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Ad. 1: Fraenkel stresses the importance of identifying whether the conflict is about ends or means to ends that have been agreed upon. Equally important is to establish the factual context of the situation.<ref>Fraenkel, Jack, R. (1976). Teaching about Values. In: Ubbelohde, Carl, and Jack R. Fraenkel. (Eds.) Values of the American Heritage: Challenges, Case Studies, and Teaching Strategies. The Bicentennial Yearbook, 46<sup>th</sup> Yearbook." (1976).</ref>

Ad. 2: This step involves brainstorming for all the available action alternatives for the agent(s) facing the value conflict at hand.

Ad. 3 and 4: These questions are focused on the expected consequences of the different alternative actions available to those facing the value conflict. What might be the effects of each alternative respectively? Which parties might be affected? Could the consequences spill over to future generations? It might make sense here to distinguish between short- and long-range effects for the individual and other parties. In order to map these consequences, a Values Information Chart ('''Table 1''') could be used.
{{{!}} class="wikitable" border="1" cellspacing="0" cellpadding="0"
{{!}} rowspan="3" width="62"{{!}}'''Facts'''
{{!}} rowspan="3" width="67"{{!}}'''Alternatives'''
{{!}} colspan="4" width="476"{{!}}'''Consequences'''
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{{!}} colspan="2" width="283"{{!}}'''Short-Range'''
{{!}} colspan="2" width="193"{{!}}'''Long-Range'''
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{{!}}}'''Table 1: Values Information Chart Template'''

Ad. 5: This question zooms in on the evidence supporting or refuting the potential effects of the alternative actions as identified above. If the case at hand is similar to case studies from the past, it might be useful to study what happened there. Data to that effect should be gathered, and their truthfulness and relevance to the case at hand established.

Ad. 6: A discussion of the desirability of the expected consequences is needed. This should happen based on certain criteria. These criteria might be of a moral, legal, aesthetic, ecological, economic, health and safety and/or a completely different nature. A Value Analysis Chart ('''Table 2''') could be used to keep track of the assessment of the different consequences along the different criteria. In the last column of this chart the desirability of the different consequences is ranked from the most to the least desirable.

Ad. 7: Fraenkel does not explain how the answer to this final question should follow from the analysis above. It seems to be implicit in his method that the answer automatically matches the alternative that turns out to be most desirable over all.
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{{!}} rowspan="2" width="67"{{!}}'''Alternatives'''
{{!}} rowspan="2" width="120"{{!}}'''Consequences'''
{{!}} colspan="7" width="354"{{!}}'''Desirability from various points of view'''
{{!}} rowspan="2" width="64"{{!}}'''Ranking'''
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{{!}} width="41"{{!}}'''Moral'''
{{!}} width="39"{{!}}'''Legal'''
{{!}} width="55"{{!}}'''Aesthetic'''
{{!}} width="60"{{!}}'''Ecological'''
{{!}} width="58"{{!}}'''Economic'''
{{!}} width="51"{{!}}'''Health and Safety'''
{{!}} width="51"{{!}}'''Etc.'''
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'''Table 2: Value Analysis Chart Template'''[[File:The Value Analysis Method.jpg|thumb|Figure 1. Fraenkel's value analysis method.]]
<references />

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