Teaching the values of heroes who compassionately crusaded for peace using excellence, dignity, and endurance as their weapons of choice                         6752 Bancroft St.  PO Box 642  Hiram, Ohio 44234-0642  330-569-4912

Keynote Speeches, Seminars, and Workshops in Leadership and Conflict Resolution
Based on the values, conflict-resolution, and problem-solving abilities of world heroes of peace  

Modeling Future Heroes
A Practical Application of Human Values
Copyrighted (C) by Roger F. Cram July 2006,  March 2008, December 2010 - all rights reserved

Conflict Resolution & Problem Solving
First developed by analyzing the crisis-management techniques and peaceful-resolution skills of the Tuskegee Airmen
by Roger F. Cram

The World Heroes of Peace 4-Test (GAP) Problem-Solving Matrix
(Based on my research on the famed Tuskegee Airmen legacy)

     After researching my selected leaders of peace, I discovered that they also solved their problems and overcame obstacles by using similar values as the Tuskegee Airmen. These values are integrated into the Tuskegee Airmen (GAP) Problem Solving Matrix, making it the World Heroes of Peace Problem-Solving Matrix. I researched these heroes’ values and their problem-solving techniques from studying "how" they peacefully overcame their difficulties when they were at their best. Magnificent people performing magnificently - at their finest hour!  What were their values and problem-solving methods? The culmination of my research offers these problem-solving techniques in a useable matrix form, integrated with the heroes’ Value System to insure effective and peaceful solutions for overcoming obstacles.

Give this Model the time it deserves

     As you start to examine the Heroes' 4-Test (GAP) Problem-Solving Matrix, it may initially seem complicated. But by the time you finish studying its three main sections, you should be able to apply it to many obstacles in a few minutes and use it mentally for minor conflicts within thirty seconds. Give this Model the time it deserves; it’s very important, for you will actually start applying the values and tools used by world leaders of peace into your daily life.

This Model is effective in many applications - but peaceful resolutions are needed

     The Heroes' 4-Test (GAP) Problem-Solving Matrix may be used with team, individual, business, military, political, and personal problems. It guides one toward a positive solution preventing the problem from escalating into a crisis. It is especially effective for peacefully overthrowing the South African Apartheid government or fighting for human rights in countries run by insensitive dictators. However, if you have lesser ambitions, the Matrix will work for you as well as long as you are looking for a peaceful resolve with amiable solutions for all sides. If you're looking for a way to run your competition out of business, seeking revenge, or trying to find a way to retaliate against someone, the Matrix will reject your intentions in the first section. If you're not seeking peaceful resolutions, don't use the Matrix.

(GAP) Goal Assurance Protection – a unique feature of this Model

     One of the unique features of the Model is selecting a future goal which must be higher in importance than solving the problem. In this way the problem becomes a small stepping stone in reaching the higher goal. This greatly reduces the problem’s urgency and often its exaggerated significance. As a result, things fall into a much more manageable perspective. This is a technique the Tuskegee Airmen and other world heroes of peace used most effectively.

     As an example, suppose a high school student’s problem is the inability to understand a foreign teacher’s lectures because of the teacher’s heavy accent. The student can’t understand the presentations, explanations to questions, or assignments. The student is angry, in danger of getting a poor grade, and feels cheated by the school. The problem is the student cannot understand the class material well enough to get a good grade. The goal, however, is not to understand the class material, but rather to graduate from college, get a good-paying job, and live comfortably ever after. See how the goal is on a much higher plane than the problem? This relationship between the problem and goal is essential! See table 26.

Moving closer to the goal – a requirement of the Model

     The Model solves the problem and creates advancement toward the goal, and it does so without "burning any bridges" or creating additional problems that must be addressed later. One of the Model's requirements is that the chosen problem solution brings you closer to your ultimate goal. This requirement is Test 3 in the 4-Test sequence. Also, evaluating alternative solutions automatically occurs by repeating the Model in sequential phases until a satisfactory action is reached.

Negative emotions considered in the Model – a critical component!

     Negative emotions often create future problems and are avoided as much as possible in the Model. Almost all decisions any human being makes are based on emotions. Fear, jealousy, competitiveness, anger, revenge, protection of loved ones or property, preservation of self-esteem or stature, and need of acceptance by peers are just a few of the emotions that drive human decisions and reactions. If the emotions of others who are affected by your decisions are not considered, I promise you repercussions and future dilemmas will develop that you never imagined! Nations have gone to war, groups of people have suffered genocide, and corporations have fallen because of negative emotions. This is a critical part of any decision-making process and is an intricate part of the Model found in Test 4 of the 4-Test series.

     If the Tuskegee Airmen had not constantly considered how their oppressors would emotionally react to their decisions, the Tuskegee Airmen program would have failed shortly after its inception. With the intention to fail, the Tuskegee Airmen flying program was always in a very precarious position vulnerable to unjustified attacks from people in power. The Tuskegee Airmen, under the watchful wisdom of Benjamin O. Davis Jr., became masters, no rather artists, in considering the possible negative emotions and unwarranted repercussions of those in power over them. They knew they did not have righteousness and fair play on their side, for many of those in command were very prejudicial and truly felt the demise of the Tuskegee Program was in the best interest of the United States military. Instead, the Tuskegee Airmen relied on their cunning observations of their political situation carefully calculating ways to please those who hated them, to excel for those believing them incompetent, and to offer repeated examples of excellence for those believing their program would negatively impact the U.S. military.

Is the problem stated correctly?

     The 4-Test Model also helps you be sure you have stated the problem correctly. If a trial solution does not start to show merit after three attempts (phases), you might want to restate the problem. For example, you might think the problem is your top salesmen are not working hard enough because sales are declining, but the real problem is your competition has a better and cheaper alternative for your product and you need to modernize your production line. If you have not found a solution to a problem that brings you closer to your goal after three attempts (phases) with the Model, your problem is probably stated incorrectly.  Restate the problem and start over with the Model.

Time – its advantages, its disadvantages

     It is unrealistic to assume any problem-solving model can solve all problems immediately. Many situations take weeks, months, and even years to resolve. If Nelson Mandela insisted the Apartheid government in South Africa change their evil ways in a few weeks, he would have been unsuccessful. His battle took years.

     A black soldier recommended for the Congressional Medal of Honor during WWI, received that medal, if ever, an average of seventy years later. A black soldier recommended for the Congressional Medal of Honor during WWII, received that medal, if ever, an average of fifty years later. Many of these medals were awarded posthumously.

     The Tuskegee Airmen started their battle in March of 1941. The military was finally integrated in 1948, but the Tuskegee Airmen and Women did not fully receive recognition for their incredible accomplishments until they were presented with the United States Congressional Gold Medal by President George Bush on March 29, 2007!

     Many problems can be solved in hours or days. Other problems involving years of tradition, beliefs, and heritage are very complex whether dealing with a nation, a culture, or a family. Often these problems, because of politics, customs, and traditions, can take years to resolve. Quick-working solutions for such complex issues are unlikely. I promise you, however, that hasty solutions can destroy years of progress made through peaceful means and literally add decades to the solution process. Therefore, consider the time needed to resolve your issues.

Summary of advantages with World Heroes of Peace 4-Test GAP Problem-Solving Model

• The Model works for business, political, military, diplomatic, family, and personal problems.

• The Model resolves issues peacefully (if possible) while maintaining your adversary’s dignity.

• The Model works for problems from a minor annoyance through a major crisis.

• The Model can be used in individual or in team and group environments.

• The Model puts the problem into its proper perspective with a higher goal.

• a. This keeps problem solution from endangering the goal.

• b. This often eliminates the problem because it either becomes insignificant when compared to the higher goal or it turns out to be an unforeseen advantage.

• c. The chosen solution must always create an advancement toward the goal.

• The Model helps determine if the problem is stated correctly.

• The Model helps insure that the solution is realistic.

• The Model guards the solution from creating new problems that must be dealt with later (burning bridges or alienating others).
   

Using the World Heroes of Peace 4-Test (GAP) Problem-Solving Model
Based on the Tuskegee Airmen Legacy

Model Structure

The Problem-Solving Model is divided into three main sections and two columns. The sections are labeled A through C. The left-hand column is where the Critical Question is listed and the right-hand column is where the Critical Answer must be determined and entered. So far our model looks like this:
 

Critical Question	Critical Answer
Section A:
Section B:
Section C:

Table 1

 

Section A is where you CLARIFY the problem and its higher associated goal. Section B is where SCENARIOS are entered for the desired and anticipated results. Section C considers any current and future AGGRESSION that may interfere with a peaceful solution or create future problems.  At the end of each section there is a TEST row to determine if you can proceed to the next section. If your answers and solutions are not determined by the sixteen values and they do not meet the requirement of each section, your answer will be rejected.  If you reach the end of the third section without being rejected, chances are you have a plausible solution of peace for your problem or conflict based on the sixteen values.

Because each suggested solution may not prove to be the optimal one after being tested, other SCENARIOS must be tried. The first SCENARIO is known as Phase Number 1. The second tested SCENARIO would be known as Phase Number 2, and so on. Notice a space to indicate the Phase Number is in the first row and first column. The developing model now looks like this:

 

Critical Question Phase Number: 1	Critical Answer
Section A: CLARIFYING
Section B: SCENARIOS
Section C: AGGRESSION AWARENESS

Table 2

 

This Model is called the 4-Test GAP Model because it employs 4 tests that must be passed in order for your proposed solution to qualify as acceptable.  Each of the three sections A, B, and C ends with one or two of test questions.

By expanding Section A into its two associated questions, the Model appears as below. Section A ends with TEST ONE of the four tests (4-Test GAP Model) and deals with the possibility that the PROBLEM has become insignificant when compared to the higher GOAL, and if true, the PROBLEM has been eliminated. This will be explained in the next few pages.
 

Critical Questions Phase Number: 1	Critical Answers
SECTION A: CLARIFYING
1. What is the PROBLEM?
2. What is the GOAL? Make sure the GOAL is based on the Value System attributes and is high enough so the PROBLEM becomes a small "stepping stone" toward that GOAL.
3. TEST ONE: Does the importance of the GOAL resolve the PROBLEM or make it insignificant by comparison?	(If answered YES, you no longer have a problem)

Table 3

 

Section B, the SCENARIO section, consists of three questions: (1) what ACTION do you want to take to solve the problem, (2) what NEEDED RESULTS do you want to develop from this ACTION, and (3) what PROBABLE RESULTS will your ACTION most likely produce? The NEEDED RESULTS and the PROBABLE RESULTS are, unfortunately, not always the same. TEST TWO assures that the NEEDED RESULTS are the same as the PROBABLE RESULTS. TEST THREE assures that the ACTION will bring you closer to your GOAL, a requirement of the Model.

 

SECTION B: SCENARIOS
4. What is the ACTION, developed with the Value System, to be tested for resolving the PROBLEM?
5. What are the NEEDED RESULTS, based on the Value System, for the ACTION to produce?
6. What PROBABLE RESULTS will the ACTION most likely produce?
7. TEST TWO: Are the PROBABLE RESULTS the same as the NEEDED RESULTS?	(If not answered YES, revise the action)
8. TEST THREE: Will the PROBABLE RESULTS bring advancement toward the GOAL?	(If not answered YES, revise the action)

Table 4

Section C is the AGGRESSION AWARENESS section which examines hostility, resentment, anger and other negative emotions which will probably create additional future problems and may "burn bridges" preventing effective future negotiations. The two questions in Section C address negative emotions created from the PROBLEM that might be created from the proposed ACTION. TEST FOUR addresses any aggressive emotions that might create problems in the future. Section C looks like this:

 

SECTION C: AGGRESSION AWARENESS
9. What INITIAL NEGATIVE EMOTIONS, if any, were experienced from the PROBLEM?
10. What CREATED EMOTIONS will your ACTION most likely generate in others?
11. TEST FOUR: Are the CREATED EMOTIONS positive and encouraging?	(If not answered YES, revise the action)

Table 5

 

It is imperative that the sixteen Attributes in the Value System be considered when addressing all problems and conflict solutions. It is these discovered values that are steadfast in all of our researched leaders of peace, and they must be applied, not only to our daily lives, but especially to the Problem-Solving Model in the GOAL (Row 2), the ACTION (Row 4), and the NEEDED RESULTS (Row 5). Of these three rows, the most important is the ACTION (Row 4). To assist you in understanding how the sixteen attributes integrate into this Model, I have added an area under Row 2, Row 4, and Row 5 for you to list the attributes considered in the GOAL, ACTION, the NEEDED RESULTS respectively. The completed Model is below.

 

World Heroes of Peace 4-Test (GAP) Problem-Solving Model
Critical Question Phase Number: 1	Critical Answers
SECTION A: CLARIFYING
1. What is the PROBLEM?
2. What is the GOAL? Make sure the GOAL is based on the Value System attributes and his high enough so the PROBLEM becomes a small "stepping stone" toward that GOAL.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE GOAL
3. TEST ONE: Does the importance of the GOAL resolve the PROBLEM or make it insignificant by comparison?	(If answered YES, you no longer have a problem)
SECTION B: SCENARIOS
4. What is the ACTION, developed with the Value System, to be tested for resolving the PROBLEM?
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE ACTION
5. What are the NEEDED RESULTS, based on the Value System, for the ACTION to produce?
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE NEEDED RESULTS
6. What PROBABLE RESULTS will the ACTION most likely produce?
7. TEST TWO: Are the PROBABLE RESULTS the same as the NEEDED RESULTS?	(If not answered YES, revise the action)
8. TEST THREE: Will the PROBABLE RESULTS bring advancement toward the GOAL?	(If not answered YES, revise the action)
SECTION C: AGGRESSION AWARENESS
9. What INITIAL NEGATIVE EMOTIONS, if any, were experienced from the PROBLEM?
10. What EMOTIONS will the ACTION most likely generate?
11. TEST FOUR: Are the CREATED EMOTIONS positive and encouraging?	(If not answered YES, revise the action-if answered YES-implement the action)

Table 6

A review of the Value System

As previously presented, my 5-year study of world heroes of peace problem-solving techniques gradually revealed the Value System. The sixteen attributes in the Value System have repeatedly appeared as a foundation in the selected heroes’ decision making processes. Again and again these attributes were present as the influencing basis for our heroes’ decisions in addressing cruel discrimination practices, human rights violations, oppression of an entire culture, or overcoming smaller "stepping-stone" obstacles leading to the eventual resolution of a major injustice. Most importantly, these same attributes also played a major role with these heroes influencing their every-day decisions with personal and family relationships, political diplomacy, business problems, and even while interacting with children.

As a reference, I have included the Value System to be referred to while using the World Heroes of Peace 4-Test (GAP) Problem Solving Model.

14 Attributes of Heroes of Peace

1.       (Behavior) Govern yourself by never allowing another’s behavior to negatively influence your conduct. Your actions are always your responsibility; they are never another’s fault. Determine your behavior from your values, from the kind of person you want to be -- never from how others behave toward you.

2.       (Change) Encourage positive change, not through criticism, but through your continuous achievements of excellence for all to witness. When criticized by others, offer continual examples of excellence as your only response.

3.       (Vision) Envision things as wonderful as they can be, not as they are, and then strive to create positive change toward these envisioned goals. All great accomplishments started as a vision that others could not see.

4.       (Obstacles) Realize that obstacles are not barriers to your goals, but opportunities for growth and challenges to enrich your self-confidence by mastering new skills. A person having reached a goal without overcoming obstacles has learned nothing and accomplished even less. Conquered obstacles are the only qualifying credentials of heroes and a measure of one's commitment and leadership.

5.       (Self-esteem) Enhance one’s self-esteem, not from the opinions of others, but from the compassionate causes one has embraced and the perseverance and courage expended toward their resolve.

6.       (Compassion) Give simply to increase the amount of goodness in the world -- often without recognition or reward. Give more to others than you receive in return, and carefully sustain this inequity as a distinctive characteristic of your leadership.

7.       (Courage) Honor and respect fear, for it alone offers you an opportunity to demonstrate courage.

8.       (Perseverance) Never give up. Most perceived failures are not failures at all, but instead successfully completed stepping stones toward a goal. The only time you can fail is if you quit pursuing your goals.

9.       (Trust) Honor all commitments and obligations to everyone. Your pledge should be as meaningful to a king as to a beggar, for the value of a commitment is determined from its source, not to whom it is directed.

10.     (Conflict) While engaging your adversaries, always maintain their dignity. This is the only road to lasting peace.

11.     (Character) Without regard to consequences, courageously fulfill the obligations of being human by revering all life, defending the righteous, promoting peace, inspiring compassion, protecting the environment, spreading joy, and sharing your assets* with those less fortunate.

12.      (Judging) Observe, but never judge. Seek out the differences in others and then celebrate them, for such diversity** is the true potpourri of humanity and will enrich you with the knowledge and wisdom of the human experience.

13.      (Recognition) Serve enthusiastically as a spokesperson for the accomplishments and concerns of others. Attentive leaders crusade for the injustices, issues, ideas, and achievements of those less able to speak for themselves and give ample recognition for their origin.

14.      (Values) Uphold this Value System, especially under adverse conditions, not to please someone else, but to honor the unfaltering principles within you, to validate your character as the type of person you want to be, and to gradually realize the awesome potential of being human.

*assets = One’s strength, capacity to help, capacity to protect, capacity to defend, and capacity to rescue. One’s abilities, education, talents, insight, wisdom, labor, knowledge, wealth, belongings, property, and any similar thing that can be utilized to bring benefit to another.

 **diversity = one’s abilities, interests, talents, experiences, beliefs, customs, culture, points-of-view, rituals, influences, networks, assets, and any beneficial characteristic distinguishing one person from another.

An Introduction to the World Heroes of Peace 4-Test (GAP) Problem-Solving Model - Step by Step
 

SECTION A: CLARIFYING

The first step is to clearly state the problem, or the obstacle that must be overcome, in the Critical Answer column. Remember, according to the Tuskegee Airmen and other world heroes of peace, obstacles are…

…not impediments to their goals, but challenges enriched with self-confidence, welcomed opportunities for growth, and opportunities to master new skills.

The problem can be as simple as a conflict in a personal relationship to something as complex as corporate takeovers. For this example, let’s use a real Tuskegee Airmen problem. In the first Tuskegee Airmen class, there were thirteen original cadets including Benjamin Davis Jr. Over 60% of these cadets flunked out of the program in the first five weeks for minor infractions based on an unfair demerit system. One demerit might be given to a cadet if there was some dust under his bed or someone questioned his attitude. Remember, it was the intention to show that blacks were not capable of flying aircraft or handling the military discipline required to do so. Problem: Under such conditions, what could the remaining cadets do to prevent all the cadets from being unjustifiably dropped from the program?

In Section A: Clarifying, enter the PROBLEM in Row 1.

World Heroes of Peace 4-Test (GAP) Problem-Solving Model
Critical Question Phase Number: 1	Critical Answers
SECTION A: CLARIFYING
1. What is the PROBLEM?	Commanders are unfairly flunking 60% of the Tuskegee Airmen recruits out of the program.
2. What is the GOAL? Make sure the GOAL is based on the Value System attributes and his high enough so the PROBLEM becomes a small "stepping stone" toward that GOAL.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE GOAL
3. TEST ONE: Does the importance of the GOAL resolve the PROBLEM or make it insignificant by comparison?	(If answered YES, you no longer have a problem)

Table 7

Row 2 deals with the all important GOAL. This is one of the main reasons the Tuskegee Airmen were so successful in solving seemingly insurmountable problems – their goal was so high the problem became a small stepping stone toward that goal. Therefore, the GOAL is not to prevent all of the Tuskegee Airmen from being dropped from the program, the GOAL is to become the first U.S. black fighter pilots, to open doors for other blacks in the United States by demonstrating the black’s capabilities, to prevent Hitler from creating a "superior race," to make their families proud of them, to integrate the military based on their excellence, to earn military pay, and learn a skill they can use after the war. This GOAL is entered on Row 2.

It is also required that the GOAL be determined from the Value System. Therefore, following the GOAL in row 2, there is the row asking what value system attributes were used in determining the GOAL.?The reason for this Model requirement is to prevent a GOAL from being hostel, like "To become better fighter pilots than the whites, thus humiliating them and forcing them to publicly admit they were wrong." Such a GOAL has no place in a Problem-Solving Model designed for peaceful solutions.
 

2. What is the GOAL? Make sure the GOAL is based on the Value System attributes and his high enough so the PROBLEM becomes a small "stepping stone" toward that GOAL.	To become the first U.S. black fighter pilots, to open doors for blacks in the United States by demonstrating our capabilities, to prevent Hitler from creating a "superior race," to make our families proud of us, to integrate the military based on our excellence to earn military pay and learn a skill we can use after the war.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE GOAL	Change, Obstacles, Persistence, and Values
3. TEST ONE: Does the importance of the GOAL resolve the PROBLEM or make it insignificant by comparison?	(If answered YES, you no longer have a problem)  NO

Table 8

SECTION B: SCENARIOS

Next is the SECTION B: SCENARIOS. Our first chosen ACTION might be to contact newspapers in the United States encouraging them to print stories revealing the unfair tactics and prejudices at Tuskegee. It is best to have the ACTION determined from a brain-storming session with your peers. Synergy is usually prevalent with good brain-storming sessions, meaning if you can come up with three possible solutions on your own, a group of three individuals brain-storming can often come up with 10 or more possible solutions.

Obviously the ACTION stated in the above paragraph,  "...contact newspapers in the United States encouraging them to print stories revealing the unfair tactics and prejudices at Tuskegee," was developed without implementation of the Value System, for it is based on revenge and will most likely cause severe repercussions. But I’m going to leave this unfavorable ACTION in the Model to illustrate how it is rejected in the testing process. Notice that "None" has been entered in the Model for the Value System attributes used to help determine the ACTION, for such an unfavorable ACTION could not be reached using the Value Ststem attributes as a guide.

Row 5 asks what are the NEEDED RESULTS from the ACTION, and in this case, the NEEDED RESULTS are to allow some Tuskegee Airmen recruits to graduate, thus integrating the first black fighter pilots into the U.S. Army Air Corps and allowing the Tuskegee Airmen flight training program to continue.

Row 6 asks what are the PROBABLE RESULTS that may occur from the ACTION. The Tuskegee Airmen knew that many U.S. government officials wanted to end the Tuskegee Program and were anxiously anticipating the black recruits to cause problems justifying the programs termination. Therefore, it is probable that if this ACTION is carried out, the Tuskegee Airmen program will be in jeopardy.

TEST TWO (Row 7): Are the PROBABLE RESULTS the same as the NEEDED RESULTS? If the answer is NO, then obviously the desired results will not be realized and an alternative solution needs to be created. In this case, the NEEDED RESULTS of "…allow more recruits to graduate," is not the same as the PROBABLE RESULTS of "…the program will be seriously threatened or dropped."

TEST THREE (Row 8): Will the PROBABLE RESULTS bring you closer to the GOAL? If the answer is NO, then advancement is not made toward the GOAL even though the PROBLEM might be solved. A better solution can be found that also includes advancement toward the GOAL. Obviously in this example, the PROBABLE RESULT of "…the program will be seriously threatened or dropped" will not bring the Tuskegee Airmen closer to the GOAL of "…to become the first U.S. black fighter pilots, to open doors for blacks in the United States by demonstrating their capabilities, to defeat Hitler from creating a ‘superior race,’ …" Because the ACTION does not bring the Tuskegee Airmen closer to their GOAL, the ACTION is rejected and needs revision.

The Tuskegee Airmen did not just solve temporary problems without also completing a stepping stone toward their ultimate GOAL. In this way, each problem or obstacle became …not impediments to their goals, but challenges enriched with self-confidence, welcomed opportunities for growth, and opportunities to master new skills.

You may not proceed to SECTION C until both answers to TEST TWO and TEST THREE are YES.
 

SECTION B: SCENARIOS
4. What is the ACTION, developed with the Value System, to be tested for resolving the PROBLEM?	Our first chosen ACTION might be to contact newspapers in the United States encouraging them to print stories revealing the unfair tactics and prejudices at Tuskegee.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE ACTION	None
5. What are the NEEDED RESULTS, based on the Value System, for the ACTION to produce?	Military officers and government officials will allow more recruits to graduate.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE NEEDED RESULTS	None
6. What PROBABLE RESULTS will the ACTION most likely produce?	The Tuskegee Airmen program will be seriously threatened or dropped. The officials against the Airmen are looking for reasons to close the program; this ACTION might give them that reason.
7. TEST TWO: Are the PROBABLE RESULTS the same as the NEEDED RESULTS?	(If not answered YES, revise the action) NO
8. TEST THREE: Will the PROBABLE RESULTS bring advancement toward the GOAL?	(If not answered YES, revise the action) NO

Table 9
 

SECTION C: AGGRESSION AWARENESS

SECTION C deals with AGGRESSION AWARENESS, and it examines the negative emotions experienced by the problem, but most importantly, it looks at new negative emotions that may be created from the proposed ACTION. The Tuskegee Airmen knew humans are emotional animals and incredibly unfair and cruel actions can come from those in power. Even though the Tuskegee Airmen were unfairly treated and degraded with regularity, any retaliation on their part could result in extreme consequences. Yes, this is unjust, unfair, and wrong, but it was the situation at the time. Remember, "...to those who treated the Tuskegee Airmen without dignity, the Airmen were not indignant; to those who treated the Tuskegee Airmen with disrespect, the Airmen were not disrespectful. The Tuskegee Airmen, and our world heroes of peace, decided how they behaved, and they based their behavior on their Value System, not on how others behaved toward them. "

Row 6 indicates that the Tuskegee Airmen resented that 60% of them were kicked out of the program for no apparent reason and this made them angry and frustrated. Notice Row 10 asks what kind of emotions will most likely be felt by the Tuskegee Airmen’s commanders and supervisors if the proposed ACTION, "Contact newspapers in the United States encouraging them to print stories revealing the unfair tactics and prejudices at Tuskegee," is carried out. The Tuskegee Airmen knew that such an ACTION would create resentment, anger, and frustration by those in charge.

TEST FOUR (Row 11): Are the CREATED EMOTIONS positive and encouraging? The negative emotions experienced by the Tuskegee Airmen were anger, resentment, and frustration. If the chosen ACTION is carried out, the emotions created in the Tuskegee Airmen’s commanders may also be negative and should be avoided so there will not be more problems to resolve in the future. This chosen ACTION will not sufficiently preserve the adversary’s dignity and might "burn a bridge" that the Tuskegee Airmen might need in the future. The completed SECTION C is shown below.
 

SECTION C: AGGRESSION AWARENESS
9. What INITIAL NEGATIVE EMOTIONS, if any, were experienced from the PROBLEM?	Resentment, anger, frustration.
10. What EMOTIONS will the ACTION most likely generate?	Resentment, anger, frustration felt by our leaders.
11. TEST FOUR: Are the CREATED EMOTIONS positive and encouraging?	(If not answered YES, revise the action-if answered YES-implement the action) NO

Table 10

The completed Model from this Case 1 appears below.

Tuskegee Airmen Problem 1 - Phase 1
4-Test GAP (Goal Assurance Protection) Problem Solving Model

World Heroes of Peace 4-Test (GAP) Problem-Solving Model
Critical Question Phase Number: 1	Critical Answers
SECTION A: CLARIFYING
1. What is the PROBLEM?	Commanders are unfairly flunking 60% of the Tuskegee Airmen recruits out of the program.
2. What is the GOAL? Make sure the GOAL is based on the Value System attributes and his high enough so the PROBLEM becomes a small "stepping stone" toward that GOAL.	To become the first U.S. black fighter pilots, to open doors for blacks in the United States by demonstrating our capabilities, to prevent Hitler from creating a "superior race," to make our families proud of us, to integrate the military based on our excellence to earn military pay and learn a skill we can use after the war.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE GOAL	Change, Obstacles, Persistence, Vision, and Values
3. TEST ONE: Does the importance of the GOAL resolve the PROBLEM or make it insignificant by comparison?	(If answered YES, you no longer have a problem) NO
SECTION B: SCENARIOS
4. What is the ACTION, developed with the Value System, to be tested for resolving the PROBLEM?	Our first chosen ACTION might be to contact newspapers in the United States encouraging them to print stories revealing the unfair tactics and prejudices at Tuskegee.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE ACTION	None
5. What are the NEEDED RESULTS, based on the Value System, for the ACTION to produce?	Military officers and government officials will allow more recruits to graduate.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE NEEDED RESULTS	None
6. What PROBABLE RESULTS will the ACTION most likely produce?	The Tuskegee Airmen program will be seriously threatened or dropped. The officials against the Airmen are looking for reasons to close the program; this ACTION might give them that reason.
7. TEST TWO: Are the PROBABLE RESULTS the same as the NEEDED RESULTS?	(If not answered YES, revise the action) NO
8. TEST THREE: Will the PROBABLE RESULTS bring advancement toward the GOAL?	(If not answered YES, revise the action) NO
SECTION C: AGGRESSION AWARENESS
9. What INITIAL NEGATIVE EMOTIONS, if any, were experienced from the PROBLEM?	Resentment, anger, frustration.
10. What EMOTIONS will the ACTION most likely generate?	Resentment, anger, frustration felt by our leaders.
11. TEST FOUR: Are the CREATED EMOTIONS positive and encouraging?	(If not answered YES, revise the action-if answered YES-implement the action) NO

Table 11
 

Because Phase 1 of the first Tuskegee Airmen problem was rejected by TEST TWO, THREE, and FOUR, other ACTION scenarios need to be examined. Follow the examples for Phase 2 and 3 to see how the Tuskegee Airmen actually resolved this problem. Changes made in different phases are entered in the Model in a bold red color so you can quickly reference the revision portion.

Tuskegee Airmen Problem 1 - Phase 2
(Changes from the previous Phase are indicated in bold red color)
GAP (Goal Assurance Protection) Problem Solving Model
 

World Heroes of Peace 4-Test (GAP) Problem-Solving Model
Critical Question Phase Number: 2	Critical Answers
SECTION A: CLARIFYING
1. What is the PROBLEM?	Commanders are unfairly flunking 60% of the Tuskegee Airmen recruits out of the program.
2. What is the GOAL? Make sure the GOAL is based on the Value System attributes and his high enough so the PROBLEM becomes a small "stepping stone" toward that GOAL.	To become the first U.S. black fighter pilots, to open doors for blacks in the United States by demonstrating our capabilities, to prevent Hitler from creating a "superior race," to make our families proud of us, to integrate the military based on our excellence to earn military pay and learn a skill we can use after the war.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE GOAL	Change, Obstacles, Persistence, Vision, and Values
3. TEST ONE: Does the importance of the GOAL resolve the PROBLEM or make it insignificant by comparison?	(If answered YES, you no longer have a problem)  NO
SECTION B: SCENARIOS
4. What is the ACTION, developed with the Value System, to be tested for resolving the PROBLEM?	Write letters protesting this unfair treatment to military generals, congressmen, and senators in Washington D.C.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE ACTION	None
5. What are the NEEDED RESULTS, based on the Value System, for the ACTION to produce?	Military officers and government officials will allow more recruits to graduate.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE NEEDED RESULTS	None
6. What PROBABLE RESULTS will the ACTION most likely produce?	The Tuskegee Airmen program will be seriously threatened or dropped. The officials against the Airmen are looking for reasons to close the program; this ACTION might give them that reason.
7. TEST TWO: Are the PROBABLE RESULTS the same as the NEEDED RESULTS?	(If not answered YES, revise the action) NO
8. TEST THREE: Will the PROBABLE RESULTS bring advancement toward the GOAL?	(If not answered YES, revise the action) NO
SECTION C: AGGRESSION AWARENESS
9. What INITIAL NEGATIVE EMOTIONS, if any, were experienced from the PROBLEM?	Resentment, anger, frustration.
10. What EMOTIONS will the ACTION most likely generate?	Resentment, anger, frustration felt by our leaders.
11. TEST FOUR: Are the CREATED EMOTIONS positive and encouraging?	(If not answered YES, revise the action-if answered YES-implement the action)  NO

Table 12

Tuskegee Airmen Problem 1 - Phase 3
(Changes from the previous Phase are indicated in bold red color)
4-Test GAP (Goal Assurance Protection) Problem Solving Model
 

World Heroes of Peace 4-Test (GAP) Problem-Solving Model
Critical Question Phase Number: 3	Critical Answers
SECTION A: CLARIFYING
1. What is the PROBLEM?	Commanders are unfairly flunking 60% of the Tuskegee Airmen recruits out of the program.
2. What is the GOAL? Make sure the GOAL is based on the Value System attributes and his high enough so the PROBLEM becomes a small "stepping stone" toward that GOAL.	To become the first U.S. black fighter pilots, to open doors for blacks in the United States by demonstrating our capabilities, to prevent Hitler from creating a "superior race," to make our families proud of us, to integrate the military based on our excellence to earn military pay and learn a skill we can use after the war.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE GOAL	Change, Obstacles, Persistence, and Values
3. TEST ONE: Does the importance of the GOAL resolve the PROBLEM or make it insignificant by comparison?	(If answered YES, you no longer have a problem)  NO
SECTION B: SCENARIOS
4. What is the ACTION, developed with the Value System, to be tested for resolving the PROBLEM?	Continue performing at our highest level, do every task without resistance and to standards beyond requirements giving no excuse to cancel the program. Tolerate the degradation for now.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE ACTION	Behavior, Change, Conflict, Obstacles, Values
5. What are the NEEDED RESULTS, based on the Value System, for the ACTION to produce?	Some of us will graduate, being the first black pilots, and go onward representing all blacks toward our goal allowing more new recruits for the Tuskegee program.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE NEEDED RESULTS	Perseverance, Change, Vision, Obstacles
6. What PROBABLE RESULTS will the ACTION most likely produce?	Some of us will graduate, being the first black pilots, and go onward representing all blacks toward our goal allowing more new recruits for the Tuskegee program.
7. TEST TWO: Are the PROBABLE RESULTS the same as the NEEDED RESULTS?	(If not answered YES, revise the action) YES
8. TEST THREE: Will the PROBABLE RESULTS bring advancement toward the GOAL?	(If not answered YES, revise the action) YES
SECTION C: AGGRESSION AWARENESS
9. What INITIAL NEGATIVE EMOTIONS, if any, were experienced from the PROBLEM?	Resentment, anger, frustration
10. What EMOTIONS will the ACTION most likely generate?	Many of our leaders will be proud, others amazed, and still other leaders will take a wait-and-see attitude waiting for future problems.
11. TEST FOUR: Are the CREATED EMOTIONS positive and encouraging?	(If not answered YES, revise the action-if answered YES-implement the action)  YES

Table 13

Another Tuskegee Airmen problem that they actually experienced is illustrated in Case 2 for the next three examples. Follow along to see how the inappropriate ACTION is rejected or accepted based on the Model and the Value System.

 

Tuskegee Airmen Problem 2 - Phase 1
4-Test GAP (Goal Assurance Protection) Problem Solving Model

World Heroes of Peace 4-Test (GAP) Problem-Solving Model
Critical Question Phase Number: 1	Critical Answers
SECTION A: CLARIFYING
1. What is the PROBLEM?	We are in Europe, but kept away from the enemy. We are assigned to shoot at ground targets on Mediterranean islands. We are given worn out aircraft that must constantly be repaired. We cannot prove our worthiness under such prejudicial conditions.
2. What is the GOAL? Make sure the GOAL is based on the Value System attributes and his high enough so the PROBLEM becomes a small "stepping stone" toward that GOAL.	To become the first U.S. black fighter pilots, to open doors for blacks in the United States by demonstrating our capabilities, to prevent Hitler from creating a "superior race," to make our families proud of us, to integrate the military based on our excellence to earn military pay and learn a skill we can use after the war.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE GOAL	Change, Obstacles, Persistence, and Values
3. TEST ONE: Does the importance of the GOAL resolve the PROBLEM or make it insignificant by comparison?	(If answered YES, you no longer have a problem)  NO
SECTION B: SCENARIOS
4. What is the ACTION, developed with the Value System, to be tested for resolving the PROBLEM?	Ask Benjamin Davis Jr. to contact government officials and complain that the tax dollars used to train the Tuskegee Airmen are wasted by not allowing us to engage the enemy.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE ACTION	None
5. What are the NEEDED RESULTS, based on the Value System, for the ACTION to produce?	Allow us to engage enemy fighters and prove our combat worthiness and abilities.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE NEEDED RESULTS	Perseverance, Change, Vision, Obstacles
6. What PROBABLE RESULTS will the ACTION most likely produce?	Benjamin Davis Jr. will refuse to do this, but instead become stricter in his discipline. If word gets out about this incident, the Tuskegee Airmen program could be seriously threatened or dropped.
7. TEST TWO: Are the PROBABLE RESULTS the same as the NEEDED RESULTS?	(If not answered YES, revise the action) NO
8. TEST THREE: Will the PROBABLE RESULTS bring advancement toward the GOAL?	(If not answered YES, revise the action) NO
SECTION C: AGGRESSION AWARENESS
9. What INITIAL NEGATIVE EMOTIONS, if any, were experienced from the PROBLEM?	Resentment, anger, frustration.
10. What EMOTIONS will the ACTION most likely generate?	Resentment, anger, frustration felt by our leaders.
11. TEST FOUR: Are the CREATED EMOTIONS positive and encouraging?	(If not answered YES, revise the action-if answered YES-implement the action)  NO

Table 14

Tuskegee Airmen Problem 2 - Phase 2
(Changes from the previous Phase are indicated in bold red color)
4-Test GAP (Goal Assurance Protection) Problem Solving Model
 

World Heroes of Peace 4-Test (GAP) Problem-Solving Model
Critical Question Phase Number: 2	Critical Answers
SECTION A: CLARIFYING
1. What is the PROBLEM?	We are in Europe, but kept away from the enemy. We are assigned to shoot at ground targets on Mediterranean islands. We are given worn out aircraft that must constantly be repaired. We cannot prove our worthiness under such prejudicial conditions.
2. What is the GOAL? Make sure the GOAL is based on the Value System attributes and his high enough so the PROBLEM becomes a small "stepping stone" toward that GOAL.	To become the first U.S. black fighter pilots, to open doors for blacks in the United States by demonstrating our capabilities, to prevent Hitler from creating a "superior race," to make our families proud of us, to integrate the military based on our excellence to earn military pay and learn a skill we can use after the war.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE GOAL	Change, Obstacles, Persistence, and Values
3. TEST ONE: Does the importance of the GOAL resolve the PROBLEM or make it insignificant by comparison?	(If answered YES, you no longer have a problem)  NO
SECTION B: SCENARIOS
4. What is the ACTION, developed with the Value System, to be tested for resolving the PROBLEM?	When we are sent out to shoot at ground targets on Mediterranean islands, instead we should fly north looking for the enemy. If we find German fighters, we will engage them proving our abilities.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE ACTION	None
5. What are the NEEDED RESULTS, based on the Value System, for the ACTION to produce?	Allow us to engage enemy fighters and prove our combat worthiness and abilities.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE NEEDED RESULTS	Perseverance, Change, Vision, Obstacles
6. What PROBABLE RESULTS will the ACTION most likely produce?	For disobeying orders and proving ourselves untrustworthy, we will probably be grounded and place the Tuskegee program in serious jeopardy.
7. TEST TWO: Are the PROBABLE RESULTS the same as the NEEDED RESULTS?	(If not answered YES, revise the action) NO
8. TEST THREE: Will the PROBABLE RESULTS bring advancement toward the GOAL?	(If not answered YES, revise the action) NO
SECTION C: AGGRESSION AWARENESS
9. What INITIAL NEGATIVE EMOTIONS, if any, were experienced from the PROBLEM?	Resentment, anger, frustration.
10. What EMOTIONS will the ACTION most likely generate?	Resentment, anger, frustration felt by our leaders.
11. TEST FOUR: Are the CREATED EMOTIONS positive and encouraging?	(If not answered YES, revise the action-if answered YES-implement the action)  NO

            Table 15

       
Tuskegee Airmen Problem 2 - Phase 3
(Changes from the previous Phase are indicated in bold red color)
4-Test GAP (Goal Assurance Protection) Problem Solving Model
 

World Heroes of Peace 4-Test (GAP) Problem-Solving Model
Critical Question Phase Number: 3	Critical Answers
SECTION A: CLARIFYING
1. What is the PROBLEM?	We are in Europe, but kept away from the enemy. We are assigned to shoot at ground targets on Mediterranean islands. We are given worn out aircraft that must constantly be repaired. We cannot prove our worthiness under such prejudicial conditions.
2. What is the GOAL? Make sure the GOAL is based on the Value System attributes and his high enough so the PROBLEM becomes a small "stepping stone" toward that GOAL.	To become the first U.S. black fighter pilots, to open doors for blacks in the United States by demonstrating our capabilities, to prevent Hitler from creating a "superior race," to make our families proud of us, to integrate the military based on our excellence to earn military pay and learn a skill we can use after the war.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE GOAL	Change, Obstacles, Persistence, and Values
3. TEST ONE: Does the importance of the GOAL resolve the PROBLEM or make it insignificant by comparison?	(If answered YES, you no longer have a problem)  NO
SECTION B: SCENARIOS
4. What is the ACTION, developed with the Value System, to be tested for resolving the PROBLEM?	Continue performing at our highest level, do every task without resistance and to standards beyond requirements giving no excuse to cancel the program. Eventually we will be noticed for our excellence. Combat opportunities may evolve in our present situation if we are persistent.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE ACTION	Behavior, Change, Conflict, Obstacles, Self-Esteem, Persistence, Character, Values.
5. What are the NEEDED RESULTS, based on the Value System, for the ACTION to produce?	Allow us to engage enemy fighters and prove our combat worthiness and abilities.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE NEEDED RESULTS	Perseverance, Change, Vision, Obstacles
6. What PROBABLE RESULTS will the ACTION most likely produce?	Hopefully we can eventually get into the war by continuously displaying our excellence without creating problems and by developing trust and consistency. The Army Air Corps is short on pilots, they need us. There are enemy in our area; things may break in our favor if we don’t cause trouble.
7. TEST TWO: Are the PROBABLE RESULTS the same as the NEEDED RESULTS?	(If not answered YES, revise the action) YES
8. TEST THREE: Will the PROBABLE RESULTS bring advancement toward the GOAL?	(If not answered YES, revise the action) YES
SECTION C: AGGRESSION AWARENESS
9. What INITIAL NEGATIVE EMOTIONS, if any, were experienced from the PROBLEM?	Resentment, anger, frustration.
10. What EMOTIONS will the ACTION most likely generate?	There will be a continued watchful eye on our abilities and effectiveness. We may amaze some, please others, but at least we will not confirm our strongest critic’s belief that we are incompetent. The program will continue.
11. TEST FOUR: Are the CREATED EMOTIONS positive and encouraging?	(If not answered YES, revise the action-if answered YES-implement the action)  YES

Table 16

The following example shows how business problems can be applied to the Model.
 

A Business Problem - Phase 1
(Changes from the previous Phase are indicated in bold red color)
4-Test GAP (Goal Assurance Protection) Problem Solving Model
 

World Heroes of Peace 4-Test (GAP) Problem-Solving Model
Critical Question Phase Number: 1	Critical Answers
SECTION A: CLARIFYING
1. What is the PROBLEM?	Some major customers are unhappy about our services and pricing when compared to our competitors.
2. What is the GOAL? Make sure the GOAL is based on the Value System attributes and his high enough so the PROBLEM becomes a small "stepping stone" toward that GOAL.	To provide a high quality product and the best service and satisfaction for our customers at a competitive price while maintaining an open and enriching relationship with these clients and our employees.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE GOAL	Change, Vision, Obstacles, Self-Esteem
3. TEST ONE: Does the importance of the GOAL resolve the PROBLEM or make it insignificant by comparison?	(If answered YES, you no longer have a problem)  NO
SECTION B: SCENARIOS
4. What is the ACTION, developed with the Value System, to be tested for resolving the PROBLEM?	Inform these customers they do not understand the complexity of our business and inform them they are receiving value for their dollar whether they realize it or not.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE ACTION	None
5. What are the NEEDED RESULTS, based on the Value System, for the ACTION to produce?	To get our customers to feel pleased, to understand our potential for customer service and quality is better than our competitors, to understand our sincere progress and vision for customer satisfaction, and to be happy and satisfied with our services.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE NEEDED RESULTS	Vision, Behavior, Change
6. What PROBABLE RESULTS will the ACTION most likely produce?	Our major customers might go to our competition believing they will receive better services and value.
7. TEST TWO: Are the PROBABLE RESULTS the same as the NEEDED RESULTS?	(If not answered YES, revise the action) NO
8. TEST THREE: Will the PROBABLE RESULTS bring advancement toward the GOAL?	(If not answered YES, revise the action) NO
SECTION C: AGGRESSION AWARENESS
9. What INITIAL NEGATIVE EMOTIONS, if any, were experienced from the PROBLEM?	We felt our clients were not fully aware of all the intricacies of our business, that they were unfair, harsh, and unreasonable in their judgments of us, and that they did not appreciate our efforts or services.
10. What EMOTIONS will the ACTION most likely generate?	Our clients might think our response was harsh and unreasonable and that we did not appreciate their business.
11. TEST FOUR: Are the CREATED EMOTIONS positive and encouraging?	(If not answered YES, revise the action-if answered YES-implement the action)  NO

Table 17

A Business Problem - Phase 2
(Changes from the previous Phase are indicated in bold red color)
4-Test GAP (Goal Assurance Protection) Problem Solving Model
 

World Heroes of Peace 4-Test (GAP) Problem-Solving Model
Critical Question Phase Number: 2	Critical Answers
SECTION A: CLARIFYING
1. What is the PROBLEM?	Some major customers are unhappy about our services and pricing when compared to our competitors.
2. What is the GOAL? Make sure the GOAL is based on the Value System attributes and his high enough so the PROBLEM becomes a small "stepping stone" toward that GOAL.	To provide a high quality product and the best service and satisfaction for our customers at a competitive price while maintaining an open and enriching relationship with these clients and our employees.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE GOAL	Change, Vision, Obstacles, Self-Esteem
3. TEST ONE: Does the importance of the GOAL resolve the PROBLEM or make it insignificant by comparison?	(If answered YES, you no longer have a problem)  NO
SECTION B: SCENARIOS
4. What is the ACTION, developed with the Value System, to be tested for resolving the PROBLEM?	Show the pricing and services of our competitors compared to us to illustrate our customers are getting comparable and customary services based on current industry standards.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE ACTION	None
5. What are the NEEDED RESULTS, based on the Value System, for the ACTION to produce?	To get our customers to feel pleased, to understand our potential for customer service and quality is better than our competitors, to understand our sincere progress and vision for customer satisfaction, and to be happy and satisfied with our services.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE NEEDED RESULTS	Vision, Behavior, Change
6. What PROBABLE RESULTS will the ACTION most likely produce?	Our major customers might go to our competition believing they will receive more appreciation for their business and a better customer relations attitude than from us.
7. TEST TWO: Are the PROBABLE RESULTS the same as the NEEDED RESULTS?	(If not answered YES, revise the action) NO
8. TEST THREE: Will the PROBABLE RESULTS bring advancement toward the GOAL?	(If not answered YES, revise the action) NO
SECTION C: AGGRESSION AWARENESS
9. What INITIAL NEGATIVE EMOTIONS, if any, were experienced from the PROBLEM?	We felt our clients were not fully aware of all the intricacies of our business, that they were unfair, harsh, and unreasonable in their judgments of us, and that they did not appreciate our efforts or services.
10. What EMOTIONS will the ACTION most likely generate?	Our customers may feel they are not receiving enough personal attention or think we do not sufficiently appreciate their business.
11. TEST FOUR: Are the CREATED EMOTIONS positive and encouraging?	(If not answered YES, revise the action-if answered YES-implement the action)  NO

Table 18

A Business Problem - Phase 3
(Changes from the previous Phase are indicated in bold red color)
4-Test GAP (Goal Assurance Protection) Problem Solving Model

World Heroes of Peace 4-Test (GAP) Problem-Solving Model
Critical Question Phase Number: 3	Critical Answers
SECTION A: CLARIFYING
1. What is the PROBLEM?	Some major customers are unhappy about our services and pricing when compared to our competitors.
2. What is the GOAL? Make sure the GOAL is based on the Value System attributes and his high enough so the PROBLEM becomes a small "stepping stone" toward that GOAL.	To provide a high quality product and the best service and satisfaction for our customers at a competitive price while maintaining an open and enriching relationship with these clients and our employees.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE GOAL	Change, Vision, Obstacles, Self-Esteem
3. TEST ONE: Does the importance of the GOAL resolve the PROBLEM or make it insignificant by comparison?	(If answered YES, you no longer have a problem)  NO
SECTION B: SCENARIOS
4. What is the ACTION, developed with the Value System, to be tested for resolving the PROBLEM?	Openly show a true concern for our customer’s needs by discussing with them how they perceive our services, find ways where our services would be better than our competitors, find ways to provide a higher quality product and customer satisfaction than are available from our competitors, and maintaining an enriching relationship with these clients and our employees.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE ACTION	Behavior, Change, Obstacles, Self-Esteem, Persistence, Diversity, Values
5. What are the NEEDED RESULTS, based on the Value System, for the ACTION to produce?	To get our customers to feel pleased, to understand our potential for customer service and quality is better than our competitors, to understand our sincere progress and vision for customer satisfaction, and to be happy and satisfied with our services.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE NEEDED RESULTS	Vision, Behavior, Change
6. What PROBABLE RESULTS will the ACTION most likely produce?	Our customers will realize we can provide excellent services for the cost charged and understand we value our business relationship and we want them to be satisfied with our attitude and services.
7. TEST TWO: Are the PROBABLE RESULTS the same as the NEEDED RESULTS?	(If not answered YES, revise the action) YES
8. TEST THREE: Will the PROBABLE RESULTS bring advancement toward the GOAL?	(If not answered YES, revise the action) YES
SECTION C: AGGRESSION AWARENESS
9. What INITIAL NEGATIVE EMOTIONS, if any, were experienced from the PROBLEM?	We felt our clients were not fully aware of all the intricacies of our business, that they were unfair, harsh, and unreasonable in their judgments of us, and that they did not appreciate our efforts or services.
10. What EMOTIONS will the ACTION most likely generate?	Encouragement, hope, satisfaction in our clients and inspire incentive in us.
11. TEST FOUR: Are the CREATED EMOTIONS positive and encouraging?	(If not answered YES, revise the action-if answered YES-implement the action)  YES

Table 19

Sometimes after working out the problem in the Model, it is discovered that you have an entirely different problem than you thought. A company manager, for example, upon noticing a continuing drop in sales, decided to hire new salesmen and send his existing sales force to advanced sales clinics.  After doing so, the company's sales continued to decline.  As a desperate effort to improve his sales force efficiency, he sent them to motivational lectures, but the company's sales continued to decline.

The manager reconsidered his problem, discovering his sales force was top notch, but his competition had developed products with more features at a lower cost. The company manager then stated the problem correctly realizing that product innovations and cost streamlining were needed in order to compete.

If you go through three phases of the Model without getting any of the three Scenarios to pass, you probably have incorrectly stated the problem. Upon discovering this, state the problem correctly and start working toward a solution. See Case 4 below.
 

A Problem that is Stated Incorrectly - Phase 1
4-Test GAP (Goal Assurance Protection) Problem Solving Model

World Heroes of Peace 4-Test (GAP) Problem-Solving Model
Critical Question Phase Number: 1	Critical Answers
SECTION A: CLARIFYING
1. What is the PROBLEM?	My wife is not interested in helping me with my career, and I cannot excel without her help.
2. What is the GOAL? Make sure the GOAL is based on the Value System attributes and his high enough so the PROBLEM becomes a small "stepping stone" toward that GOAL.	To find a way to succeed well at my job, accomplish enough quality work to be considered for promotions, be able to afford my children’s education, and secure my position so my family can live comfortably, plan for the future, and have an enriching retirement.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE GOAL	Perseverance, Change, Vision
3. TEST ONE: Does the importance of the GOAL resolve the PROBLEM or make it insignificant by comparison?	(If answered YES, you no longer have a problem)  NO
SECTION B: SCENARIOS
4. What is the ACTION, developed with the Value System, to be tested for resolving the PROBLEM?	Emphasize to her that our future financial success is based on my career and she should be more involved and interested.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE ACTION	None
5. What are the NEEDED RESULTS, based on the Value System, for the ACTION to produce?	I want her to willingly help me with my work relieving some of my pressures and deadlines and to enthusiastically attend my company’s social functions.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE NEEDED RESULTS	None
6. What PROBABLE RESULTS will the ACTION most likely produce?	She will be sad that she disappoints me and she might make an effort to help me, but she is not interested in my line of work, does not understand it, and cannot become excited about it.
7. TEST TWO: Are the PROBABLE RESULTS the same as the NEEDED RESULTS?	(If not answered YES, revise the action) NO
8. TEST THREE: Will the PROBABLE RESULTS bring advancement toward the GOAL?	(If not answered YES, revise the action) NO
SECTION C: AGGRESSION AWARENESS
9. What INITIAL NEGATIVE EMOTIONS, if any, were experienced from the PROBLEM?	Disappointment, concern, frustration.
10. What EMOTIONS will the ACTION most likely generate?	Disappointment, concern, frustration.
11. TEST FOUR: Are the CREATED EMOTIONS positive and encouraging?	(If not answered YES, revise the action-if answered YES-implement the action)  NO

Table 20

A Problem that is Stated Incorrectly - Phase 2
(Changes from the previous Phase are indicated in bold red color)

World Heroes of Peace 4-Test (GAP) Problem-Solving Model
Critical Question Phase Number: 2	Critical Answers
SECTION A: CLARIFYING
1. What is the PROBLEM?	My wife is not interested in helping me with my career, and I cannot excel without her help.
2. What is the GOAL? Make sure the GOAL is based on the Value System attributes and his high enough so the PROBLEM becomes a small "stepping stone" toward that GOAL.	To find a way to succeed well at my job, accomplish enough quality work to be considered for promotions, be able to afford my children’s education, and secure my position so my family can live comfortably, plan for the future, and have an enriching retirement.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE GOAL	Perseverance, Change, Vision
3. TEST ONE: Does the importance of the GOAL resolve the PROBLEM or make it insignificant by comparison?	(If answered YES, you no longer have a problem)  NO
SECTION B: SCENARIOS
4. What is the ACTION, developed with the Value System, to be tested for resolving the PROBLEM?	Emphasize to her that I realize she is not interested in my career, but at times we need to do things we don’t like. In this case I have so much work to do that I cannot succeed without her help. This has become a family issue and our future success is in the balance. She should be more concerned about our livelihood!
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE ACTION	None
5. What are the NEEDED RESULTS, based on the Value System, for the ACTION to produce?	I want her to willingly help me with my work relieving some of my pressures and deadlines and to enthusiastically attend my company’s social functions.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE NEEDED RESULTS	None
6. What PROBABLE RESULTS will the ACTION most likely produce?	She will be sad that she disappoints me and she might make an effort to help me, but she is not responsible for my workload and would probably do a poor job if she did help me because of her lack of interest and knowledge about my work.
7. TEST TWO: Are the PROBABLE RESULTS the same as the NEEDED RESULTS?	(If not answered YES, revise the action) NO
8. TEST THREE: Will the PROBABLE RESULTS bring advancement toward the GOAL?	(If not answered YES, revise the action) NO
SECTION C: AGGRESSION AWARENESS
9. What INITIAL NEGATIVE EMOTIONS, if any, were experienced from the PROBLEM?	Disappointment, concern, frustration.
10. What EMOTIONS will the ACTION most likely generate?	Disappointment, concern, frustration.
11. TEST FOUR: Are the CREATED EMOTIONS positive and encouraging?	(If not answered YES, revise the action-if answered YES-implement the action)  NO

Table 21

A Problem that is Stated Incorrectly - Phase 3
(Changes from the previous Phase are indicated in bold red color)

World Heroes of Peace 4-Test (GAP) Problem-Solving Model
Critical Question Phase Number: 3	Critical Answers
SECTION A: CLARIFYING
1. What is the PROBLEM?	My wife is not interested in helping me with my career, and I cannot excel without her help.
2. What is the GOAL? Make sure the GOAL is based on the Value System attributes and his high enough so the PROBLEM becomes a small "stepping stone" toward that GOAL.	To find a way to succeed well at my job, accomplish enough quality work to be considered for promotions, be able to afford my children’s education, and secure my position so my family can live comfortably, plan for the future, and have an enriching retirement.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE GOAL	Perseverance, Change, Vision
3. TEST ONE: Does the importance of the GOAL resolve the PROBLEM or make it insignificant by comparison?	(If answered YES, you no longer have a problem)  NO
SECTION B: SCENARIOS
4. What is the ACTION, developed with the Value System, to be tested for resolving the PROBLEM?	Emphasize to her that our children need to go to college and I cannot afford to pay for higher education without a promotion. I need her help to accomplish enough work to earn such promotion.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE ACTION	None
5. What are the NEEDED RESULTS, based on the Value System, for the ACTION to produce?	My wife will realize that she is an intricate part of our children’s future and her involvement in my work is necessary.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE NEEDED RESULTS	None
6. What PROBABLE RESULTS will the ACTION most likely produce?	She will probably resent me for suggesting she needs to get involved with my work in order for our children to be educated and she will not appreciate the guilt trip I have given her.
7. TEST TWO: Are the PROBABLE RESULTS the same as the NEEDED RESULTS?	(If not answered YES, revise the action) NO
8. TEST THREE: Will the PROBABLE RESULTS bring advancement toward the GOAL?	(If not answered YES, revise the action) NO
SECTION C: AGGRESSION AWARENESS
9. What INITIAL NEGATIVE EMOTIONS, if any, were experienced from the PROBLEM?	Disappointment, concern, frustration.
10. What EMOTIONS will the ACTION most likely generate?	Disappointment, concern, frustration.
11. TEST FOUR: Are the CREATED EMOTIONS positive and encouraging?	(If not answered YES, revise the action-if answered YES-implement the action)  NO

        Table 22     

Three phases of Case 4 have been explored without coming any closer to a satisfactory conclusion. Chances are the problem is incorrectly stated. The actual problem is not that his wife needs to help him with his job, but that he is over worked and needs help. This assistance could come in the form of better time management, overtime from secretaries, reallocation of duties to other employees, better setting of priorities, etc. In Phase Four below, the problem changed to a more realistic one thus allowing for a satisfactory resolution. Make sure your problem is clearly stated.

A Problem that is Stated Incorrectly - Phase 4 - Wording the Problem Correctly.
(Changes from the previous Phase are indicated in bold red color)

World Heroes of Peace 4-Test (GAP) Problem-Solving Model
Critical Question Phase Number: 4	Critical Answers
SECTION A: CLARIFYING
1. What is the PROBLEM?	I currently do not have enough time to finish my work with the necessary quality standards to encourage future promotions.
2. What is the GOAL? Make sure the GOAL is based on the Value System attributes and his high enough so the PROBLEM becomes a small "stepping stone" toward that GOAL.	To find a way to succeed well at my job, accomplish enough quality work to be considered for promotions, be able to afford my children’s education, and secure my position so my family can live comfortably, plan for the future, and have an enriching retirement.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE GOAL	Perseverance, Change, Vision
3. TEST ONE: Does the importance of the GOAL resolve the PROBLEM or make it insignificant by comparison?	(If answered YES, you no longer have a problem)  NO
SECTION B: SCENARIOS
4. What is the ACTION, developed with the Value System, to be tested for resolving the PROBLEM?	Take a course in time management. Reprioritize my tasks. Ask for a few hours of overtime from my secretary. Maybe give up the weekly poker game with the guys to a bi-monthly game. Get to the office one hour earlier when it is quiet before the meetings and telephone interruptions start. Hire a temporary assistant.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE ACTION	Behavior, Change, Obstacles, Self-Esteem, Persistence, Values.
5. What are the NEEDED RESULTS, based on the Value System, for the ACTION to produce?	I want to become better organized so I can accomplish more and produce better quality work in the same amount of time, thus reducing my stress while increasing my productivity.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE NEEDED RESULTS	Change, Obstacles, Self-Esteem, Values
6. What PROBABLE RESULTS will the ACTION most likely produce?	I will become better organized so I can accomplish more and better quality work in the same amount of time, thus reducing my stress while increasing my productivity.
7. TEST TWO: Are the PROBABLE RESULTS the same as the NEEDED RESULTS?	(If not answered YES, revise the action) YES
8. TEST THREE: Will the PROBABLE RESULTS bring advancement toward the GOAL?	(If not answered YES, revise the action) YES
SECTION C: AGGRESSION AWARENESS
9. What INITIAL NEGATIVE EMOTIONS, if any, were experienced from the PROBLEM?	Disappointment, concern, frustration.
10. What EMOTIONS will the ACTION most likely generate?	Hope, encouragement, a positive outlook, a sense of accomplishment.
11. TEST FOUR: Are the CREATED EMOTIONS positive and encouraging?	(If not answered YES, revise the action-if answered YES-implement the action)  YES

Table 23

It is critical that the GOAL is very high and lofty when compared to the problem. The Model is named "(GAP) Goal Assurance Protection" for a reason. Among all the advantageous characteristics if this Model, GOAL protection is the most remarkable. A GOAL, when stated high enough, can immediately solve the problem or can cause the problem to appear so insignificant by comparison that it is no longer worth your attention. The next three examples illustrate this advantage.

A Personal Problem 1
When a correctly stated GOAL solves the PROBLEM - Phase 1
 

World Heroes of Peace 4-Test (GAP) Problem-Solving Model
Critical Question Phase Number: 1	Critical Answers
SECTION A: CLARIFYING
1. What is the PROBLEM?	I go to my athletic club to workout during my lunch hour. I can’t leave work early enough to find a parking space closer than four blocks away. This required walking time cuts into my allowed lunch hour and does not give me enough time to exercise before I’m due back at work.
2. What is the GOAL? Make sure the GOAL is based on the Value System attributes and his high enough so the PROBLEM becomes a small "stepping stone" toward that GOAL.	To get into shape and lose weight gradually with low impact exercises, thus reducing my high blood pressure to the normal range, managing my diabetes without medication, and living a long healthy life.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE GOAL	Change, Obstacles, Persistence, Readiness
3. TEST ONE: Does the importance of the GOAL resolve the PROBLEM or make it insignificant by comparison?	(If answered YES, you no longer have a problem)  YES
SECTION B: SCENARIOS
4. What is the ACTION, developed with the Value System, to be tested for resolving the PROBLEM?	None. I now realize that walking to and from my car serves as both warm up and cool down exercises fitting perfectly into my desired, low-impact, exercise routine. I may decide to park farther away.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE ACTION	Behavior, Change, Obstacles, Persistence, Readiness, Values
5. What are the NEEDED RESULTS, based on the Value System, for the ACTION to produce?
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE NEEDED RESULTS
6. What PROBABLE RESULTS will the ACTION most likely produce?
7. TEST TWO: Are the PROBABLE RESULTS the same as the NEEDED RESULTS?	(If not answered YES, revise the action)
8. TEST THREE: Will the PROBABLE RESULTS bring advancement toward the GOAL?	(If not answered YES, revise the action)
SECTION C: AGGRESSION AWARENESS
9. What INITIAL NEGATIVE EMOTIONS, if any, were experienced from the PROBLEM?
10. What EMOTIONS will the ACTION most likely generate?
11. TEST FOUR: Are the CREATED EMOTIONS positive and encouraging?	(If not answered YES, revise the action-if answered YES-implement the action)

Table 24

A Personal Problem 2
When a correctly stated GOAL solves the PROBLEM - Phase 1

When the goal is not high enough, the problem becomes much more serious and takes on more urgency. However, when the goal is high enough sometimes the problem takes on insignificance when compared to the goal. In such cases the problem is dismissed or it takes on less concern and importance.

World Heroes of Peace 4-Test (GAP) Problem-Solving Model
Critical Question Phase Number: 1	Critical Answers
SECTION A: CLARIFYING
1. What is the PROBLEM?	My boy friend does not respect me. He treats me as if I am one of his belongings and puts me down in front of my friends. He does not act like he enjoys being with me and is always pointing out parts of my personality he thinks I need to change.
2. What is the GOAL? Make sure the GOAL is based on the Value System attributes and his high enough so the PROBLEM becomes a small "stepping stone" toward that GOAL.	To have a boy friend who accepts me for who I am, who likes and respects me without requiring lots of changes, who enjoys being with me because of my personality and who I am, who is proud of me.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE GOAL	Behavior, Self-esteem, Perseverance, Values
3. TEST ONE: Does the importance of the GOAL resolve the PROBLEM or make it insignificant by comparison?	(If answered YES, you no longer have a problem)  YES
SECTION B: SCENARIOS
4. What is the ACTION, developed with the Value System, to be tested for resolving the PROBLEM?	I now realize it’s time to find a new boyfriend. To continue this relationship would be foolish and degrading. There is someone who will like me for who I am. Someone who wants to be with me.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE ACTION	Behavior, Change, Self-Esteem, Readiness, Values
5. What are the NEEDED RESULTS, based on the Value System, for the ACTION to produce?
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE NEEDED RESULTS
6. What PROBABLE RESULTS will the ACTION most likely produce?
7. TEST TWO: Are the PROBABLE RESULTS the same as the NEEDED RESULTS?	(If not answered YES, revise the action)
8. TEST THREE: Will the PROBABLE RESULTS bring advancement toward the GOAL?	(If not answered YES, revise the action)
SECTION C: AGGRESSION AWARENESS
9. What INITIAL NEGATIVE EMOTIONS, if any, were experienced from the PROBLEM?
10. What EMOTIONS will the ACTION most likely generate?
11. TEST FOUR: Are the CREATED EMOTIONS positive and encouraging?	(If not answered YES, revise the action-if answered YES-implement the action)

Table 25

An Educational Problem
When a lofty GOAL Eliminates the PROBLEM by Comparison - Phase 1

World Heroes of Peace 4-Test (GAP) Problem-Solving Model
Critical Question Phase Number: 1	Critical Answers
SECTION A: CLARIFYING
1. What is the PROBLEM?	I can't understand my high school civics teacher. He is from India and has a strong accent. I don't understand the class lectures and I'm afraid of getting a bad grade.
2. What is the GOAL? Make sure the GOAL is based on the Value System attributes and his high enough so the PROBLEM becomes a small "stepping stone" toward that GOAL.	To graduate from college with an advanced degree, to get a high paying job, locate a wonderful spouse, raise a family, and have a wonderful productive life.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE GOAL	Vision, Change, Self-Esteem, Values
3. TEST ONE: Does the importance of the GOAL resolve the PROBLEM or make it insignificant by comparison?	(If answered YES, you no longer have a problem)  YES
SECTION B: SCENARIOS
4. What is the ACTION, developed with the Value System, to be tested for resolving the PROBLEM?	One of my teachers in one of my classes in high school is difficult to understand. When compared to the goal, this problem is rather insignificant. I can deal with this by reading the text book assignments ahead of time, getting help from another student, talking to the teacher for suggestions, or taking advantage of the tutoring program at the school. What I don't want to do is a course of action that might interfere with the GOAL, like dropping the class, getting a bad grade, or offending the teacher.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE ACTION	Behavior, Change, Self-Esteem, Values, Conflict
5. What are the NEEDED RESULTS, based on the Value System, for the ACTION to produce?
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE NEEDED RESULTS
6. What PROBABLE RESULTS will the ACTION most likely produce?
7. TEST TWO: Are the PROBABLE RESULTS the same as the NEEDED RESULTS?	(If not answered YES, revise the action)
8. TEST THREE: Will the PROBABLE RESULTS bring advancement toward the GOAL?	(If not answered YES, revise the action)
SECTION C: AGGRESSION AWARENESS
9. What INITIAL NEGATIVE EMOTIONS, if any, were experienced from the PROBLEM?
10. What EMOTIONS will the ACTION most likely generate?
11. TEST FOUR: Are the CREATED EMOTIONS positive and encouraging?	(If not answered YES, revise the action-if answered YES-implement the action)

Table 26
 

A BLANK MODEL FOR YOUR USE

World Heroes of Peace 4-Test (GAP) Problem-Solving Model
Critical Question Phase Number: 4	Critical Answers
SECTION A: CLARIFYING
1. What is the PROBLEM?
2. What is the GOAL? Make sure the GOAL is based on the Value System attributes and his high enough so the PROBLEM becomes a small "stepping stone" toward that GOAL.
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE GOAL
3. TEST ONE: Does the importance of the GOAL resolve the PROBLEM or make it insignificant by comparison?	(If answered YES, you no longer have a problem)
SECTION B: SCENARIOS
4. What is the ACTION, developed with the Value System, to be tested for resolving the PROBLEM?
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE ACTION
5. What are the NEEDED RESULTS, based on the Value System, for the ACTION to produce?
VALUE SYSTEM ATTRIBUTES USED IN DECIDING THE NEEDED RESULTS
6. What PROBABLE RESULTS will the ACTION most likely produce?
7. TEST TWO: Are the PROBABLE RESULTS the same as the NEEDED RESULTS?	(If not answered YES, revise the action)
8. TEST THREE: Will the PROBABLE RESULTS bring advancement toward the GOAL?	(If not answered YES, revise the action)
SECTION C: AGGRESSION AWARENESS
9. What INITIAL NEGATIVE EMOTIONS, if any, were experienced from the PROBLEM?
10. What EMOTIONS will the ACTION most likely generate?
11. TEST FOUR: Are the CREATED EMOTIONS positive and encouraging?	(If not answered YES, revise the action-if answered YES-implement the action)