problem-finding

Finding and formulating the problem is the basis of scientific research. Determining the problem requires fundamental questioning and it is not an impromptu thing, but rather a dynamic, regular, systematic, and logical process that takes place before determining the title of the research by going through the nested and systematic layers of the phenomena. In studies, researches, and scientific productions that take place in universities and educational centers, problem-solving is considered the first and most important step. In fact, it can be said that problem-solving is the recognition and application of knowledge, skills, and abilities that lead to the correct response to the situation or to achieve goals.. When we reach a goal, we are able to solve a challenge or a problem or achieve a better situation, which is problem-solving. By identifying and categorizing obstacles to problem-solving, it is possible to help students identify important and necessary problems. If the problem-finding obstacles are identified and subsequently removed, problems such as lack of progress in scientific productions and repetitive and invalid researches will be avoided. Therefore, the main goal of the current research is to "identify the obstacles of research problem solving".

Literature Review:

Fotis Kasoulas and Georgia Mega (2007) in a research titled "Creative and critical thinking in the form of problem-finding and problem-solving: a study among elementary school students" found that factors such as relevance and reasoning which are related to critical thinking in problem solving by students play a role. Frank Labanka (2008) in his research entitled "The effect of problem-solving on the quality of scientific research projects arising from an authentic research environment using an open problem" found that factors such as the use of expertise and previous experiences and creative thinking such as flexibility, adaptability, new approach, play a role in the problem-solving process. In Krista Ritchie's (2009) research entitled "Problem-finding Process in Research Education: Focusing on Students' Experiences", it was shown that personality traits such as lack of motivation, lack of interest, anxiety, and other negative emotions affect students' problem-finding performance. In the research of the Guardian (2013) with the title "Research Problem Solving; Undeniable Necessity in Postgraduate Theses", it was shown that obstacles such as collecting information without having a research plan, without examining the background and existing research and not recognizing the limitations of the research, determining the research method before determining the subject, disregarding the appropriate theories and available resources in formulating the research problem, are common mistakes that threaten researchers in setting up the research topic. Problem solving is not a one-dimensional process and the researcher must consider all aspects uniformly to choose the right problem. Mira Begi (2015) in a research entitled "Problem-finding in research; Limitations and solutions focusing on thesis writing and indigenous theorizing in Iranian sociology" stated that problem solving requires critical and creative thinking and in a word, it requires a set of personality traits. In addition to this, the necessary infrastructure for problem solving should also be provided. Baghmirani (2016) in his research entitled "Development of the Conceptual Model of Research Problem-Finding Using Directional Content Analysis Method" found that the concept of problem-finding is in personality characteristics in five dimensions, in behavioral characteristics in four dimensions, in thinking characteristics (Creative) can be developed in six dimensions, (critical) thinking in two dimensions and educational feature in five dimensions.

This research is fundamental in terms of its purpose and in terms of gathering information, it is library research that has also benefited from field techniques. In terms of method, this research is a kind of content analysis which was done with the Claysey method. The statistical population of this research was made up of the faculty members of the public universities of Tehran province. 10 people were selected as a sample using the sequential pooled sampling method. A semi-structured interview method was used to collect data. Four criteria of validity or acceptability, certainty of stability, confirmability, and transferability or fit were used to evaluate the validity and accuracy and robustness of the data.

The result of the analysis of 10 interviews was 16 general themes or categories and 77 primary concepts. Of course, 386 primary concepts were obtained at the beginning, and after careful examination and removal of synonyms, the number of concepts was reduced to 77 codes. Identified classes include self-deprecation, passive linearity, lack of motivation, lack of work, lack of skills, ignorance, negative consensus, inferential analysis, superficiality, weak intelligence related to individual obstacles, dry educational management, inefficient human resources, weak content related to educational obstacles, family scientism, individualism related to cultural barriers; structural instrumental gap related to structural barriers; and institutional instability is related to institutional barriers to problem solving.

Evidences and surveys showed that a set of obstacles prevent a person from choosing an important and necessary issue. The analysis showed that there are problems and obstacles in the five personal, educational, cultural, structural, and institutional dimensions that fuel the individual's inability to solve problems. In the context of individual obstacles, it can be pointed out that novice researchers have characteristics of self-deprecation, passive linearity, lack of creativity, sufficient purpose and motivation, unfamiliarity with domestic and international databases, and relative lack of proficiency in English, ignorance and knowledge gaps, lack of analytical power and inference power, as well as the negative correlation of inference analysis that can make a person face problems in problem solving. Along with personal obstacles, a set of non-personal obstacles can be seen; some of these obstacles are related to educational obstacles. The inappropriateness of university research regulations and guidelines and the managers' approach to problem solving and research is a linear and binary approach; an approach that destroys creative thinking. The weakness of human resources (inexperience of professors and faculty members) of the university can also be a problem. Familiarity with the research method can be considered as the alphabet of problem solving. Until the course units of the research seminar and research method are not taught correctly, we cannot hope for the success of the students in problem solving. The weakness of the course content, which refers to the provision of inappropriate teaching resources, non-native and not up-to-date resources, is one of the educational obstacles. In the field of cultural barriers, we can mention the avoidance of science and insufficient education of parents, which fuel the individual's weakness in problem solving. Facilities and infrastructures are needed for problem solving. Failure to provide equipment indicates the existence of a structural tool gap, which in turn is considered a potential risk for the problem-solving process. The lack of problem-solving institutions is another obstacle to research problem-solving. If these institutions are created in the heart of the library, information science specialists serve the scientific communities through a new channel by identifying and classifying the important and necessary issues of society.

It can be concluded that problem-solving is a conscious, creative, and meticulous process of searching, identifying, refining, finding, and choosing a research problem among several problems; a set of individual and non-individual factors (educational, cultural, structural, and institutional) make this process difficult. This research helped to identify and categorize research problem-finding obstacles with an interpretive approach. Considering the limited literature of scientific communities in the field of problem-solving obstacles, it can be claimed with a high confidence factor that a significant part of the scientific community's knowledge gap in the field of problem-solving obstacles was filled with the new information of this research. Also, this research has shown the interdisciplinary nature of information science and epistemology.

The nature of science is intertwined with research and the research is based on the problem. Problem is the basic pillar of science and in this field of knowledge, problem finding is the most important activity. These propositions are the assumptions on which the present article is based. This article is a discussion of theoretical considerations and therefore, it lacks empirical evidence and observations derived from it. In this research, an attempt has been made to study the status of the problem in social science research and the knowledge requirements of problem finding based on the teaching of philosophy of science. Hence, the nature of the problem and its importance have been considered in social research. That problems are the beginning and the end of the search for scientific truth, and in the cognitive realm, problem finding takes precedence over problem solving. On the other hand, the extent and complexity of social problems and the context of their occurrence, their historical nature and the instability of cognition and its reasons have been discussed. In the following, some of the cognitive considerations and necessities of doing social research have been introduced in a reasoned manner, which are necessary to move in the direction of living and dynamic knowledge. Among these considerations, epistemological, ontological and methodological assumptions have a special status, because they determine the logic and position of the researcher towards the research reasoning system.

Theorizing, as the highest level of knowledge, depends on a group of underlying factors in the theorist itself, his time and space requirements and surroundings. The main question of the paper is that what is the role of ethics (Including virtues and vices) and the firm characteristics of the theorist in the process of the production of science and theorization? With the help of descriptive-analytical method, that is, referring to religious texts and rational analyzes, we have shown that the ethics of the theorist plays the role at least on the three main stages from the various stages of the production of the science include: (1) problemology or problem-finding, (2) the science’s teleology or targeting, and (3) the process of the discovering and understanding the reality. It has also been shown that this role-playing is merely grounded, not more, and it has also become clear that this role-playing never implies the acceptance of the normative or meta-normal relativism about knowledge.

This article aims to investigate the concerns of today’s Iranians’ sociology regarding two theoretic attitudes: dissertation writing and local theory-building. There are deficiencies and shortages in both of these co-related fields requiring investigation. One of them is problem-finding- which this article focuses on. Problem-finding is somehow recognized simultaneously as the art and experience of researcher. The deeper and more meticulous the article is performed, the stronger both innovation and organization of the research are reinforced and Problem-finding, as the basic block of science, serves as a basis on which theorybuilding and researching could be formed and honored. On the one hand, what and how the problem is built and found, and on the other hand, why problem is building -as an ontological-methodological basis- ignored is important? In this paper, while reviewing the nature and paradigmatic importance of problem-finding in different paradigms and identifying the methodological position of problem and problem-finding based on available yet related literature, the author presents theory and deals with scrutinizing the subject of problem-finding.

Evaluation centers are important and effective instruments for selecting and promoting organizations’ human capital, identify strengths and weaknesses of the candidates, and developing their competencies. Despite the advantageous usage of these evaluation centers, the process of their application encounters some problems. Using Delphi method, this research is intended to identify and prioritize the problems affecting evaluation and development centers in order to help organizations make use of these center to achieve proper meritocracy. Having reviewed the literature and having interviewed the experts, the researchers identified 42 problems. Other problems were found out by Delphi panel. Then they were all prioritized. Among the 50 problems, 15 ones were identified to be most important by the experts. They were proposed as the findings of this research. Weak support by the higher manager, meritocracy’s models not being native, disregarding the evaluation center and looking at it as a fashion, no practice of the results in individual development, and particularity of meritocracy model were identified as the five most important problems in evaluation and development centers.

In order to maintain and increase the quality, efficiency and effectiveness and, ultimately, long-term survival and success of organizations in the rather complex and changing environment, it is essential to take advantage of their employees talent and creativity. However, the use of creativity involves the measurement and analyzing it. So the results of the analysis of creativity measurement can be used for the creative staff and adherence to utilizing it. This study aimed to identify and analyze the current state of creativity and its four dimensions: Problem finding, idea finding, evaluating ideas and implement ideas. Using a survey method, a questionnaire was distributed among the statistical population and after completion, they were collected. Data were gathered and refined, using SPSS. Then to ensure the validity (exploratory factor analysis, confirmatory factor analysis and convergent and divergent validity) and reliability (internal consistency), based on research using predicates one sample t-test and t-test samples, were analyzed. The results showed that, although the staff under investigation enjoyed enough creativity levels, higher than average, but they were away from ideal situation. The results indicate that characteristics such as gender, marital status, responsibility (manager/subordinate), work (province/city), date (informal/contract) and the University graduation place (University of/at other universities), influence the creativity. Especially those with the lowest levels of creativity and the place of graduation of the University, shows the highest level of creativity. Priority should be given to enhancing employees creativity, both women and men by the managers on the staff in the provincial capital city. In addition, to enhance creativity in organizations, experts are needed to be organized, financed and employed.

Formulating and serving Iran's 20-year-panorama and requiring all of country's administrative system and also Islamic Republic of Iran Police Force, in attempting to reach it, has entailed the approach for development of applied research system. Performance scope of some applied research offices especially the staff departments which have the general and comprehensive role, due to some reasons, have had some overlaps with Performance scope of other offices.
AJA inspection which in a form of a specialized administration is responsible for control and inspection is one of these offices that because of exploiting basic information consequent on executing diverse duties is more liable to responsibilities overlaps with domains such as education, social, planning and juridical ones.
NAJA researching framework which has been formulated and executed with the purpose of increasing the production of general knowledge of police, in mass management (research staff) is responsible for decreasing these overlaps and guiding the allotted resources toward necessary and especial staff issues which must be executed by applied research.
Recognizing the affecting factors on forming the domain overlaps in applied research with purpose of predicting suitable ways of beat, needs analysis or problem measurement based on responsibilities analysis, full and determined inspection role execution, reinforcing the suitable intelligence system and practicing data banks in work execution, are part of achieved results and suggestions in this matter.