problem solving techniques for ethical dilemmas

Frontline Initiative Code of Ethics

The right decision method: an approach for solving ethical dilemmas.

Annie Johnson Sirek, MSW is a Project Coordinator at the Institute on Community Integration at the University of Minnesota. She thanks Marianne and Julie of the Human Services Research Institute, and Amy and Derek of the University of Minnesota, for developing this method to use in daily practice and training.

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What is an ethical dilemma? 

An ethical dilemma requires a person to define right from wrong. But, as Direct Support Professionals (DSPs), we know that this is not so simple. We face difficult decisions in our daily practice. There are often many different rules, principles, and opinions at play. We are called to respond in allegiance to the individuals we support. The National Alliance for Direct Support Professionals (NADSP) Code of Ethics provides a roadmap to assist in resolving ethical dilemmas.

How do I resolve ethical dilemmas? 

Ethical dilemmas can be resolved through effective decision-making. Since we are so often called upon to make independent judgments, it is important to incorporate the NADSP Code of Ethics within our daily practice. Many ethical dilemmas can be resolved easily with consultation and reflection. However, some issues cannot. Therefore, to help make it easier to solve difficult ethical dilemmas, consider a framework from which to work. The College of Direct Support has provided an approach to ethical decision-making with the NADSP Code of Ethics. This is called the RIGHT Decision Method. 

RIGHT Decision Method 

• Recognize the ethical dilemma.
• Identify points of view.
• Gather resources and assistance.
• Have a plan.
• Take action based on ethical standards.

What is the RIGHT Decision Method? 

Sometimes there really is a “right” way to make decisions under difficult conditions. The RIGHT Decision Method gives us tools to make sound ethical decisions and resolve ethical dilemmas. RIGHT is an acronym that stands for each step of the decision-making process:

R: Recognize the ethical dilemma. 

The first step is recognizing the conflicting obligations and clearly stating the dilemma. It is important to recognize and use the NADSP Code of Ethics as you begin with this step. You may consider —

• In what ways is the Code of Ethics applicable to this issue?


I: Identify points of view. 

The second step is identifying points of view in the situation. This means considering the viewpoint of the person receiving services, your colleagues, other parties involved, and the NADSP Code of Ethics. Restating the problem clearly to someone else can also help you check out whether you have interpreted the situation accurately. It is important to understand how the person receiving supports feels. Consider —

• What does the person receiving support expect?

• Then think about others who are involved in the situation and how they feel.

• What do these individuals want or need?


G: Gather resources and assistance. 

The third step is gathering resources and assistance that might help you figure out what to do. Now that you have an accurate understanding for the problem and various perspectives, this step encourages you to consider other people who may be able to assist you. You may also need to find important information. For example —

• Are there agency policies that could be considered? What do these documents say? Are there any laws or regulations in the state that may influence your decision-making?

• Is this a situation where legal advice is needed? Does the person have a legal representative who must be involved?

• Are there community resources that might help resolve the problem?


H: Have a plan. 

The fourth step means that you are ready to make your decision. Formulating a plan will help you decide the best way to put your ideas into action. Once you have considered the following issues, write a plan down and identify step-by-step actions that you plan to take —

• Whom must you speak to first? What will you say? What preparations will you make?

• What steps can you take to ensure the best possible outcome for your decision?

• How might people react?


T: Take action based on ethical standards.  

The fifth and final step is implementing the plan you developed in the manner you decided. Then, it is important to monitor its success using the success indicators you identified in the planning process to help you reflect on your decision —

• What worked well and why?

• What did not work well and why?

• What would you do differently after you have evaluated your outcomes?

• Taylor, M., Silver, J., Hewitt, A., & Nord, D. (2006). Applying ethics in everyday work (Lesson 3) . In College of Direct Support course: Direct support professionalism (Revision 2) . DirectCourse.

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Framework for resolving ethical problems

A framework to help resolve ethical problems starting with identifying the problems and parties involved to implementing the course of action and monitoring its progress.

When trying to solve an ethical problem, you may find it useful to refer to the following framework, which is based on the framework included in  ICAEW's Code of Ethics .

The ethics advisory team has also developed a Resolving ethical issues flowchart to help members resolve ethical issues as they arise.

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ICAEW framework - how to resolve ethical problems

1) gather the relevant facts and identify the problems.

• Do I have all the facts relevant to the situation?
• Am I making assumptions? If so, could facts be identified to replace these assumptions?
• Is it really your problem? Can anybody else help?

2) Identify the affected parties

• Who are the individuals, organisations and key stakeholders affected?
• In what way are they affected?
• Are there conflicts between different stakeholders?
• Who are your allies?

3) Consider the ethical issues involved

• Have you referred to ICAEW's Code of Ethics?
• What are the professional, organisational and personal ethics issues?
• Would these ethical issues affect the reputation of the accountancy profession?
• Would these ethical issues affect the public interest?

4) Identify which fundamental principles are affected

• What are the threats to compliance with the fundamental principles of:
• Objectivity
• Professional competence and due care
• Confidentiality
• Professional behaviour
• Have you considered the following threats?
• Self interest
• Self-review
• Familiarity
• Intimidation
• If so, are the treats to compliance with the fundamental principles clearly insignificant?
• Are there safeguards which can eliminate or reduce the threats to an acceptable level? Safeguards can be created by:
• Profession, legislation and regulation
• Work environment

5) Refer to the employing organisation's internal procedures

• Does your organisation's policies and procedure provide guidance on the situation?
• How can you escalate concerns within the organisation? Who should be involved, in what role and at what stage?
• Does the organisation have a whistleblowing procedure?
• At what point should you seek guidance from external sources such as ICAEW

6) Consider and evaluate alternative courses of action

• You should consider:
• Your organisation's policies, procedures and guidelines
• Applicable laws and regulation
• Universal values and principles generally accepted by society
• Consequences
• Test your proposed course of action. Ask yourself the following questions:
• Have all the consequences associated with the proposed course of action been discussed and evaluated?
• Is there any reason why the proposed course of action should not stand the test of time?
• Would a similar course of action be undertaken in a similar situation?
• Would the suggested course of action stand to scrutiny from peers, family and friends?

7) Implement the course of action and monitor its progress

When faced with an ethical issue, it may be in your best interests to document your thought processes, discussions and the decisions taken. Written records will be useful if you need to justify your course of action.

Other frameworks

In addition to ICAEW's framework for revolving ethical problems, there are a number of other frameworks for resolving such problems which you may find helpful.

• Carter McMamara - Ethics Toolkit for Managers
• Institute of Business Ethics - Simple Ethical Tests for a business decision
• Jon Pekel and Doug Wallace -The Ten Step Method of Decision-Making (PDF 101KB/13 pages)
• Josephson Institute of Ethics - Making Ethical Decisions
• Markula Center for Applied Ethics - A framework for thinking ethically

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A Framework for Ethical Decision Making

• Markkula Center for Applied Ethics
• Ethics Resources

This document is designed as an introduction to thinking ethically. Read more about what the framework can (and cannot) do .  

We all have an image of our better selves—of how we are when we act ethically or are “at our best.” We probably also have an image of what an ethical community, an ethical business, an ethical government, or an ethical society should be. Ethics really has to do with all these levels—acting ethically as individuals, creating ethical organizations and governments, and making our society as a whole more ethical in the way it treats everyone.

What is Ethics?

Ethics refers to standards and practices that tell us how human beings ought to act in the many situations in which they find themselves—as friends, parents, children, citizens, businesspeople, professionals, and so on. Ethics is also concerned with our character. It requires knowledge, skills, and habits. 

It is helpful to identify what ethics is NOT:

• Ethics is not the same as feelings . Feelings do provide important information for our ethical choices. However, while some people have highly developed habits that make them feel bad when they do something wrong, others feel good even though they are doing something wrong. And, often, our feelings will tell us that it is uncomfortable to do the right thing if it is difficult.
• Ethics is not the same as religion . Many people are not religious but act ethically, and some religious people act unethically. Religious traditions can, however, develop and advocate for high ethical standards, such as the Golden Rule.
• Ethics is not the same thing as following the law. A good system of law does incorporate many ethical standards, but law can deviate from what is ethical. Law can become ethically corrupt—a function of power alone and designed to serve the interests of narrow groups. Law may also have a difficult time designing or enforcing standards in some important areas and may be slow to address new problems.
• Ethics is not the same as following culturally accepted norms . Cultures can include both ethical and unethical customs, expectations, and behaviors. While assessing norms, it is important to recognize how one’s ethical views can be limited by one’s own cultural perspective or background, alongside being culturally sensitive to others.
• Ethics is not science . Social and natural science can provide important data to help us make better and more informed ethical choices. But science alone does not tell us what we ought to do. Some things may be scientifically or technologically possible and yet unethical to develop and deploy.

Six Ethical Lenses

If our ethical decision-making is not solely based on feelings, religion, law, accepted social practice, or science, then on what basis can we decide between right and wrong, good and bad? Many philosophers, ethicists, and theologians have helped us answer this critical question. They have suggested a variety of different lenses that help us perceive ethical dimensions. Here are six of them:

The Rights Lens

Some suggest that the ethical action is the one that best protects and respects the moral rights of those affected. This approach starts from the belief that humans have a dignity based on their human nature per se or on their ability to choose freely what they do with their lives. On the basis of such dignity, they have a right to be treated as ends in themselves and not merely as means to other ends. The list of moral rights—including the rights to make one's own choices about what kind of life to lead, to be told the truth, not to be injured, to a degree of privacy, and so on—is widely debated; some argue that non-humans have rights, too. Rights are also often understood as implying duties—in particular, the duty to respect others' rights and dignity.

( For further elaboration on the rights lens, please see our essay, “Rights.” )

The Justice Lens

Justice is the idea that each person should be given their due, and what people are due is often interpreted as fair or equal treatment. Equal treatment implies that people should be treated as equals   according to some defensible standard such as merit or need, but not necessarily that everyone should be treated in the exact same way in every respect. There are different types of justice that address what people are due in various contexts. These include social justice (structuring the basic institutions of society), distributive justice (distributing benefits and burdens), corrective justice (repairing past injustices), retributive justice (determining how to appropriately punish wrongdoers), and restorative or transformational justice (restoring relationships or transforming social structures as an alternative to criminal punishment).

( For further elaboration on the justice lens, please see our essay, “Justice and Fairness.” )

The Utilitarian Lens

Some ethicists begin by asking, “How will this action impact everyone affected?”—emphasizing the consequences of our actions. Utilitarianism, a results-based approach, says that the ethical action is the one that produces the greatest balance of good over harm for as many stakeholders as possible. It requires an accurate determination of the likelihood of a particular result and its impact. For example, the ethical corporate action, then, is the one that produces the greatest good and does the least harm for all who are affected—customers, employees, shareholders, the community, and the environment. Cost/benefit analysis is another consequentialist approach.

( For further elaboration on the utilitarian lens, please see our essay, “Calculating Consequences.” )

The Common Good Lens

According to the common good approach, life in community is a good in itself and our actions should contribute to that life. This approach suggests that the interlocking relationships of society are the basis of ethical reasoning and that respect and compassion for all others—especially the vulnerable—are requirements of such reasoning. This approach also calls attention to the common conditions that are important to the welfare of everyone—such as clean air and water, a system of laws, effective police and fire departments, health care, a public educational system, or even public recreational areas. Unlike the utilitarian lens, which sums up and aggregates goods for every individual, the common good lens highlights mutual concern for the shared interests of all members of a community.

( For further elaboration on the common good lens, please see our essay, “The Common Good.” )

The Virtue Lens

A very ancient approach to ethics argues that ethical actions ought to be consistent with certain ideal virtues that provide for the full development of our humanity. These virtues are dispositions and habits that enable us to act according to the highest potential of our character and on behalf of values like truth and beauty. Honesty, courage, compassion, generosity, tolerance, love, fidelity, integrity, fairness, self-control, and prudence are all examples of virtues. Virtue ethics asks of any action, “What kind of person will I become if I do this?” or “Is this action consistent with my acting at my best?”

( For further elaboration on the virtue lens, please see our essay, “Ethics and Virtue.” )

The Care Ethics Lens

Care ethics is rooted in relationships and in the need to listen and respond to individuals in their specific circumstances, rather than merely following rules or calculating utility. It privileges the flourishing of embodied individuals in their relationships and values interdependence, not just independence. It relies on empathy to gain a deep appreciation of the interest, feelings, and viewpoints of each stakeholder, employing care, kindness, compassion, generosity, and a concern for others to resolve ethical conflicts. Care ethics holds that options for resolution must account for the relationships, concerns, and feelings of all stakeholders. Focusing on connecting intimate interpersonal duties to societal duties, an ethics of care might counsel, for example, a more holistic approach to public health policy that considers food security, transportation access, fair wages, housing support, and environmental protection alongside physical health.

( For further elaboration on the care ethics lens, please see our essay, “Care Ethics.” )

Using the Lenses

Each of the lenses introduced above helps us determine what standards of behavior and character traits can be considered right and good. There are still problems to be solved, however.

The first problem is that we may not agree on the content of some of these specific lenses. For example, we may not all agree on the same set of human and civil rights. We may not agree on what constitutes the common good. We may not even agree on what is a good and what is a harm.

The second problem is that the different lenses may lead to different answers to the question “What is ethical?” Nonetheless, each one gives us important insights in the process of deciding what is ethical in a particular circumstance.

Making Decisions

Making good ethical decisions requires a trained sensitivity to ethical issues and a practiced method for exploring the ethical aspects of a decision and weighing the considerations that should impact our choice of a course of action. Having a method for ethical decision-making is essential. When practiced regularly, the method becomes so familiar that we work through it automatically without consulting the specific steps.

The more novel and difficult the ethical choice we face, the more we need to rely on discussion and dialogue with others about the dilemma. Only by careful exploration of the problem, aided by the insights and different perspectives of others, can we make good ethical choices in such situations.

The following framework for ethical decision-making is intended to serve as a practical tool for exploring ethical dilemmas and identifying ethical courses of action.

Identify the Ethical Issues

• Could this decision or situation be damaging to someone or to some group, or unevenly beneficial to people? Does this decision involve a choice between a good and bad alternative, or perhaps between two “goods” or between two “bads”?
• Is this issue about more than solely what is legal or what is most efficient? If so, how?

Get the Facts

• What are the relevant facts of the case? What facts are not known? Can I learn more about the situation? Do I know enough to make a decision?
• What individuals and groups have an important stake in the outcome? Are the concerns of some of those individuals or groups more important? Why?
• What are the options for acting? Have all the relevant persons and groups been consulted? Have I identified creative options?

Evaluate Alternative Actions

• Evaluate the options by asking the following questions:
• Which option best respects the rights of all who have a stake? (The Rights Lens)
• Which option treats people fairly, giving them each what they are due? (The Justice Lens)
• Which option will produce the most good and do the least harm for as many stakeholders as possible? (The Utilitarian Lens)
• Which option best serves the community as a whole, not just some members? (The Common Good Lens)
• Which option leads me to act as the sort of person I want to be? (The Virtue Lens)
• Which option appropriately takes into account the relationships, concerns, and feelings of all stakeholders? (The Care Ethics Lens)

Choose an Option for Action and Test It

• After an evaluation using all of these lenses, which option best addresses the situation?
• If I told someone I respect (or a public audience) which option I have chosen, what would they say?
• How can my decision be implemented with the greatest care and attention to the concerns of all stakeholders?

Implement Your Decision and Reflect on the Outcome

• How did my decision turn out, and what have I learned from this specific situation? What (if any) follow-up actions should I take?

This framework for thinking ethically is the product of dialogue and debate at the Markkula Center for Applied Ethics at Santa Clara University. Primary contributors include Manuel Velasquez, Dennis Moberg, Michael J. Meyer, Thomas Shanks, Margaret R. McLean, David DeCosse, Claire André, Kirk O. Hanson, Irina Raicu, and Jonathan Kwan.  It was last revised on November 5, 2021.

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Confronting Ethical and Moral Dilemmas: Don’t Go It Alone

September 13, 2021 • 8 min read.

In this Nano Tool for Leaders, Wharton’s G. Richard Shell explains how “the power of two” can help when you are faced with a moral or ethical dilemma at work.

Nano Tools for Leaders® — a collaboration between Wharton Executive Education and Wharton’s Center for Leadership and Change Management — are fast, effective leadership tools that you can learn and start using in less than 15 minutes, with the potential to significantly impact your success as a leader and the engagement and productivity of the people you lead.

Contributor: G. Richard Shell, Wharton professor of legal studies and business ethics and author of The Conscience Code: Lead with Your Values. Advance Your Career .

Strengthen your ability to confront ethically questionable acts or wrongdoings by bringing in allies.

According to a 2021 report from the Ethics and Compliance Initiative, 63% of middle managers were pressured by bosses to violate their firm’s ethical code of conduct in 2020. Over half of middle and upper managers observed ethical misconduct, while 79% of employees experienced retaliation for reporting it. Well-run corporate compliance programs and healthy corporate cultures can reduce this problem significantly, but these are hard to sustain across large enterprises over long periods of time. And too many companies give only lip service to both.

When you are faced with a moral or ethical dilemma at work, it’s common to believe that your choices are limited to three less-than-optimal options: remain silent, single-handedly confront the perpetrator(s), or report him or her (and perhaps the whole team) to a higher authority. For those who are conflict averse — and those who don’t feel options two and three are viable for other reasons — the first option is the most appealing. But there is another way.

In fact, believing you have to handle this situation alone, no matter which option you choose, violates the Conscience Code — a set of 10 rules developed to help you lead with your values while advancing your career. Specifically, Rule #6 explains the importance of leveraging the Power of Two: an ally can bolster your confidence, help you think more clearly about next steps, and keep you grounded when people try to make it look as if you are the problem. In fact, when it comes to resisting pressure from peers and authority to “just go along with it” or “look the other way,” 1 + 1 equals much more than 2. Psychologists report that the best workplace allies are those who help you better understand the situation you are in and then provide the confidence boost you need to manage it. For ideas about when and how to leverage alliances, see the Action Steps below.

Action Steps

When you face wrongdoing at work, instead of choosing one of the less-than-optimal options described above, consider testing out your viewpoint in private with one other person, perhaps a quieter one who might be open to hearing your perspective and creating an alliance. If that is too risky, consider reaching out to the person who recruited you, a mentor, or a colleague who had been at the firm longer than you. If you are a woman or minority, research shows that you may find strength by conferring with one another in the face of situations involving sexism or racism.

Here are three ideas for leveraging the Power of Two:

• Deal with peer pressure. Another voice speaking truth will help you feel less isolated in your position and more confident in asserting your point of view. Professor Solomon Asch’s work on peer pressure showed that when everyone in a group says that “X is true,” the final holdout will go along with them more often than you might expect — even when they know that X is not true. This finding highlights the power of social contagion: A strong group can make dissenters too embarrassed to go against the crowd, or even make them actually believe something they knew previously to be false. In a follow-up experiment, Asch gave his subjects an ally or “true partner” — one voice in the room that spoke the correct rather than the incorrect answer. This caused subjects’ willingness to tell the truth to jump from 65% to 95%.
• Stand up to authority. Stanley Milgram’s infamous power-of-authority studies investigated why ordinary German people had gone along with the Holocaust in World War II. His experiments demonstrated that ordinary citizens could be pressured into delivering what appeared to be lethal levels of electric shocks to human “victims.” In one version of the experiment, Milgram created teams of three to deliver the shocks, with each team including two “dissenters” who were instructed to quit after a specified number of low-level shocks were “delivered.” With the two dissenters breaking off during the process, 90% terminated the experiment prior to the lethal shock level — with 25 of them quitting at a level less than half that. The takeaway? Having allies at your side can empower you to act on your values more quickly and decisively than relying on your inner resources alone. And having supportive peers may be especially important for those with more accommodating and conflict-averse personalities.
• Gain a fresh perspective. Professor Philip Zimbardo’s troubled Stanford Prison Experiment, in which he placed randomly selected undergraduate students in roles of “guards” and “prisoners,” attempted to prove that social roles and systemic pressures can distort the behavior of otherwise normal people. Although the guards’ behavior became troubling very quickly, it took an outsider to bring an end to the out-of-control proceedings. PhD student Christina Maslach was so disturbed by what she saw that she persuaded Zimbardo to end his experiment immediately on ethical grounds, applying both common-sense morality and the norms of social science. Research on ethical conflicts revealed numerous instances of ordinary people swept up in wrongdoing by peers and bosses — but who were saved by a perceptive spouse or friend who could see more clearly than they what was happening. The Power of Two thus extends to people completely outside your workplace “bubble” — people who can point out how far you have strayed from your ethical commitments and bring you back to your senses before it is too late.

How Leaders Use It

By now, the story of charismatic 19-year-old Stanford undergraduate Elizabeth Holmes and her idea for a new approach to blood testing is well known. What’s often missing from tales of the Theranos scandal are Tyler Shultz and Erika Cheung, two twentysomething employees who were faced with immense pressure from their superiors and peers to go along with what was clearly a massive fraud. Their story demonstrates the power of an ally when you encounter real-world conflicts.

New hires Shultz and Cheung worked together on a team that was testing the accuracy of the Edison — Holmes’s blood testing machine. When they noticed that data showing results that deviated too far from expected performance never made it into reports, they were told that it was standard practice to ignore these “outliers.” They also became concerned that the firm was misreporting a variety of metrics on the Edison’s accuracy for different types of blood tests, and that, compared with accurate results from traditional machines, the Edison failed. When Shultz and Cheung pushed back, they were admonished for not being “team players.” Finally, after their superiors knowingly submitted false data to regulators, Shultz turned in an anonymous complaint to investigators and sent an email to Holmes with details of his concerns (many of which came from Cheung). Berated once again, the two decided to quit. Cheung filed a formal complaint with the federal Centers for Medicare and Medicaid Services about the misconduct she had observed. The complaint triggered a formal investigation, which, in combination with a series of front-page investigative stories in the Wall Street Journal (sourced in part by Shultz and Cheung) and Shultz’s anonymous filing with regulators, brought an end to Theranos. Shultz and Cheung leveraged the Power of Two, feeding off each other’s energies; advancing each other’s strategic thinking; and providing independent, credible information from the inner workings of a corrupt organization that could be used as evidence by the legal system.

Knowledge in Action: Related Executive Education Programs

Richard Shell teaches in Negotiation and Influence: Making Deals and Strategy Work , Advanced Management Program , and Executive Development Program .

Additional Resources

• Access all Wharton Executive Education Nano Tools
• Download this Nano Tool as a PDF

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2.2: Three Frameworks for Ethical Problem-Solving in Business and the Professions

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• Page ID 20497

• William Frey and Jose a Cruz-Cruz
• University of Puerto Rico - Mayaguez

Module Introduction

In this module, you will learn and practice three frameworks designed to integrate ethics into decision making in the areas of practical and occupational ethics. The first framework divides the decision making process into four stages: problem specification, solution generation, solution testing, and solution implementation. It is based on an analogy between ethics and design problems that is detailed in a table presented below. The second framework focuses on the process of testing solution alternatives for their ethics by deploying three ethics tests that will help you to evaluate and rank alternative courses of action. The reversibility, harm, and publicity tests each "encapsulate" or summarize an important ethical theory. Finally, a feasibility test will help you to uncover interest, resource, and technical constraints that will affect and possibly impede the realization of your solution or decision. Taken together, these three frameworks will help steer you toward designing and implementing ethical solutions to problems in the professional and occupational areas.

Two online resources provide more extensive background information. The first, www.computingcases.org, provides background information on the ethics tests, socio-technical analysis, and intermediate moral concepts. The second, onlineethics.org/essays/educa.../teaching.html, explores in more detail the analogy between ethics and design problems. Much of this information will be published in Good Computing: A Virtue Approach to Computer Ethics, a textbook of cases and decision-making techniques in computer ethics that is being authored by Chuck Huff, William Frey, and Jose A. Cruz-Cruz.

Problem-Solving or Decision-Making Framework: Analogy between ethics and design

Traditionally, problem-solving frameworks in professional and occupational ethics have been taken from rational decision procedures used in economics. While these are useful, they lead one to think that ethical decisions are already "out there" waiting to be discovered. In contrast, taking a design approach to ethical decision making emphasizes that ethical decisions must be created, not discovered. This, in turn, emphasizes the importance of moral imagination and moral creativity. Carolyn Whitbeck in Ethics in Engineering Practice and Research describes this aspect of ethical decision making through the analogy she draws between ethics and design problems in chapter one. Here she rejects the idea that ethical problems are multiple-choice problems. We solve ethical problems not by choosing between ready-made solutions given with the situation; rather we use our moral creativity and moral imagination to design these solutions. Chuck Huff builds on this by modifying the design method used in software engineering so that it can help structure the process of framing ethical situations and creating actions to bring these situations to a successful and ethical conclusion. The key points in the analogy between ethical and design problems are summarized in the table presented just below.

Software Development Cycle: Four Stages

(1) problem specification, (2) solution generation, (3) solution testing, and (4) solution implementation.

Problem specification

Problem specification involves exercising moral imagination to specify the socio-technical system (including the stakeholders) that will influence and will be influenced by the decision we are about to make. Stating the problem clearly and concisely is essential to design problems; getting the problem right helps structure and channel the process of designing and implementing the solution. There is no algorithm available to crank out effective problem specification. Instead, we offer a series of guidelines or rules of thumb to get you started in a process that is accomplished by the skillful exercise of moral imagination.

For a broader problem framing model see Harris, Pritchard, and Rabins, Engineering Ethics: Concepts and Cases, 2nd Edition, Belmont, CA: Wadsworth, 2000, pp. 30-56. See also Cynthia Brincat and Victoria Wike, Morality and Professional Life: Values at Work, New Jersey: Prentice Hall, 1999.

Different Ways of Specifying the Problem

• Many problems can be specified as disagreements. For example, you disagree with your supervisor over the safety of the manufacturing environment. Disagreements over facts can be resolved by gathering more information. Disagreements over concepts (you and your supervisor have different ideas of what safety means) require working toward a common definition.
• Other problems involve conflicting values. You advocate installing pollution control technology because you value environmental quality and safety. Your supervisor resists this course of action because she values maintaining a solid profit margin. This is a conflict between a moral value (safety and environmental quality) and a nonmoral value (solid profits). Moral values can also conflict with one another in a given situation. Using John Doe lawsuits to force Internet Service Providers to reveal the real identities of defamers certainly protects the privacy and reputations of potential targets of defamation. But it also places restrictions on legitimate free speech by making it possible for powerful wrongdoers to intimidate those who would publicize their wrongdoing. Here the moral values of privacy and free speech are in conflict. Value conflicts can be addressed by harmonizing the conflicting values, compromising on conflicting values by partially realizing them, or setting one value aside while realizing the other (=value trade offs).
• If you specify your problem as a disagreement, you need to describe the facts or concepts about which there is disagreement.
• If you specify your problem as a conflict, you need to describe the values that conflict in the situation.
• One useful way of specifying a problem is to carry out a stakeholder analysis. A stakeholder is any group or individual that has a vital interest at risk in the situation. Stakeholder interests frequently come into conflict and solving these conflicts requires developing strategies to reconcile and realize the conflicting stakes.
• Another way of identifying and specifying problems is to carry out a socio-technical analysis. Socio-technical systems (STS) embody values. Problems can be anticipated and prevented by specifying possible value conflicts. Integrating a new technology, procedure, or policy into a socio-technical system can create three kinds of problem. (1) Conflict between values in the technology and those in the STS. For example, when an attempt is made to integrate an information system into the STS of a small business, the values present in an information system can conflict with those in the socio-technical system. (Workers may feel that the new information system invades their privacy.) (2) Amplification of existing value conflicts in the STS. The introduction of a new technology may magnify an existing value conflict. Digitalizing textbooks may undermine copyrights because digital media is easy to copy and disseminate on the Internet. (3) Harmful consequences. Introducing something new into a socio-technical system may set in motion a chain of events that will eventually harm stakeholders in the socio-technical system. For example, giving laptop computers to public school students may produce long term environmental harm when careless disposal of spent laptops releases toxic materials into the environment.
• The following table helps summarize some of these problem categories and then outlines generic solutions.

The materials on moral ecologies come from Huff, C., Barnard, L., and Frey, W. (2008). “Good computing: a pedagogically focused model of virtue in the practice of computing (parts 1 and 2)”, Journal of Information, Communication and Ethics in Society, Volume 6, Issues 3 and 4: 246-316. See also, Michael Davis, Thinking Like An Engineer, Oxford, 1998, 119-156.

Instructions for Using Problem Classification Table

• Is your problem a conflict? Moral versus moral value? Moral versus non-moral values? Non-moral versus non-moral values? Identify the conflicting values as concisely as possible. Example: In Toysmart, the financial values of creditors come into conflict with the privacy of individuals in the database: financial versus privacy values.
• Is your problem a disagreement? Is the disagreement over basic facts? Are these facts observable? Is it a disagreement over a basic concept? What is the concept? Is it a factual disagreement that, upon further reflection, changes into a conceptual disagreement?
• Does your problem arise from an impending harm? What is the harm? What is its magnitude? What is the probability that it will occur?
• If your problem is a value conflict then can these values be fully integrated in a value integrating solution? Or must they be partially realized in a compromise or traded off against one another?
• If your problem is a factual disagreement, what is the procedure for gathering the required information, if this is feasible?
• If your problem is a conceptual disagreement, how can this be overcome? By consulting a government policy or regulation? (OSHA on safety for example.) By consulting a theoretical account of the value in question? (Reading a philosophical analysis of privacy.) By collecting past cases that involve the same concept and drawing analogies and comparisons to the present case?

Moral Ecologies

• "Moral Ecology" refers to the organization in which one works. Calling this organization an "ecology" conveys the idea that it is a system of interrelated parts. These "ecologies" differ depending on the content of the organization's central, identity-conferring values.
• In finance-driven companies, financial values form the core of the organization's identity. Ethical advocacy requires skills in bringing ethical issues to the attention of decision-makers and getting them to take these issues seriously. It helps to state ethical concerns in multi-disciplinary language. (For example, show that ignoring ethical concerns will cost the company money in the long run.)
• Customer-driven ecologies place customer values like usability, affordability, and efficiency, in the forefront of group deliberation and decision-making. Often, one must play the role of "ethics advocate" in deliberation and decision-making. One is expected to argue forcefully and persistently ("go to the mat") to make sure that ethical considerations are integrated into group deliberations and decision-making.
• Quality-driven companies place ethical values into the core of group deliberations and decision-making. Here one is not so much ethics advocate as ethics enabler. This new role requires that one help one's group find creative ways of integrating ethical values with other concerns like customer and financial values.

If you are having problems specifying your problem

• Try identifying the stakeholders. Stakeholders are any group or individual with a vital interest at stake in the situation at hand.
• Project yourself imaginatively into the perspectives of each stakeholder. How does the situation look from their standpoint? What are their interests? How do they feel about their interests?
• Compare the results of these different imaginative projections. Do any stakeholder interests conflict? Do the stakeholders themselves stand in conflict?
• If the answer to one or both of these questions is "yes" then this is your problem statement. How does one reconcile conflicting stakeholders or conflicting stakeholder interests in this situation?

Framing Your Problem

• We miss solutions to problems because we choose to frame them in only one way.
• For example, the Mountain Terrorist Dilemma is usually framed in only one way: as a dilemma, that is, a forced decision between two equally undesirable alternatives. (Gilbane Gold is also framed as a dilemma: blow the whistle on Z-Corp or go along with the excess polution.)
• Framing a problem differently opens up new horizons of solution. Your requirement from this point on in the semester is to frame every problem you are assigned in at least two different ways.
• For examples of how to frame problems using socio-technical system analysis see module m14025.
• These different frames are summarized in the next box below.

Different Frames for Problems

• Technical Frame: Engineers frame problems technically, that is, they specify a problem as raising a technical issue and requiring a technical design for its resolution. For example, in the Hughes case, a technical frame would raise the problem of how to streamline the manufacturing and testing processes of the chips.
• Physical Frame: In the Laminating Press case, the physical frame would raise the problem of how the layout of the room could be changed to reduce the white powder. Would better ventilation eliminate or mitigate the white powder problem?
• Social Frame: In the "When in Aguadilla" case, the Japanese engineer is uncomfortable working with the Puerto Rican woman engineer because of social and cultural beliefs concerning women still widely held by men in Japan. Framing this as a social problem would involve asking whether there would be ways of getting the Japanese engineer to see things from the Puerto Rican point of view.
• Financial or Market-Based Frames: The DOE, in the Risk Assessment case below, accuses the laboratory and its engineers of trying to extend the contract to make more money. The supervisor of the head of the risk assessment team pressures the team leader to complete the risk assessment as quickly as possible so as not to lose the contract. These two framings highlight financial issues.
• Managerial Frame: As the leader of the Puerto Rican team in the "When in Aguadilla" case, you need to exercise leadership in your team. The refusal of the Japanese engineer to work with a member of your team creates a management problem. What would a good leader, a good manager, do in this situation? What does it mean to call this a management problem? What management strategies would help solve it?
• Legal Frame: OSHA may have clear regulations concerning the white powder produced by laminating presses. How can you find out about these regulations? What would be involved in complying with them? If they cost money, how would you get this money? These are questions that arise when you frame the Laminating Press case as a legal problem.
• Environmental Framing: Finally, viewing your problem from an environmental frame leads you to consider the impact of your decision on the environment. Does it harm the environment? Can this harm be avoided? Can it be mitigated? Can it be offset? (Could you replant elsewhere the trees you cut down to build your new plant?) Could you develop a short term environmental solution to "buy time" for designing and implementing a longer term solution? Framing your problem as an environmental problem requires that you ask whether this solution harms the environment and whether this harming can be avoided or remedied in some other way.

Solution Generation

In solution generation, agents exercise moral creativity by brainstorming to come up with solution options designed to resolve the disagreements and value conflicts identified in the problem specification stage. Brainstorming is crucial to generating nonobvious solutions to difficult, intractable problems. This process must take place within a non-polarized environment where the members of the group respect and trust one another. (See the module on the Ethics of Group Work for more information on how groups can be successful and pitfalls that commonly trip up groups.) Groups effectively initiate the brainstorming process by suspending criticism and analysis. After the process is completed (say, by meeting a quota), then participants can refine the solutions generated by combining them, eliminating those that don't fit the problem, and ranking them in terms of their ethics and feasibility. If a problem can't be solved, perhaps it can be dissolved through reformulation. If an entire problem can't be solved, perhaps the problem can be broken down into parts some of which can be readily solved.

Having trouble generating solutions?

• One of the most difficult stages in problem-solving is to jump-start the process of brainstorming solutions. If you are stuck then here are some generic options guaranteed to get you "unstuck."
• Gather Information: Many disagreements can be resolved by gathering more information. Because this is the easiest and least painful way of reaching consensus, it is almost always best to start here. Gathering information may not be possible because of different constraints: there may not be enough time, the facts may be too expensive to gather, or the information required goes beyond scientific or technical knowledge. Sometimes gathering more information does not solve the problem but allows for a new, more fruitful formulation of the problem. Harris, Pritchard, and Rabins in Engineering Ethics: Concepts and Cases show how solving a factual disagreement allows a more profound conceptual disagreement to emerge.
• Nolo Contendere. Nolo Contendere is Latin for not opposing or contending. Your interests may conflict with your supervisor but he or she may be too powerful to reason with or oppose. So your only choice here is to give in to his or her interests. The problem with nolo contendere is that non-opposition is often taken as agreement. You may need to document (e.g., through memos) that your choosing not to oppose does not indicate agreement.
• Negotiate. Good communication and diplomatic skills may make it possible to negotiate a solution that respects the different interests. Value integrative solutions are designed to integrate conflicting values. Compromises allow for partial realization of the conflicting interests. (See the module, The Ethics of Team Work, for compromise strategies such as logrolling or bridging.) Sometimes it may be necessary to set aside one's interests for the present with the understanding that these will be taken care of at a later time. This requires trust.
• Oppose. If nolo contendere and negotiation are not possible, then opposition may be necessary. Opposition requires marshaling evidence to document one's position persuasively and impartially. It makes use of strategies such as leading an "organizational charge" or "blowing the whistle." For more on whistle-blowing consult the discussion of whistleblowing in the Hughes case that can be found in computing cases.
• Exit. Opposition may not be possible if one lacks organizational power or documented evidence. Nolo contendere will not suffice if non-opposition implicates one in wrongdoing. Negotiation will not succeed without a necessary basis of trust or a serious value integrative solution. As a last resort, one may have to exit from the situation by asking for reassignment or resigning.

Refining solutions

• Are any solutions blatantly unethical or unrealizable?
• Do any solutions overlap? Can these be integrated into broader solutions?
• Can solutions be brought together as courses of action that can be pursued simultaneously?
• Go back to the problem specification? Can any solutions be eliminated because they do not address the problem? (Or can the problem be revised to better fit what, intuitively, is a good solution.)
• Can solutions be brought together as successive courses of action? For example, one solution represents Plan A; if it does not work then another solution, Plan B, can be pursued. (You negotiate the problem with your supervisor. If she fails to agree, then you oppose your supervisor on the grounds that her position is wrong. If this fails, you conform or exit.)
• The goal here is to reduce the solution list to something manageable, say, a best, a second best, and a third best. Try adding a bad solution to heighten strategic points of comparison. The list should be short so that the remaining solutions can be intensively examined as to their ethics and feasibility.

Solution Testing: The solutions developed in the second stage must be tested in various ways.

• Reversibility: Would I still think the choice of this option good if I were one of those adversely affected by it? (Davis uses this formulation in various publications.) I identify different stakeholders and then take up their roles. Through this imaginative projection, I should consider how the action under consideration will affect them and how they will view, interpret, and experience this affect.
• Harm: Does this option do less harm than any available alternative? Here I try to design an action that will minimize harmful effects. I should factor in the likely results of the action under consideration but I should also evaluate how justly these results will be distributed among stakeholders.
• Publicity: What kind of person will I become if I choose this action? This is Davis' formulation of this test as a virtue test. The key to this test is that you associate the agent with the action. If I (the agent) am publicly judged as a person in terms of this action, what does this say about me as a person? Am I comfortable being judged an irresponsible person on the basis of my being identified with my irresponsible action?
• Meta-Test - Convergence: Do a quick inventory here. Do the ethics tests come together and agree on ranking this solution as a strong one? Then this solution satisfies the convergence meta-test and this provides independent evidence of the strength of the solution.
• Meta-Test - Divergence: Again, do a quick inventory of your solution evaluation matrix results to this point. Do the tests differ or diverge on this point? This is independent evidence of the weakness of this solution. Think about why this solution may be strong under one test but weak under the others.
• The solution evaluation matrix presented just below models and summarizes the solution testing process.

Solution Implementation

The chosen solution must be examined in terms of how well it responds to various situational constraints that could impede its implementation. What will be its costs? Can it be implemented within necessary time constraints? Does it honor recognized technical limitations or does it require pushing these back through innovation and discovery? Does it comply with legal and regulatory requirements? Finally, could the surrounding organizational, political, and social environments give rise to obstacles to the implementation of the solution? In general this phase requires looking at interest, technical, and resource constraints or limitations. A Feasibility Matrix helps to guide this process.

The Feasibility Tests focuses on situational constraints. How could these hinder the implementation of the solution? Should the solution be modified to ease implementation? Can the constraints be removed or remodeled by negotiation, compromise, or education? Can implementation be facilitated by modifying both the solution and changing the constraints?

Different Feasibility Constraints

• The Feasibility Test identifies the constraints that could interfere with realizing a solution. This test also sorts out these constraints into resource (time, cost, materials), interest (individuals, organizations, legal, social, political), and technical limitations. By identifying situational constraints, problem-solvers can anticipate implementation problems and take early steps to prevent or mitigate them.
• Time. Is there a deadline within which the solution has to be enacted? Is this deadline fixed or negotiable?
• Financial. Are there cost constraints on implementing the ethical solution? Can these be extended by raising more funds? Can they be extended by cutting existing costs? Can agents negotiate for more money for implementation?
• Technical. Technical limits constrain the ability to implement solutions. What, then, are the technical limitations to realizing and implementing the solution? Could these be moved back by modifying the solution or by adopting new technologies?
• Manufacturability. Are there manufacturing constraints on the solution at hand? Given time, cost, and technical feasibility, what are the manufacturing limits to implementing the solution? Once again, are these limits fixed or flexible, rigid or negotiable?
• Legal. How does the proposed solution stand with respect to existing laws, legal structures, and regulations? Does it create disposal problems addressed in existing regulations? Does it respond to and minimize the possibility of adverse legal action? Are there legal constraints that go against the ethical values embodied in the solution? Again, are these legal constraints fixed or negotiable?
• Individual Interest Constraints. Individuals with conflicting interests may oppose the implementation of the solution. For example, an insecure supervisor may oppose the solution because he fears it will undermine his authority. Are these individual interest constraints fixed or negotiable?
• Organizational. Inconsistencies between the solution and the formal or informal rules of an organization may give rise to implementation obstacles. Implementing the solution may require support of those higher up in the management hierarchy. The solution may conflict with organization rules, management structures, traditions, or financial objectives. Once again, are these constraints fixed or flexible?
• Social, Cultural, or Political. The socio-technical system within which the solution is to be implemented contains certain social structures, cultural traditions, and political ideologies. How do these stand with respect to the solution? For example, does a climate of suspicion of high technology threaten to create political opposition to the solution? What kinds of social, cultural, or political problems could arise? Are these fixed or can they be altered through negotiation, education, or persuasion?

Ethics Tests For Solution Evaluation

Three ethics tests (reversibility, harm/beneficence, and public identification) encapsulate three ethical approaches (deontology, utilitarianism, and virtue ethics) and form the basis of stage three of the SDC, solution testing. A fourth test (a value realization test) builds upon the public identification/virtue ethics test by evaluating a solution in terms of the values it harmonizes, promotes, protects, or realizes. Finally a code test provides an independent check on the ethics tests and also highlights intermediate moral concepts such as safety, health, welfare, faithful agency, conflict of interest, confidentiality, professional integrity, collegiality, privacy, property, free speech, and equity/access). The following section provides advice on how to use these tests. More information can be found at www.computingcases.org.

Setting Up the Ethics Tests: Pitfalls to avoid

Set-Up Pitfalls: Mistakes in this area lead to the analysis becoming unfocused and getting lost in irrelevancies. (a) Agent-switching where the analysis falls prey to irrelevancies that crop up when the test application is not grounded in the standpoint of a single agent, (b) Sloppy action-description where the analysis fails because no specific action has been tested, (c) Test-switching where the analysis fails because one test is substituted for another. (For example, the public identification and reversibility tests are often reduced to the harm/beneficence test where harmful consequences are listed but not associated with the agent or stakeholders.)

Set up the test

• Identify the agent (the person who is going to perform the action)
• Describe the action or solution that is being tested (what the agent is going to do or perform)
• Identify the stakeholders (those individuals or groups who are going to be affected by the action), and their stakes (interests, values, goods, rights, needs, etc.
• Identify, sort out, and weigh the consequences (the results the action is likely to bring about)

Harm/Beneficence Test

• What harms would accompany the action under consideration? Would it produce physical or mental suffering, impose financial or non-financial costs, or deprive others of important or essential goods?
• What benefits would this action bring about? Would it increase safety, quality of life, health, security, or other goods both moral and non-moral?
• What is the magnitude of each these consequences? Magnitude includes likelihood it will occur (probability), the severity of its impact (minor or major harm) and the range of people affected.
• Identify one or two other viable alternatives and repeat these steps for them. Some of these may be modifications of the basic action that attempt to minimize some of the likely harms. These alternatives will establish a basis for assessing your alternative by comparing it with others.
• Decide on the basis of the test which alternative produces the best ratio of benefits to harms?
• Check for inequities in the distribution of harms and benefits. Do all the harms fall on one individual (or group)? Do all of the benefits fall on another? If harms and benefits are inequitably distributed, can they be redistributed? What is the impact of redistribution on the original solution imposed?

Pitfalls of the Harm/Beneficence Test

• “Paralysis of Analysis" comes from considering too many consequences and not focusing only on those relevant to your decision.
• Incomplete Analysis results from considering too few consequences. Often it indicates a failure of moral imagination which, in this case, is the ability to envision the consequences of each action alternative.
• Failure to compare different alternatives can lead to a decision that is too limited and one-sided.
• Failure to weigh harms against benefits occurs when decision-makers lack the experience to make the qualitative comparisons required in ethical decision making.
• Finally, justice failures result from ignoring the fairness of the distribution of harms and benefits. This leads to a solution which may maximize benefits and minimize harms but still give rise to serious injustices in the distribution of these benefits and harms.

Reversibility Test

• Set up the test by (i) identifying the agent, (ii) describing the action, and (iii) identifying the stakeholders and their stakes.
• Use the stakeholder analysis to identify the relations to be reversed.
• Reverse roles between the agent (you) and each stakeholder: put them in your place (as the agent) and yourself in their place (as the one subjected to the action).
• If you were in their place, would you still find the action acceptable?

Cross Checks for Reversibility Test (These questions help you to check if you have carried out the reversibility test properly.)

• Does the proposed action treat others with respect? (Does it recognize their autonomy or circumvent it?)
• Does the action violate the rights of others? (Examples of rights: free and informed consent, privacy, freedom of conscience, due process, property, freedom of expression)
• Would you recommend that this action become a universal rule?
• Are you, through your action, treating others merely as means?

Pitfalls of the Reversibility Test

• Leaving out a key stakeholder relation
• Failing to recognize and address conflicts between stakeholders and their conflicting stakes
• Confusing treating others with respect with capitulating to their demands (“Reversing with Hitler”)
• Failing to reach closure, i.e., an overall, global reversal assessment that takes into account all the stakeholders the agent has reversed with.

Steps in Applying the Public Identification Test

• Set up the analysis by identifying the agent, describing the action, and listing the key values or virtues at play in the situation.
• Association the action with the agent.
• Describe what the action says about the agent as a person. Does it reveal him or her as someone associated with a virtue or a vice?

Alternative Version of Public Identification

• Does the action under consideration realize justice or does it pose an excess or defect of justice?
• Does the action realize responsibility or pose an excess or defect of responsibility?
• Does the action realize reasonableness or pose too much or too little reasonableness?
• Does the action realize honesty or pose too much or too little honesty?
• Does the action realize integrity or pose too much or too little integrity?

Pitfalls of Public Identification

• Action not associated with agent. The most common pitfall is failure to associate the agent and the action. The action may have bad consequences and it may treat individuals with respect but these points are not as important in the context of this test as what they imply about the agent as a person who deliberately performs such an action.
• Failure to specify moral quality, virtue, or value. Another pitfall is to associate the action and agent but only ascribe a vague or ambiguous moral quality to the agent. To say, for example, that willfully harming the public is bad fails to zero in on precisely what moral quality this ascribes to the agent. Does it render him or her unjust, irresponsible, corrupt, dishonest, or unreasonable? The virtue list given above will help to specify this moral quality.

Code of Ethics Test

• Does the action hold paramount the health, safety, and welfare of the public, i.e., those affected by the action but not able to participate in its design or execution?
• Does the action maintain faithful agency with the client by not abusing trust, avoiding conflicts of interest, and maintaining confidences?
• Is the action consistent with the reputation, honor, dignity, and integrity of the profession?
• Does the action serve to maintain collegial relations with professional peers?
• The ethics and feasibility tests will not always converge on the same solution. There is a complicated answer for why this is the case but the simple version is that the tests do not always agree on a given solution because each test (and the ethical theory it encapsulates) covers a different domain or dimension of the action situation. Meta tests turn this disadvantage to your advantage by feeding the interaction between the tests on a given solution back into the evaluation of that solution.
• When the ethics tests converge on a given solution, this convergence is a sign of the strength and robustness of the solution and counts in its favor.
• When a given solution responds well to one test but does poorly under another, this is a sign that the solution needs further development and revision. It is not a sign that one test is relevant while the others are not. Divergence between test results is a sign that the solution is weak.

Application Exercise

You will now practice the four stages of decision making with a real-world case. This case, Risk Assessment, came from a retreat on Business, Science, and Engineering Ethics held in Puerto Rico in December 1998. It was funded by the National Science Foundation, Grant SBR 9810253.

Risk Assessment ScenarioCase Scenario: You supervise a group of engineers working for a private laboratory with expertise in nuclear waste disposal and risk assessment. The DOE (Department of Energy) awarded a contract to your laboratory six years ago to do a risk assessment of various nuclear waste disposal sites. During the six years in which your team has been doing the study, new and more accurate calculations in risk assessment have become available. Your laboratory’s study, however, began with the older, simpler calculations and cannot integrate the newer without substantially delaying completion. You, as the leader of the team, propose a delay to the DOE on the grounds that it is necessary to use the more advanced calculations. Your position is that the laboratory needs more time because of the extensive calculations required; you argue that your group must use state of the art science in doing its risk assessment. The DOE says you are using overly high standards of risk assessment to prolong the process, extend the contract, and get more money for your company. They want you to use simpler calculations and finish the project; if you are unwilling to do so, they plan to find another company that thinks differently. Meanwhile, back at the laboratory, your supervisor (a high level company manager) expresses to you the concern that while good science is important in an academic setting, this is the real world and the contract with the DOE is in jeopardy. What should you do?

Part One: Problem Specification

• Specify the problem in the above scenario. Be as concise and specific as possible
• Is your problem best specifiable as a disagreement? Between whom? Over what?
• Can your problem be specified as a value conflict? What are the values in conflict? Are the moral, nonmoral, or both?

Part Two: Solution Generation

• Quickly and without analysis or criticism brainstorm 5 to ten solutions
• Refine your solution list. Can solutions be eliminated? (On what basis?) Can solutions be combined? Can solutions be combined as plan a and plan b?
• If you specified your problem as a disagreement, how do your solutions resolve the disagreement? Can you negotiate interests over positions? What if your plan of action doesn't work?
• If you formulated your problem as a value conflict, how do your solutions resolve this conflict? By integrating the conflicting values? By partially realizing them through a value compromise? By trading one value off for another?

Part Three: Solution Testing

• Construct a solution evaluation matrix to compare two to three solution alternatives.
• Choose a bad solution and then compare to it the two strongest solutions you have.
• Be sure to avoid the pitfalls described above and set up each test carefully.

Part Four: Solution Implementation

• Develop an implementation plan for your best solution. This plan should anticipate obstacles and offer means for overcoming them.
• Prepare a feasibility table outlining these issues using the table presented above.
• Remember that each of these feasibility constraints is negotiable and therefore flexible. If you choose to set aside a feasibility constraint then you need to outline how you would negotiate the extension of that constraint.

Decision-Making Presentation

Problem Solving Presentation

Shortened Presentation for Fall 2012

Vigo Socio-Technical System Table and Problems

Test Rubric Fall 2009: Problem-Solving

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6.3: Ethical Dilemmas

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• Page ID 63170

• Ernstmeyer & Christman (Eds.)
• Chippewa Valley Technical College via OpenRN

Nurses frequently find themselves involved in conflicts during patient care related to opposing values and ethical principles. These conflicts are referred to as ethical dilemmas. An ethical dilemma results from conflict of competing values and requires a decision to be made from equally desirable or undesirable options.

An ethical dilemma can involve conflicting patient’s values, nurse values, health care provider’s values, organizational values, and societal values associated with unique facts of a specific situation. For this reason, it can be challenging to arrive at a clearly superior solution for all stakeholders involved in an ethical dilemma. Nurses may also encounter moral dilemmas where the right course of action is known but the nurse is limited by forces outside their control. See Table 6.3a for an example of ethical dilemmas a nurse may experience in their nursing practice.

Read more about Ethics Topics and Articles on the ANA website.

According to the American Nurses Association (ANA), a nurse’s ethical competence depends on several factors [1] :

• Continuous appraisal of personal and professional values and how they may impact interpretation of an issue and decision-making
• An awareness of ethical obligations as mandated in the Code of Ethics for Nurses With Interpretive Statements [2]
• Knowledge of ethical principles and their application to ethical decision-making
• Motivation and skills to implement an ethical decision

Nurses and nursing students must have moral courage to address the conflicts involved in ethical dilemmas with “the willingness to speak out and do what is right in the face of forces that would lead us to act in some other way.” [3] See Figure 6.7 [4] for an illustration of nurses’ moral courage.

Nurse leaders and organizations can support moral courage by creating environments where nurses feel safe and supported to speak up. [5] Nurses may experience moral conflict when they are uncertain about what values or principles should be applied to an ethical issue that arises during patient care. Moral conflict can progress to moral distress when the nurse identifies the correct ethical action but feels constrained by competing values of an organization or other individuals. Nurses may also feel moral outrage when witnessing immoral acts or practices they feel powerless to change. For this reason, it is essential for nurses and nursing students to be aware of frameworks for solving ethical dilemmas that consider ethical theories, ethical principles, personal values, societal values, and professionally sanctioned guidelines such as the ANA Nursing Code of Ethics.

Moral injury felt by nurses and other health care workers in response to the COVID-19 pandemic has gained recent public attention. Moral injury refers to the distressing psychological, behavioral, social, and sometimes spiritual aftermath of exposure to events that contradict deeply held moral beliefs and expectations. [6] Health care workers may not have the time or resources to process their feelings of moral injury caused by the pandemic, which can result in burnout. Organizations can assist employees in processing these feelings of moral injury with expanded employee assistance programs or other structured support programs. [7] Read more about self-care strategies to address feelings of burnout in the “ Burnout and Self-Care ” chapter.

Frameworks for Solving Ethical Dilemmas

Systematically working through an ethical dilemma is key to identifying a solution. Many frameworks exist for solving an ethical dilemma, including the nursing process, four-quadrant approach, the MORAL model, and the organization-focused PLUS Ethical Decision-Making model. [8] When nurses use a structured, systematic approach to resolving ethical dilemmas with appropriate data collection, identification and analysis of options, and inclusion of stakeholders, they have met their legal, ethical, and moral responsibilities, even if the outcome is less than ideal.

Nursing Process Model

The nursing process is a structured problem-solving approach that nurses may apply in ethical decision-making to guide data collection and analysis. See Table 6.3b for suggestions on how to use the nursing process model during an ethical dilemma. [9]

Four-Quadrant Approach

The four-quadrant approach integrates ethical principles (e.g., beneficence, nonmaleficence, autonomy, and justice) in conjunction with health care indications, individual and family preferences, quality of life, and contextual features. [11] See Table 6.3c for sample questions used during the four-quadrant approach.

MORAL Model

The MORAL model is a nurse-generated, decision-making model originating from research on nursing-specific moral dilemmas involving client autonomy, quality of life, distributing resources, and maintaining professional standards. The model provides guidance for nurses to systematically analyze and address real-life ethical dilemmas. The steps in the process may be remembered by using the mnemonic MORAL. See Table 6.3d for a description of each step of the MORAL model. [13] , [14]

PLUS Ethical Decision-Making Model

The PLUS Ethical Decision-Making model was created by the Ethics and Compliance Initiative to help organizations empower employees to make ethical decisions in the workplace. This model uses four filters throughout the ethical decision-making process, referred to by the mnemonic PLUS:

• P: Policies, procedures, and guidelines of an organization
• L: Laws and regulations
• U: Universal values and principles of an organization
• S: Self-identification of what is good, right, fair, and equitable [15]

The seven steps of the PLUS Ethical Decision-Making model are as follows [16] :

• Define the problem using PLUS filters
• Seek relevant assistance, guidance, and support
• Identify available alternatives
• Evaluate the alternatives using PLUS to identify their impact
• Make the decision
• Implement the decision
• Evaluate the decision using PLUS filters
• American Nurses Association. (2021). Nursing: Scope and standards of practice (4th ed.). American Nurses Association. ↵
• American Nurses Association. (2015). Code of ethics for nurses with interpretive statements. American Nurses Association. https://www.nursingworld.org/practice-policy/nursing-excellence/ethics/code-of-ethics-for-nurses/coe-view-only / ↵
• American Nurses Association (ANA). Ethics topics and articles. https://www.nursingworld.org/practice-policy/nursing-excellence/ethics/ethics-topics-and-articles/ ↵
• “Moral courage.png” by Meredith Pomietlo for Chippewa Valley Technical College is licensed under CC BY 4.0 ↵
• Norman, S. & Maguen, S. (n.d.). Moral injury. PTSD: National Center for PTSD, U.S. Department of Veterans Affairs. https://www.ptsd.va.gov/professional/treat/cooccurring/moral_injury.asp ↵
• Dean, W., Jacobs, B., & Manfredi, R. A. (2020). Moral injury: The invisible epidemic in COVID health care workers. Annals of Emergency Medicine, 76 (4), 385–386. https://doi.org/10.1016/j.annemergmed.2020.05.023 ↵
• Crisham, P. (1985). Moral: How can I do what is right? Nursing Management, 16 (3), 44. https://journals.lww.com/nursingmanagement/citation/1985/03000/moral__how_can_i_do_what_s_right_.6.aspx ↵
• Ethics & Compliance Initiative. (2021). The PLUS Ethical Decision Making Model . https://www.ethics.org/resources/free-toolkit/decision-making-model/ ↵

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1 A Model for Ethical Problem Solving

• Published: April 2017
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Chapter 1 begins with a five-step model for analyzing a case posing ethical questions in pharmacy: (1) responding to a “sense” or feeling that something is wrong, (2) gathering information and making an assessment, (3) identifying the ethical problem, (4) seeking a resolution, and (5) working with others to choose a course of action. This five-step model is illustrated by the book’s first case, one involving reporting a possibly lethal medical error. A patient dies after mistakenly being given heparin intended for another patient. The case is followed by commentary applying the model and concluding with possible resolutions of the dilemma. The pharmacist might share the information with all those involved, including the family of the now-deceased patient, or tell only the pharmacist who prepared the drugs. The implications of the ethical principles involved, such as nonmaleficence and veracity, are explored.

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How to Solve Problems Effectively and Ethically

Conflict with your kids is inevitable and necessary. No matter how harmonious a home environment you work to create, your kids will challenge you as you help them grow. You’ll butt heads—often over things you’d least expect. In my case, I found myself challenged by my daughter over a seemingly innocuous treat: Girl Scout Cookies.

Like many young girls, my daughter Annie was an avid Scout. So when it came time to sell their traditional baked goods, Annie approached the task with gusto. She wanted to excel in sales, both for the good of the organization and for the prize that came with high sales.

Annie enlisted me to help her sell cookies at LeapFrog, where I had recently invented the LeapPad and where many young cookie lovers would be delighted to help a sweet Girl Scout. Annie frequently visited the office as a voice talent, recording for the LeapPad, and she knew many people. I looked forward to watching her introduce herself in her Girl Scout uniform. This was a unique bonding opportunity for us and a proud moment for me as a dad.

Unfortunately, there was a problem. My wife and I had learned, well ahead of the general public, of the severe negative health consequences of partially hydrogenated oils, now more commonly known as trans fats. We had eliminated foods containing trans fats from our family’s diet. When I looked at the ingredient list for Girl Scout Cookies, I was astounded to see trans fats as a key ingredient (trans fats have thankfully been largely removed from the cookies since then).

I pointed this out to Annie, and we were instantly in conflict.

“Do you want me to sell my friends cookies that we wouldn’t eat ourselves? That we know are poisonous?” I asked, admittedly ramping up the drama.

“But Dad, they’re Girl Scout Cookies!” Annie said. My campaign against trans fats paled in importance when Girl Scout Cookies were on the line.

“All right, let me think about it,” I said. Annie sighed, knowing that I wouldn’t come back to her with a simple “yes” or “no.” I’d want to talk about the PTS—the problem to solve, something my career had shown me was a foundational part of success.

Related: How to Solve Any Problem That Gets in Your Way

Solving Problems Effectively and Ethically

Annie just wanted to sell the cookies. But I knew they were seriously unhealthy for people. More importantly, I knew that letting Annie compromise our values for the sake of a prize would set a bad example and was not good parenting. So what could we do?

Most ongoing conflicts stem from one critical mistake: People do not clearly define, and agree to, the problem to solve. Worse, they often solve the wrong problem. People typically skip problem definition and focus on treating symptoms. Annie and I needed to identify the core issue, carefully craft the right problem statement, and then agree to solve it.

I really wanted to help my daughter, but not at the cost of our family’s integrity or my colleagues’ health. After a patient exchange of questions and answers, which was frustrating though informative for Annie, we realized that the problem was less about selling boxed cookies and more about helping her raise money. We struck on the idea of baking our own healthy cookies for Annie to sell, assuming we could get the Scout leader’s approval, which provided another opportunity for Annie to learn about making proposals to her supervisors on a project. She obtained this approval, and Annie and I spent a magical weekend baking together. She sold every last cookie to my LeapFrog colleagues and won the prize she had sought.

Why the PTS Matters

The Girl Scout Cookie story is Marggraff family lore now that Annie is an adult, and I look back on it as a defining moment in her journey toward becoming a founder in her own right. Finding the PTS through forensic Q&A changed her attitude toward “unsolvable” problems and became a fun experience instead of a source of frustration.

The desire and ability to pursue and identify the right, clear PTS is absolutely crucial to a founder’s mindset—a way of approaching your work with the productive and insightful perspective of a problem solver. By encouraging Annie to really think about the problem we needed to solve, I helped her think critically about addressing tough scenarios. People often run in circles trying to solve problems because they’re chasing a problem’s symptoms, not its cause. Once you properly articulate the core problem, the solution often presents itself.

Related:  How to Develop Critical Thinking Skills

Learning to identify the correct PTS is a skill. Like any skill, it takes time to cultivate. Here are three steps that are helpful in shaping this critical ability:

1. Begin with your values in mind.

When you have clearly defined values , problem-solving becomes much easier. Right away, you have a framework for approaching an issue because you’re guided by your ethics as valuable constraints in defining your PTS. In the story I shared about Annie, I was committed to solving the problem. I knew that some solutions—such as selling the original Girl Scout Cookies—didn’t align with our family and societal health values. Once she and I understood and agreed to this, we were able, with some coaching, to think creatively to identify the real problem.

2. Identify your problem calmly and one step at a time.

Our instinct when conflict arises is to react immediately. When someone feels slighted at the office, we often say whatever comes to mind to assuage their feelings. When an investor criticizes a product, we often become defensive and try to rationalize our solution or try to solve the same problem a different way. However, this initial instinct does not focus on finding the true PTS.

With slighted colleagues, go ahead and apologize if you feel you created undue offense—but think about why the situation occurred in the first place. Maybe you’re frustrated with performance, or perhaps your communication has been lacking. Addressing those issues will lead to a better working relationship.

In business, if you find yourself on the receiving end of investor criticism, embrace their comments without ego, and don’t jump to an immediate solution. Forensically, respectfully, question the provocateur and listen carefully. Review your core business needs as well as changes that may have occurred in the market and decide whether you’re solving the correct problem. Identifying the right PTS demands deep, comprehensive, critical thinking rather than a rush to action at the first sign of trouble.

3. Ask “why?”

When you think you’ve defined the problem statement, stop and ask “why?” Answer this, then ask “why?” again. Keep asking until you get to the real PTS.

The first time I asked Annie why she wanted to sell Girl Scout Cookies, she said, “Because I have to.” After my second ask, she said, “Because I was told to.” By my fourth “why” to Annie, she became frustrated. By my seventh “why,” she had become engaged and began to think critically. (I was patient and persistent, which is important in these situations.) It was then that we realized it was about fundraising, not boxes of Girl Scout Cookies.

In the years since the great Girl Scout Cookie baking adventure, Annie has blossomed into a successful founder. She is now nationally scaling Step Ahead, a nonprofit program she founded for children on the autism spectrum, and she is full of motivation and clarity of mind. She didn’t develop these skills overnight but rather through persistent practice in many situations (the cookie bakeoff being just one).

Every time you apply yourself to find the right problem to solve, you’ll strengthen the founder’s mindset within yourself and those around you. You’ll do more than just resolve issues effectively—you’ll all become leaders and critical thinkers, as well.

Related:  5 Tips to Inspire an Innovative Mindset

Jim Marggraff

Jim Marggraff is a serial entrepreneur dedicated to developing innovative technologies. Jim’s latest company, Eyefluence, was recently acquired by Google. He also invented the LeapPad learning system and the Livescribe smartpen. Jim is not only an entrepreneur himself, but a parent of entrepreneurs. Jim’s book, How to Raise a Founder With Heart , is available now.

5473 Blair Road, Suite 100 PMB 30053 Dallas, TX 75231

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Examination of Ethical Decision-Making Models Across Disciplines: Common Elements and Application to the Field of Behavior Analysis

• Discussion and Review Paper
• Published: 29 November 2022
• Volume 16 , pages 657–671, ( 2023 )

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• Victoria D. Suarez   ORCID: orcid.org/0000-0002-4940-0780 1 ,
• Videsha Marya   ORCID: orcid.org/0000-0002-5836-5470 1 , 2 ,
• Mary Jane Weiss   ORCID: orcid.org/0000-0002-2836-3861 1 &
• David Cox   ORCID: orcid.org/0000-0003-4376-2104 1 , 3  

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Human service practitioners from varying fields make ethical decisions daily. At some point during their careers, many behavior analysts may face ethical decisions outside the range of their previous education, training, and professional experiences. To help practitioners make better decisions, researchers have published ethical decision-making models; however, it is unknown the extent to which published models recommend similar behaviors. Thus, we systematically reviewed and analyzed ethical decision-making models from published peer-reviewed articles in behavior analysis and related allied health professions. We identified 55 ethical decision-making models across 60 peer-reviewed articles, seven primary professions (e.g., medicine, psychology), and 22 subfields (e.g., dentistry, family medicine). Through consensus-based analysis, we identified nine behaviors commonly recommended across the set of reviewed ethical decision-making models with almost all ( n = 52) models arranging the recommended behaviors sequentially and less than half ( n = 23) including a problem-solving approach. All nine ethical decision-making steps clustered around the ethical decision-making steps in the Ethics Code for Behavior Analysts published by the Behavior Analyst Certification Board ( 2020 ) suggesting broad professional consensus for the behaviors likely involved in ethical decision making.

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Assessing the Reliability of and Preference for an Ethical Decision Model

Promoting Ethical and Evidence-Based Practice through a Panel Review Process: A Case Study in Implementation Research

Ethical behavior analysis: evidence-based practice as a framework for ethical decision making, all articles with an asterisk indicate the final articles included in the review.

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Suarez, V.D., Marya, V., Weiss, M.J. et al. Examination of Ethical Decision-Making Models Across Disciplines: Common Elements and Application to the Field of Behavior Analysis. Behav Analysis Practice 16 , 657–671 (2023). https://doi.org/10.1007/s40617-022-00753-1

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Why Problem-Solving Skills Are Essential for Leaders in Any Industry

• 17 Jan 2023

Any organization offering a product or service is in the business of solving problems.

Whether providing medical care to address health issues or quick convenience to those hungry for dinner, a business’s purpose is to satisfy customer needs .

In addition to solving customers’ problems, you’ll undoubtedly encounter challenges within your organization as it evolves to meet customer needs. You’re likely to experience growing pains in the form of missed targets, unattained goals, and team disagreements.

Yet, the ubiquity of problems doesn’t have to be discouraging; with the right frameworks and tools, you can build the skills to solve consumers' and your organization’s most challenging issues.

Here’s a primer on problem-solving in business, why it’s important, the skills you need, and how to build them.

Access your free e-book today.

What Is Problem-Solving in Business?

Problem-solving is the process of systematically removing barriers that prevent you or others from reaching goals.

Your business removes obstacles in customers’ lives through its products or services, just as you can remove obstacles that keep your team from achieving business goals.

Design Thinking

Design thinking , as described by Harvard Business School Dean Srikant Datar in the online course Design Thinking and Innovation , is a human-centered , solutions-based approach to problem-solving and innovation. Originally created for product design, design thinking’s use case has evolved . It’s now used to solve internal business problems, too.

The design thinking process has four stages :

• Clarify: Clarify a problem through research and feedback from those impacted.
• Ideate: Armed with new insights, generate as many solutions as possible.
• Develop: Combine and cull your ideas into a short list of viable, feasible, and desirable options before building prototypes (if making physical products) and creating a plan of action (if solving an intangible problem).
• Implement: Execute the strongest idea, ensuring clear communication with all stakeholders about its potential value and deliberate reasoning.

Using this framework, you can generate innovative ideas that wouldn’t have surfaced otherwise.

Creative Problem-Solving

Another, less structured approach to challenges is creative problem-solving , which employs a series of exercises to explore open-ended solutions and develop new perspectives. This is especially useful when a problem’s root cause has yet to be defined.

You can use creative problem-solving tools in design thinking’s “ideate” stage, which include:

• Brainstorming: Instruct everyone to develop as many ideas as possible in an allotted time frame without passing judgment.
• Divergent thinking exercises: Rather than arriving at the same conclusion (convergent thinking), instruct everyone to come up with a unique idea for a given prompt (divergent thinking). This type of exercise helps avoid the tendency to agree with others’ ideas without considering alternatives.
• Alternate worlds: Ask your team to consider how various personas would manage the problem. For instance, how would a pilot approach it? What about a young child? What about a seasoned engineer?

It can be tempting to fall back on how problems have been solved before, especially if they worked well. However, if you’re striving for innovation, relying on existing systems can stunt your company’s growth.

Related: How to Be a More Creative Problem-Solver at Work: 8 Tips

Why Is Problem-Solving Important for Leaders?

While obstacles’ specifics vary between industries, strong problem-solving skills are crucial for leaders in any field.

Whether building a new product or dealing with internal issues, you’re bound to come up against challenges. Having frameworks and tools at your disposal when they arise can turn issues into opportunities.

As a leader, it’s rarely your responsibility to solve a problem single-handedly, so it’s crucial to know how to empower employees to work together to find the best solution.

Your job is to guide them through each step of the framework and set the parameters and prompts within which they can be creative. Then, you can develop a list of ideas together, test the best ones, and implement the chosen solution.

Related: 5 Design Thinking Skills for Business Professionals

4 Problem-Solving Skills All Leaders Need

1. problem framing.

One key skill for any leader is framing problems in a way that makes sense for their organization. Problem framing is defined in Design Thinking and Innovation as determining the scope, context, and perspective of the problem you’re trying to solve.

“Before you begin to generate solutions for your problem, you must always think hard about how you’re going to frame that problem,” Datar says in the course.

For instance, imagine you work for a company that sells children’s sneakers, and sales have plummeted. When framing the problem, consider:

• What is the children’s sneaker market like right now?
• Should we improve the quality of our sneakers?
• Should we assess all children’s footwear?
• Is this a marketing issue for children’s sneakers specifically?
• Is this a bigger issue that impacts how we should market or produce all footwear?

While there’s no one right way to frame a problem, how you do can impact the solutions you generate. It’s imperative to accurately frame problems to align with organizational priorities and ensure your team generates useful ideas for your firm.

To solve a problem, you need to empathize with those impacted by it. Empathy is the ability to understand others’ emotions and experiences. While many believe empathy is a fixed trait, it’s a skill you can strengthen through practice.

When confronted with a problem, consider whom it impacts. Returning to the children’s sneaker example, think of who’s affected:

• Your organization’s employees, because sales are down
• The customers who typically buy your sneakers
• The children who typically wear your sneakers

Empathy is required to get to the problem’s root and consider each group’s perspective. Assuming someone’s perspective often isn’t accurate, so the best way to get that information is by collecting user feedback.

For instance, if you asked customers who typically buy your children’s sneakers why they’ve stopped, they could say, “A new brand of children’s sneakers came onto the market that have soles with more traction. I want my child to be as safe as possible, so I bought those instead.”

When someone shares their feelings and experiences, you have an opportunity to empathize with them. This can yield solutions to their problem that directly address its root and shows you care. In this case, you may design a new line of children’s sneakers with extremely grippy soles for added safety, knowing that’s what your customers care most about.

Related: 3 Effective Methods for Assessing Customer Needs

3. Breaking Cognitive Fixedness

Cognitive fixedness is a state of mind in which you examine situations through the lens of past experiences. This locks you into one mindset rather than allowing you to consider alternative possibilities.

For instance, your cognitive fixedness may make you think rubber is the only material for sneaker treads. What else could you use? Is there a grippier alternative you haven’t considered?

Problem-solving is all about overcoming cognitive fixedness. You not only need to foster this skill in yourself but among your team.

4. Creating a Psychologically Safe Environment

As a leader, it’s your job to create an environment conducive to problem-solving. In a psychologically safe environment, all team members feel comfortable bringing ideas to the table, which are likely influenced by their personal opinions and experiences.

If employees are penalized for “bad” ideas or chastised for questioning long-held procedures and systems, innovation has no place to take root.

By employing the design thinking framework and creative problem-solving exercises, you can foster a setting in which your team feels comfortable sharing ideas and new, innovative solutions can grow.

How to Build Problem-Solving Skills

The most obvious answer to how to build your problem-solving skills is perhaps the most intimidating: You must practice.

Again and again, you’ll encounter challenges, use creative problem-solving tools and design thinking frameworks, and assess results to learn what to do differently next time.

While most of your practice will occur within your organization, you can learn in a lower-stakes setting by taking an online course, such as Design Thinking and Innovation . Datar guides you through each tool and framework, presenting real-world business examples to help you envision how you would approach the same types of problems in your organization.

Are you interested in uncovering innovative solutions for your organization’s business problems? Explore Design Thinking and Innovation —one of our online entrepreneurship and innovation courses —to learn how to leverage proven frameworks and tools to solve challenges. Not sure which course is right for you? Download our free flowchart .

About the Author

Social Life Simulation for Non-Cognitive Skills Learning

• Xiang, Yaohong

Non-cognitive skills are crucial for personal and social life well-being, and such skill development can be supported by narrative-based (e.g., storytelling) technologies. While generative AI enables interactive and role-playing storytelling, little is known about how users engage with and perceive the use of AI in social life simulation for non-cognitive skills learning. To this end, we introduced SimuLife++, an interactive platform enabled by a large language model (LLM). The system allows users to act as protagonists, creating stories with one or multiple AI-based characters in diverse social scenarios. In particular, we expanded the Human-AI interaction to a Human-AI-AI collaboration by including a sage agent, who acts as a bystander to provide users with more insightful perspectives on their choices and conversations. Through a within-subject user study, we found that the inclusion of the sage agent significantly enhanced narrative immersion, according to the narrative transportation scale, leading to more messages, particularly in group chats. Participants' interactions with the sage agent were also associated with significantly higher scores in their perceived motivation, self-perceptions, and resilience and coping, indicating positive impacts on non-cognitive skills reflection. Participants' interview results further explained the sage agent's aid in decision-making, solving ethical dilemmas, and problem-solving; on the other hand, they suggested improvements in user control and balanced responses from multiple characters. We provide design implications on the application of generative AI in narrative solutions for non-cognitive skill development in broader social contexts.

• Computer Science - Computation and Language;
• Computer Science - Human-Computer Interaction

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Why Yes-or-No Questions on Abortion Rights Could Be a Key to 2024

In states that will help decide control of the White House and Congress, Democrats are campaigning furiously alongside ballot measures to protect abortion rights, putting Republicans on their heels.

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By Nick Corasaniti and Nicholas Nehamas

As Democrats confront a presidential race against a resurgent and resilient Donald J. Trump as well as a brutally challenging Senate map, they believe they have an increasingly powerful political weapon: ballot measures to protect abortion rights.

Two crucial presidential and Senate battlegrounds, Arizona and Nevada, are expected to put such measures directly before voters. So are other states with top Senate races, including Maryland and potentially Montana. And abortion rights measures are set or could appear on ballots in states like New York, Florida and Nebraska , where competitive contests could help determine whether Democrats win back the House.

Hopeful Democrats — and worried Republicans — are acutely aware that in all seven states where abortion has been put directly to voters since the Supreme Court overturned Roe v. Wade, the abortion rights side has won, in both red states like Ohio and Kansas as well as swing states like Michigan . Those measures have sometimes fueled surges in liberal turnout that have lifted Democratic candidates to victory, as well.

So in every state where an abortion measure is already on the 2024 ballot or could yet appear, Democratic candidates, state parties and allied groups are campaigning furiously alongside the ballot initiatives, running ads, helping pour money behind them and bringing up the measures in speech after speech.

In Arizona, where Democrats are trying to flip the Legislature, the party’s candidates have gone so far as to collect signatures for the state’s ballot measure as they knock on voters’ doors.

“When the abortion petition initiative came out, it was a no-brainer that I would carry it with me,” said Brandy Reese, a Democrat running for the Arizona House who said she had gathered dozens of signatures while campaigning. “I introduce myself as a pro-choice candidate running, and you can instantly tell in people’s body language that they’re excited to hear that.”

The wave of abortion referendums — some of which are not officially on the ballot yet but most of which have enough signatures to get there, according to organizers — is adding new unpredictability to an election season already convulsed by Mr. Trump’s criminal cases and wrenching questions about the future of the country’s democracy.

With polls showing that a majority of Americans think abortion should be legal in all or most cases , the measures could serve as a political life raft at a time when President Biden faces stubbornly low approval ratings and skepticism within his party. Democrats hope the ballot initiatives will increase turnout among core voters like suburban women, young people and African Americans.

“The ballot initiatives are well-funded and well-organized efforts,” said Christina Freundlich, a Democratic strategist. “It’s creating a tremendous sense of energy not only within the Democratic Party but with voters across the board.”

Party leaders are echoing that message.

“Momentum is on our side,” Vice President Kamala Harris said at an abortion rights event on Wednesday in Jacksonville, Fla. “Just think about it: Since Roe was overturned, every time reproductive freedom has been on the ballot, the people of America voted for freedom.”

Beyond electoral politics, the ballot initiatives regarding abortion have driven huge interest and turnout because of their direct impact on voters’ lives. In Florida, for example, a newly enforced ban on nearly all abortions in the state has cut off a critical access point to patients across the Southeast. In Arizona, lawmakers this week repealed a near-total ban on abortions — but the state is now set to enforce a 15-week ban with no exceptions for rape or incest.

Medical practitioners have also expressed concerns about facing criminal penalties under the bans.

“The fear of that is just devastating,” said Mona Mangat, board chair of the Committee to Protect Health Care, an advocacy group that is supporting ballot initiatives in several states. “It’s going to be devastating for practitioners and devastating for patients.”

Ms. Mangat said the restrictions could affect whether doctors wanted to move to those states to practice medicine or attend residency programs.

In Nevada, abortion is legal within the first 24 weeks of pregnancy. Organizers there are collecting signatures to place an amendment on the ballot that would establish a right to an abortion in the State Constitution. Key Democrats in the state, including Senator Jacky Rosen, who is facing a close re-election fight, have signed onto the petition .

Representative Dina Titus, another Nevada Democrat, said in an interview that the amendment would still motivate voters to turn out, especially young people, even without the driving force of overturning far-reaching restrictions.

“We’ll talk about it in terms of how this will really protect women,” Ms. Titus said. “And we’ll use it to attract young women and just young people generally to the polls, because they will suddenly realize something they took for granted is not going to be available.”

Republican candidates and their allies have appeared reluctant to directly campaign against ballot measures to protect abortion rights, though some G.O.P. leaders have voiced opposition. In Ohio, Gov. Mike DeWine recorded a video opposing the state’s initiative last year, and in Florida, Gov. Ron DeSantis has said the current ballot measure is too broad. “To nuke parental consent for minors is totally unacceptable,” he said at an event last month.

Some Republicans openly worry that restrictive measures like Florida’s may play into the hands of Democrats, given how abortion referendums in recent cycles have unfolded.

“Kansas and Ohio to me is what everyone should be looking at,” said Vicki Lopez, a state representative from Miami who was one of a handful of Republican legislators to vote against Florida’s six-week ban. Voters will now decide in November whether to add a right to an abortion to the State Constitution, with a question known as Amendment Four. “This will be a test.”

But Ms. Lopez added that it would be a mistake to assume that “everyone who votes for Amendment Four is actually going to then vote for Biden.”

Regardless, Democrats believe they have the advantage. In a memo last month, the Democratic Congressional Campaign Committee wrote that “reproductive freedom will remain a driving issue for voters this November” and that the group would “ensure that House Republicans’ efforts to ban abortion nationwide are top of mind as voters head to the polls.”

The D.C.C.C. said it had identified 18 competitive House seats in states where abortion measures are likely to be on the ballot. Republicans are trying to protect a slim House majority.

Money for the ballot measures has cascaded in from both major liberal groups and small donors. Some so-called dark money organizations, whose donors are not disclosed, have contributed millions, including the Open Society Policy Center, the Sixteen Thirty Fund and the Fairness Project. Other advocacy groups, like Planned Parenthood and the American Civil Liberties Union, have also contributed seven figures.

Think Big America, an abortion rights group started by Gov. J.B. Pritzker of Illinois, has spent heavily to support abortion initiatives. After Mr. Pritzker and the group combined to drop $1 million in Ohio last year, Think Big America has spent $1.25 million in Nevada and Arizona. It has also made what it called a “quick investment” of $500,000 in Montana, where the issue is not yet on the November ballot, and donated $500,000 in Florida.

“This has a power to not only turn out Democrats but also make sure that folks that are on the fence — swing voters, independents, persuadable voters — are coming over to the side that has had a longstanding belief in reproductive freedom,” said Michael Ollen, the executive director of Think Big America.

In Arizona, Gov. Katie Hobbs has directed her well-funded state political action committee, Arizona Communities United, to focus heavily on the ballot initiative.

Ms. Hobbs, who has navigated slim Republican majorities in the Legislature for the first two years of her term, has made flipping both chambers a main goal for 2024, and she views the ballot measure as a central part of that effort.

In Nevada, the Biden campaign has invited ballot initiative organizers to collect signatures at events featuring Jill Biden and Ms. Harris.

Giving a speech in the state last month, Ms. Harris thanked the signature gatherers in the audience. They responded by holding up their clipboards and cheering.

“We’re going to win this ballot initiative,” the vice president said. “And Joe Biden and I are going back to the White House.”

Patricia Mazzei contributed reporting.

An earlier version of this article referred incorrectly to spending on an abortion rights measure in Ohio last year. Gov. J.B. Pritzker of Illinois and Think Big America, an abortion rights group he started, combined to spend $1 million; it is not the case that the group alone spent $1 million.

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Nick Corasaniti is a Times reporter covering national politics, with a focus on voting and elections. More about Nick Corasaniti

Nicholas Nehamas is a Times political reporter covering the re-election campaign of President Biden. More about Nicholas Nehamas