guide identifies three important forms of information:
1. Facts and Opinions
Separate what you know from what people believe or perceive.
Fact: Production output fell by 15% last month.
Opinion: “The team has stopped caring about production.”
Both may be useful, but they do not carry the same weight.
2. Future Implications of No Action
Ask:
What could happen if we do nothing?
For example, a small delivery delay may become a major customer-service problem if it continues.
Thinking about future consequences helps you understand the importance and scope of the problem.
3. Emotions
People may feel frustrated, worried, angry, disappointed or anxious about a problem.
These emotions can provide useful information about how people experience the situation. However, you should still distinguish people’s feelings and perceptions from verified facts.
A Good Problem Definition Is Clear and Specific
A problem statement should not be so broad that you cannot determine what to investigate.
Consider this statement:
“Our service is poor.”
It is too broad.
A more useful definition would identify what is actually happening:
“Customers currently wait between two and six hours for service, compared with the expected maximum waiting time of 30 minutes.”
The second statement gives you something you can investigate and eventually measure.
The Learner Guide makes the same point by contrasting a broad statement about unequal service distribution with specific information about waiting times and travel distances.
What Should a Good Problem Statement Do?
A useful problem statement should:
- Clearly describe what is happening.
- Focus on the actual problem rather than blame.
- Give enough detail to understand the situation.
- Define the scope of the problem.
- Provide a basis for deciding when the problem has been solved.
Your problem statement may become more precise as you gather additional information.
Questions That Help You Define a Problem
The Learner Guide recommends asking a series of questions to understand the problem.
What?
What exactly is happening?
Where?
Where does the problem occur?
How?
How does the problem happen?
When?
When does it happen?
With whom?
Who is affected or involved?
Be careful here. The purpose is not to immediately find someone to blame.
Why?
Why do you think this is happening?
These questions help you move from a vague complaint to a clearer description of the actual problem.
The “Should Be, But Isn’t” Approach
One useful way to formulate a problem is to describe the difference between what should happen and what actually happens.
For example:
The production line should produce 500 units per shift, but it currently produces an average of 420 units.
Or:
Customer enquiries should receive a response within 24 hours, but many enquiries remain unanswered for three days or longer.
This approach makes the gap visible and gives you a clearer starting point for investigation.
The Learner Guide recommends describing the problem in terms of:
“The following should be happening, but isn’t…”
or
“The following is happening and should be…”
Keep the Problem Manageable
Sometimes a problem appears so large that you do not know where to begin.
When this happens, break the problem into smaller, related problems.
For example:
Large problem:
“Customer service is poor.”
Break it down:
You can then define and investigate each area more precisely.
The Learner Guide recommends repeating the problem-definition process when necessary until you can describe several related problems clearly.
Verify Your Understanding
Do not assume that your first interpretation is automatically correct.
Discuss your problem analysis with a colleague, peer or another relevant person where appropriate. Another perspective may reveal information that you missed or challenge an assumption you made.
The Learner Guide specifically recommends verifying the problem analysis with another person.
This is also where creative and critical thinking become important:
- Creative thinking helps you consider different ways of looking at the situation.
- Critical thinking helps you examine whether your understanding makes sense and whether the information supports it.
Worked Example
Situation
A company has introduced a new customer database system. Employees have reported problems with the system, and customer complaints have increased.
Weak problem definition
“The new system is terrible.”
This statement is vague and subjective.
Better problem definition
“Since the introduction of the new customer database system, employees have experienced difficulties processing customer information, resulting in an increase in customer complaints.”
This gives the team a clearer starting point.
The next step would not be to immediately replace the system. The team would first investigate the problem and determine what is actually causing the difficulties.
This reflects the type of scenario used in the Learner Workbook’s first formative activity.
Key Notes / Lesson Summary
Remember these points:
- Define before you solve.
- A problem describes the gap between the current situation and the desired situation.
- Do not confuse symptoms with the underlying problem.
- Use verified information when defining the problem.
- Separate facts from opinions and perceptions.
- Consider what may happen if nobody takes action.
- Use What, Where, How, When, With whom and Why to clarify the problem.
- Make the problem specific enough to investigate and measure.
- Break large problems into smaller, manageable problems.
- Verify your understanding with other relevant people.