training problem solving skills

Problem-Solving Training Course Materials for the Workplace

Last updated April 2, 2024

Our Problem-Solving training course materials are for freelance and corporate trainers to run sessions on how to solve fairly complex problems as workplace training. These materials are suitable to train leaders, managers, and employees at any level.

The materials guide the participants through a seven-step problem-solving process and introduce them to some useful techniques (some creative and some more analytical) they can apply to help them find solutions to their problems.

This training package is:

• Fully customizable and editable
• US English & British English compatible
• Downloadable immediately
• Can also be  adapted to use for online teaching  and training in virtual classrooms.
• and you will own the rights to edit and reuse it for as many of ‘ your own courses’  as you wish

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Samples from the Training Materials

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British GBP £127 (approx. USD$159)

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How to improve your problem solving skills and build effective problem solving strategies

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Effective problem solving is all about using the right process and following a plan tailored to the issue at hand. Recognizing your team or organization has an issue isn’t enough to come up with effective problem solving strategies. 

To truly understand a problem and develop appropriate solutions, you will want to follow a solid process, follow the necessary problem solving steps, and bring all of your problem solving skills to the table.  

We’ll first guide you through the seven step problem solving process you and your team can use to effectively solve complex business challenges. We’ll also look at what problem solving strategies you can employ with your team when looking for a way to approach the process. We’ll then discuss the problem solving skills you need to be more effective at solving problems, complete with an activity from the SessionLab library you can use to develop that skill in your team.

Let’s get to it! 

What is a problem solving process?

• What are the problem solving steps I need to follow?

Problem solving strategies

What skills do i need to be an effective problem solver, how can i improve my problem solving skills.

Solving problems is like baking a cake. You can go straight into the kitchen without a recipe or the right ingredients and do your best, but the end result is unlikely to be very tasty!

Using a process to bake a cake allows you to use the best ingredients without waste, collect the right tools, account for allergies, decide whether it is a birthday or wedding cake, and then bake efficiently and on time. The result is a better cake that is fit for purpose, tastes better and has created less mess in the kitchen. Also, it should have chocolate sprinkles. Having a step by step process to solve organizational problems allows you to go through each stage methodically and ensure you are trying to solve the right problems and select the most appropriate, effective solutions.

What are the problem solving steps I need to follow? 

All problem solving processes go through a number of steps in order to move from identifying a problem to resolving it.

Depending on your problem solving model and who you ask, there can be anything between four and nine problem solving steps you should follow in order to find the right solution. Whatever framework you and your group use, there are some key items that should be addressed in order to have an effective process.

We’ve looked at problem solving processes from sources such as the American Society for Quality and their four step approach , and Mediate ‘s six step process. By reflecting on those and our own problem solving processes, we’ve come up with a sequence of seven problem solving steps we feel best covers everything you need in order to effectively solve problems.

1. Problem identification 

The first stage of any problem solving process is to identify the problem or problems you might want to solve. Effective problem solving strategies always begin by allowing a group scope to articulate what they believe the problem to be and then coming to some consensus over which problem they approach first. Problem solving activities used at this stage often have a focus on creating frank, open discussion so that potential problems can be brought to the surface.

2. Problem analysis 

Though this step is not a million miles from problem identification, problem analysis deserves to be considered separately. It can often be an overlooked part of the process and is instrumental when it comes to developing effective solutions.

The process of problem analysis means ensuring that the problem you are seeking to solve is the right problem . As part of this stage, you may look deeper and try to find the root cause of a specific problem at a team or organizational level.

Remember that problem solving strategies should not only be focused on putting out fires in the short term but developing long term solutions that deal with the root cause of organizational challenges. 

Whatever your approach, analyzing a problem is crucial in being able to select an appropriate solution and the problem solving skills deployed in this stage are beneficial for the rest of the process and ensuring the solutions you create are fit for purpose.

3. Solution generation

Once your group has nailed down the particulars of the problem you wish to solve, you want to encourage a free flow of ideas connecting to solving that problem. This can take the form of problem solving games that encourage creative thinking or problem solving activities designed to produce working prototypes of possible solutions. 

The key to ensuring the success of this stage of the problem solving process is to encourage quick, creative thinking and create an open space where all ideas are considered. The best solutions can come from unlikely places and by using problem solving techniques that celebrate invention, you might come up with solution gold. 

4. Solution development

No solution is likely to be perfect right out of the gate. It’s important to discuss and develop the solutions your group has come up with over the course of following the previous problem solving steps in order to arrive at the best possible solution. Problem solving games used in this stage involve lots of critical thinking, measuring potential effort and impact, and looking at possible solutions analytically. 

During this stage, you will often ask your team to iterate and improve upon your frontrunning solutions and develop them further. Remember that problem solving strategies always benefit from a multitude of voices and opinions, and not to let ego get involved when it comes to choosing which solutions to develop and take further.

Finding the best solution is the goal of all problem solving workshops and here is the place to ensure that your solution is well thought out, sufficiently robust and fit for purpose. 

5. Decision making 

Nearly there! Once your group has reached consensus and selected a solution that applies to the problem at hand you have some decisions to make. You will want to work on allocating ownership of the project, figure out who will do what, how the success of the solution will be measured and decide the next course of action.

The decision making stage is a part of the problem solving process that can get missed or taken as for granted. Fail to properly allocate roles and plan out how a solution will actually be implemented and it less likely to be successful in solving the problem.

Have clear accountabilities, actions, timeframes, and follow-ups. Make these decisions and set clear next-steps in the problem solving workshop so that everyone is aligned and you can move forward effectively as a group. 

Ensuring that you plan for the roll-out of a solution is one of the most important problem solving steps. Without adequate planning or oversight, it can prove impossible to measure success or iterate further if the problem was not solved. 

6. Solution implementation 

This is what we were waiting for! All problem solving strategies have the end goal of implementing a solution and solving a problem in mind. 

Remember that in order for any solution to be successful, you need to help your group through all of the previous problem solving steps thoughtfully. Only then can you ensure that you are solving the right problem but also that you have developed the correct solution and can then successfully implement and measure the impact of that solution.

Project management and communication skills are key here – your solution may need to adjust when out in the wild or you might discover new challenges along the way.

7. Solution evaluation 

So you and your team developed a great solution to a problem and have a gut feeling its been solved. Work done, right? Wrong. All problem solving strategies benefit from evaluation, consideration, and feedback. You might find that the solution does not work for everyone, might create new problems, or is potentially so successful that you will want to roll it out to larger teams or as part of other initiatives. 

None of that is possible without taking the time to evaluate the success of the solution you developed in your problem solving model and adjust if necessary.

Remember that the problem solving process is often iterative and it can be common to not solve complex issues on the first try. Even when this is the case, you and your team will have generated learning that will be important for future problem solving workshops or in other parts of the organization. 

It’s worth underlining how important record keeping is throughout the problem solving process. If a solution didn’t work, you need to have the data and records to see why that was the case. If you go back to the drawing board, notes from the previous workshop can help save time. Data and insight is invaluable at every stage of the problem solving process and this one is no different.

Problem solving workshops made easy

Problem solving strategies are methods of approaching and facilitating the process of problem-solving with a set of techniques , actions, and processes. Different strategies are more effective if you are trying to solve broad problems such as achieving higher growth versus more focused problems like, how do we improve our customer onboarding process?

Broadly, the problem solving steps outlined above should be included in any problem solving strategy though choosing where to focus your time and what approaches should be taken is where they begin to differ. You might find that some strategies ask for the problem identification to be done prior to the session or that everything happens in the course of a one day workshop.

The key similarity is that all good problem solving strategies are structured and designed. Four hours of open discussion is never going to be as productive as a four-hour workshop designed to lead a group through a problem solving process.

Good problem solving strategies are tailored to the team, organization and problem you will be attempting to solve. Here are some example problem solving strategies you can learn from or use to get started.

Use a workshop to lead a team through a group process

Often, the first step to solving problems or organizational challenges is bringing a group together effectively. Most teams have the tools, knowledge, and expertise necessary to solve their challenges – they just need some guidance in how to use leverage those skills and a structure and format that allows people to focus their energies.

Facilitated workshops are one of the most effective ways of solving problems of any scale. By designing and planning your workshop carefully, you can tailor the approach and scope to best fit the needs of your team and organization. 

Problem solving workshop

• Creating a bespoke, tailored process
• Tackling problems of any size
• Building in-house workshop ability and encouraging their use

Workshops are an effective strategy for solving problems. By using tried and test facilitation techniques and methods, you can design and deliver a workshop that is perfectly suited to the unique variables of your organization. You may only have the capacity for a half-day workshop and so need a problem solving process to match. 

By using our session planner tool and importing methods from our library of 700+ facilitation techniques, you can create the right problem solving workshop for your team. It might be that you want to encourage creative thinking or look at things from a new angle to unblock your groups approach to problem solving. By tailoring your workshop design to the purpose, you can help ensure great results.

One of the main benefits of a workshop is the structured approach to problem solving. Not only does this mean that the workshop itself will be successful, but many of the methods and techniques will help your team improve their working processes outside of the workshop. 

We believe that workshops are one of the best tools you can use to improve the way your team works together. Start with a problem solving workshop and then see what team building, culture or design workshops can do for your organization!

Run a design sprint

Great for: 

• aligning large, multi-discipline teams
• quickly designing and testing solutions
• tackling large, complex organizational challenges and breaking them down into smaller tasks

By using design thinking principles and methods, a design sprint is a great way of identifying, prioritizing and prototyping solutions to long term challenges that can help solve major organizational problems with quick action and measurable results.

Some familiarity with design thinking is useful, though not integral, and this strategy can really help a team align if there is some discussion around which problems should be approached first. 

The stage-based structure of the design sprint is also very useful for teams new to design thinking.  The inspiration phase, where you look to competitors that have solved your problem, and the rapid prototyping and testing phases are great for introducing new concepts that will benefit a team in all their future work. 

It can be common for teams to look inward for solutions and so looking to the market for solutions you can iterate on can be very productive. Instilling an agile prototyping and testing mindset can also be great when helping teams move forwards – generating and testing solutions quickly can help save time in the long run and is also pretty exciting!

Break problems down into smaller issues

Organizational challenges and problems are often complicated and large scale in nature. Sometimes, trying to resolve such an issue in one swoop is simply unachievable or overwhelming. Try breaking down such problems into smaller issues that you can work on step by step. You may not be able to solve the problem of churning customers off the bat, but you can work with your team to identify smaller effort but high impact elements and work on those first.

This problem solving strategy can help a team generate momentum, prioritize and get some easy wins. It’s also a great strategy to employ with teams who are just beginning to learn how to approach the problem solving process. If you want some insight into a way to employ this strategy, we recommend looking at our design sprint template below!

Use guiding frameworks or try new methodologies

Some problems are best solved by introducing a major shift in perspective or by using new methodologies that encourage your team to think differently.

Props and tools such as Methodkit , which uses a card-based toolkit for facilitation, or Lego Serious Play can be great ways to engage your team and find an inclusive, democratic problem solving strategy. Remember that play and creativity are great tools for achieving change and whatever the challenge, engaging your participants can be very effective where other strategies may have failed.

LEGO Serious Play

• Improving core problem solving skills
• Thinking outside of the box
• Encouraging creative solutions

LEGO Serious Play is a problem solving methodology designed to get participants thinking differently by using 3D models and kinesthetic learning styles. By physically building LEGO models based on questions and exercises, participants are encouraged to think outside of the box and create their own responses. 

Collaborate LEGO Serious Play exercises are also used to encourage communication and build problem solving skills in a group. By using this problem solving process, you can often help different kinds of learners and personality types contribute and unblock organizational problems with creative thinking. 

Problem solving strategies like LEGO Serious Play are super effective at helping a team solve more skills-based problems such as communication between teams or a lack of creative thinking. Some problems are not suited to LEGO Serious Play and require a different problem solving strategy.

Card Decks and Method Kits

• New facilitators or non-facilitators 
• Approaching difficult subjects with a simple, creative framework
• Engaging those with varied learning styles

Card decks and method kids are great tools for those new to facilitation or for whom facilitation is not the primary role. Card decks such as the emotional culture deck can be used for complete workshops and in many cases, can be used right out of the box. Methodkit has a variety of kits designed for scenarios ranging from personal development through to personas and global challenges so you can find the right deck for your particular needs.

Having an easy to use framework that encourages creativity or a new approach can take some of the friction or planning difficulties out of the workshop process and energize a team in any setting. Simplicity is the key with these methods. By ensuring everyone on your team can get involved and engage with the process as quickly as possible can really contribute to the success of your problem solving strategy.

Source external advice

Looking to peers, experts and external facilitators can be a great way of approaching the problem solving process. Your team may not have the necessary expertise, insights of experience to tackle some issues, or you might simply benefit from a fresh perspective. Some problems may require bringing together an entire team, and coaching managers or team members individually might be the right approach. Remember that not all problems are best resolved in the same manner.

If you’re a solo entrepreneur, peer groups, coaches and mentors can also be invaluable at not only solving specific business problems, but in providing a support network for resolving future challenges. One great approach is to join a Mastermind Group and link up with like-minded individuals and all grow together. Remember that however you approach the sourcing of external advice, do so thoughtfully, respectfully and honestly. Reciprocate where you can and prepare to be surprised by just how kind and helpful your peers can be!

Mastermind Group

• Solo entrepreneurs or small teams with low capacity
• Peer learning and gaining outside expertise
• Getting multiple external points of view quickly

Problem solving in large organizations with lots of skilled team members is one thing, but how about if you work for yourself or in a very small team without the capacity to get the most from a design sprint or LEGO Serious Play session? 

A mastermind group – sometimes known as a peer advisory board – is where a group of people come together to support one another in their own goals, challenges, and businesses. Each participant comes to the group with their own purpose and the other members of the group will help them create solutions, brainstorm ideas, and support one another. 

Mastermind groups are very effective in creating an energized, supportive atmosphere that can deliver meaningful results. Learning from peers from outside of your organization or industry can really help unlock new ways of thinking and drive growth. Access to the experience and skills of your peers can be invaluable in helping fill the gaps in your own ability, particularly in young companies.

A mastermind group is a great solution for solo entrepreneurs, small teams, or for organizations that feel that external expertise or fresh perspectives will be beneficial for them. It is worth noting that Mastermind groups are often only as good as the participants and what they can bring to the group. Participants need to be committed, engaged and understand how to work in this context. 

Coaching and mentoring

• Focused learning and development
• Filling skills gaps
• Working on a range of challenges over time

Receiving advice from a business coach or building a mentor/mentee relationship can be an effective way of resolving certain challenges. The one-to-one format of most coaching and mentor relationships can really help solve the challenges those individuals are having and benefit the organization as a result.

A great mentor can be invaluable when it comes to spotting potential problems before they arise and coming to understand a mentee very well has a host of other business benefits. You might run an internal mentorship program to help develop your team’s problem solving skills and strategies or as part of a large learning and development program. External coaches can also be an important part of your problem solving strategy, filling skills gaps for your management team or helping with specific business issues. 

Now we’ve explored the problem solving process and the steps you will want to go through in order to have an effective session, let’s look at the skills you and your team need to be more effective problem solvers.

Problem solving skills are highly sought after, whatever industry or team you work in. Organizations are keen to employ people who are able to approach problems thoughtfully and find strong, realistic solutions. Whether you are a facilitator , a team leader or a developer, being an effective problem solver is a skill you’ll want to develop.

Problem solving skills form a whole suite of techniques and approaches that an individual uses to not only identify problems but to discuss them productively before then developing appropriate solutions.

Here are some of the most important problem solving skills everyone from executives to junior staff members should learn. We’ve also included an activity or exercise from the SessionLab library that can help you and your team develop that skill. 

If you’re running a workshop or training session to try and improve problem solving skills in your team, try using these methods to supercharge your process!

Active listening

Active listening is one of the most important skills anyone who works with people can possess. In short, active listening is a technique used to not only better understand what is being said by an individual, but also to be more aware of the underlying message the speaker is trying to convey. When it comes to problem solving, active listening is integral for understanding the position of every participant and to clarify the challenges, ideas and solutions they bring to the table.

Some active listening skills include:

• Paying complete attention to the speaker.
• Removing distractions.
• Avoid interruption.
• Taking the time to fully understand before preparing a rebuttal.
• Responding respectfully and appropriately.
• Demonstrate attentiveness and positivity with an open posture, making eye contact with the speaker, smiling and nodding if appropriate. Show that you are listening and encourage them to continue.
• Be aware of and respectful of feelings. Judge the situation and respond appropriately. You can disagree without being disrespectful.   
• Observe body language. 
• Paraphrase what was said in your own words, either mentally or verbally.
• Remain neutral. 
• Reflect and take a moment before responding.
• Ask deeper questions based on what is said and clarify points where necessary.   

Active Listening   #hyperisland   #skills   #active listening   #remote-friendly   This activity supports participants to reflect on a question and generate their own solutions using simple principles of active listening and peer coaching. It’s an excellent introduction to active listening but can also be used with groups that are already familiar with it. Participants work in groups of three and take turns being: “the subject”, the listener, and the observer.

Analytical skills

All problem solving models require strong analytical skills, particularly during the beginning of the process and when it comes to analyzing how solutions have performed.

Analytical skills are primarily focused on performing an effective analysis by collecting, studying and parsing data related to a problem or opportunity. 

It often involves spotting patterns, being able to see things from different perspectives and using observable facts and data to make suggestions or produce insight. 

Analytical skills are also important at every stage of the problem solving process and by having these skills, you can ensure that any ideas or solutions you create or backed up analytically and have been sufficiently thought out.

Nine Whys   #innovation   #issue analysis   #liberating structures   With breathtaking simplicity, you can rapidly clarify for individuals and a group what is essentially important in their work. You can quickly reveal when a compelling purpose is missing in a gathering and avoid moving forward without clarity. When a group discovers an unambiguous shared purpose, more freedom and more responsibility are unleashed. You have laid the foundation for spreading and scaling innovations with fidelity.

Collaboration

Trying to solve problems on your own is difficult. Being able to collaborate effectively, with a free exchange of ideas, to delegate and be a productive member of a team is hugely important to all problem solving strategies.

Remember that whatever your role, collaboration is integral, and in a problem solving process, you are all working together to find the best solution for everyone. 

Marshmallow challenge with debriefing   #teamwork   #team   #leadership   #collaboration   In eighteen minutes, teams must build the tallest free-standing structure out of 20 sticks of spaghetti, one yard of tape, one yard of string, and one marshmallow. The marshmallow needs to be on top. The Marshmallow Challenge was developed by Tom Wujec, who has done the activity with hundreds of groups around the world. Visit the Marshmallow Challenge website for more information. This version has an extra debriefing question added with sample questions focusing on roles within the team.

Communication  

Being an effective communicator means being empathetic, clear and succinct, asking the right questions, and demonstrating active listening skills throughout any discussion or meeting. 

In a problem solving setting, you need to communicate well in order to progress through each stage of the process effectively. As a team leader, it may also fall to you to facilitate communication between parties who may not see eye to eye. Effective communication also means helping others to express themselves and be heard in a group.

Bus Trip   #feedback   #communication   #appreciation   #closing   #thiagi   #team   This is one of my favourite feedback games. I use Bus Trip at the end of a training session or a meeting, and I use it all the time. The game creates a massive amount of energy with lots of smiles, laughs, and sometimes even a teardrop or two.

Creative problem solving skills can be some of the best tools in your arsenal. Thinking creatively, being able to generate lots of ideas and come up with out of the box solutions is useful at every step of the process. 

The kinds of problems you will likely discuss in a problem solving workshop are often difficult to solve, and by approaching things in a fresh, creative manner, you can often create more innovative solutions.

Having practical creative skills is also a boon when it comes to problem solving. If you can help create quality design sketches and prototypes in record time, it can help bring a team to alignment more quickly or provide a base for further iteration.

The paper clip method   #sharing   #creativity   #warm up   #idea generation   #brainstorming   The power of brainstorming. A training for project leaders, creativity training, and to catalyse getting new solutions.

Critical thinking

Critical thinking is one of the fundamental problem solving skills you’ll want to develop when working on developing solutions. Critical thinking is the ability to analyze, rationalize and evaluate while being aware of personal bias, outlying factors and remaining open-minded.

Defining and analyzing problems without deploying critical thinking skills can mean you and your team go down the wrong path. Developing solutions to complex issues requires critical thinking too – ensuring your team considers all possibilities and rationally evaluating them. 

Agreement-Certainty Matrix   #issue analysis   #liberating structures   #problem solving   You can help individuals or groups avoid the frequent mistake of trying to solve a problem with methods that are not adapted to the nature of their challenge. The combination of two questions makes it possible to easily sort challenges into four categories: simple, complicated, complex , and chaotic .  A problem is simple when it can be solved reliably with practices that are easy to duplicate.  It is complicated when experts are required to devise a sophisticated solution that will yield the desired results predictably.  A problem is complex when there are several valid ways to proceed but outcomes are not predictable in detail.  Chaotic is when the context is too turbulent to identify a path forward.  A loose analogy may be used to describe these differences: simple is like following a recipe, complicated like sending a rocket to the moon, complex like raising a child, and chaotic is like the game “Pin the Tail on the Donkey.”  The Liberating Structures Matching Matrix in Chapter 5 can be used as the first step to clarify the nature of a challenge and avoid the mismatches between problems and solutions that are frequently at the root of chronic, recurring problems.

Data analysis 

Though it shares lots of space with general analytical skills, data analysis skills are something you want to cultivate in their own right in order to be an effective problem solver.

Being good at data analysis doesn’t just mean being able to find insights from data, but also selecting the appropriate data for a given issue, interpreting it effectively and knowing how to model and present that data. Depending on the problem at hand, it might also include a working knowledge of specific data analysis tools and procedures. 

Having a solid grasp of data analysis techniques is useful if you’re leading a problem solving workshop but if you’re not an expert, don’t worry. Bring people into the group who has this skill set and help your team be more effective as a result.

Decision making

All problems need a solution and all solutions require that someone make the decision to implement them. Without strong decision making skills, teams can become bogged down in discussion and less effective as a result. 

Making decisions is a key part of the problem solving process. It’s important to remember that decision making is not restricted to the leadership team. Every staff member makes decisions every day and developing these skills ensures that your team is able to solve problems at any scale. Remember that making decisions does not mean leaping to the first solution but weighing up the options and coming to an informed, well thought out solution to any given problem that works for the whole team.

Lightning Decision Jam (LDJ)   #action   #decision making   #problem solving   #issue analysis   #innovation   #design   #remote-friendly   The problem with anything that requires creative thinking is that it’s easy to get lost—lose focus and fall into the trap of having useless, open-ended, unstructured discussions. Here’s the most effective solution I’ve found: Replace all open, unstructured discussion with a clear process. What to use this exercise for: Anything which requires a group of people to make decisions, solve problems or discuss challenges. It’s always good to frame an LDJ session with a broad topic, here are some examples: The conversion flow of our checkout Our internal design process How we organise events Keeping up with our competition Improving sales flow

Dependability

Most complex organizational problems require multiple people to be involved in delivering the solution. Ensuring that the team and organization can depend on you to take the necessary actions and communicate where necessary is key to ensuring problems are solved effectively.

Being dependable also means working to deadlines and to brief. It is often a matter of creating trust in a team so that everyone can depend on one another to complete the agreed actions in the agreed time frame so that the team can move forward together. Being undependable can create problems of friction and can limit the effectiveness of your solutions so be sure to bear this in mind throughout a project. 

Team Purpose & Culture   #team   #hyperisland   #culture   #remote-friendly   This is an essential process designed to help teams define their purpose (why they exist) and their culture (how they work together to achieve that purpose). Defining these two things will help any team to be more focused and aligned. With support of tangible examples from other companies, the team members work as individuals and a group to codify the way they work together. The goal is a visual manifestation of both the purpose and culture that can be put up in the team’s work space.

Emotional intelligence

Emotional intelligence is an important skill for any successful team member, whether communicating internally or with clients or users. In the problem solving process, emotional intelligence means being attuned to how people are feeling and thinking, communicating effectively and being self-aware of what you bring to a room. 

There are often differences of opinion when working through problem solving processes, and it can be easy to let things become impassioned or combative. Developing your emotional intelligence means being empathetic to your colleagues and managing your own emotions throughout the problem and solution process. Be kind, be thoughtful and put your points across care and attention. 

Being emotionally intelligent is a skill for life and by deploying it at work, you can not only work efficiently but empathetically. Check out the emotional culture workshop template for more!

Facilitation

As we’ve clarified in our facilitation skills post, facilitation is the art of leading people through processes towards agreed-upon objectives in a manner that encourages participation, ownership, and creativity by all those involved. While facilitation is a set of interrelated skills in itself, the broad definition of facilitation can be invaluable when it comes to problem solving. Leading a team through a problem solving process is made more effective if you improve and utilize facilitation skills – whether you’re a manager, team leader or external stakeholder.

The Six Thinking Hats   #creative thinking   #meeting facilitation   #problem solving   #issue resolution   #idea generation   #conflict resolution   The Six Thinking Hats are used by individuals and groups to separate out conflicting styles of thinking. They enable and encourage a group of people to think constructively together in exploring and implementing change, rather than using argument to fight over who is right and who is wrong.

Flexibility 

Being flexible is a vital skill when it comes to problem solving. This does not mean immediately bowing to pressure or changing your opinion quickly: instead, being flexible is all about seeing things from new perspectives, receiving new information and factoring it into your thought process.

Flexibility is also important when it comes to rolling out solutions. It might be that other organizational projects have greater priority or require the same resources as your chosen solution. Being flexible means understanding needs and challenges across the team and being open to shifting or arranging your own schedule as necessary. Again, this does not mean immediately making way for other projects. It’s about articulating your own needs, understanding the needs of others and being able to come to a meaningful compromise.

The Creativity Dice   #creativity   #problem solving   #thiagi   #issue analysis   Too much linear thinking is hazardous to creative problem solving. To be creative, you should approach the problem (or the opportunity) from different points of view. You should leave a thought hanging in mid-air and move to another. This skipping around prevents premature closure and lets your brain incubate one line of thought while you consciously pursue another.

Working in any group can lead to unconscious elements of groupthink or situations in which you may not wish to be entirely honest. Disagreeing with the opinions of the executive team or wishing to save the feelings of a coworker can be tricky to navigate, but being honest is absolutely vital when to comes to developing effective solutions and ensuring your voice is heard. 

Remember that being honest does not mean being brutally candid. You can deliver your honest feedback and opinions thoughtfully and without creating friction by using other skills such as emotional intelligence. 

Explore your Values   #hyperisland   #skills   #values   #remote-friendly   Your Values is an exercise for participants to explore what their most important values are. It’s done in an intuitive and rapid way to encourage participants to follow their intuitive feeling rather than over-thinking and finding the “correct” values. It is a good exercise to use to initiate reflection and dialogue around personal values.

Initiative 

The problem solving process is multi-faceted and requires different approaches at certain points of the process. Taking initiative to bring problems to the attention of the team, collect data or lead the solution creating process is always valuable. You might even roadtest your own small scale solutions or brainstorm before a session. Taking initiative is particularly effective if you have good deal of knowledge in that area or have ownership of a particular project and want to get things kickstarted.

That said, be sure to remember to honor the process and work in service of the team. If you are asked to own one part of the problem solving process and you don’t complete that task because your initiative leads you to work on something else, that’s not an effective method of solving business challenges.

15% Solutions   #action   #liberating structures   #remote-friendly   You can reveal the actions, however small, that everyone can do immediately. At a minimum, these will create momentum, and that may make a BIG difference.  15% Solutions show that there is no reason to wait around, feel powerless, or fearful. They help people pick it up a level. They get individuals and the group to focus on what is within their discretion instead of what they cannot change.  With a very simple question, you can flip the conversation to what can be done and find solutions to big problems that are often distributed widely in places not known in advance. Shifting a few grains of sand may trigger a landslide and change the whole landscape.

Impartiality

A particularly useful problem solving skill for product owners or managers is the ability to remain impartial throughout much of the process. In practice, this means treating all points of view and ideas brought forward in a meeting equally and ensuring that your own areas of interest or ownership are not favored over others. 

There may be a stage in the process where a decision maker has to weigh the cost and ROI of possible solutions against the company roadmap though even then, ensuring that the decision made is based on merit and not personal opinion. 

Empathy map   #frame insights   #create   #design   #issue analysis   An empathy map is a tool to help a design team to empathize with the people they are designing for. You can make an empathy map for a group of people or for a persona. To be used after doing personas when more insights are needed.

Being a good leader means getting a team aligned, energized and focused around a common goal. In the problem solving process, strong leadership helps ensure that the process is efficient, that any conflicts are resolved and that a team is managed in the direction of success.

It’s common for managers or executives to assume this role in a problem solving workshop, though it’s important that the leader maintains impartiality and does not bulldoze the group in a particular direction. Remember that good leadership means working in service of the purpose and team and ensuring the workshop is a safe space for employees of any level to contribute. Take a look at our leadership games and activities post for more exercises and methods to help improve leadership in your organization.

Leadership Pizza   #leadership   #team   #remote-friendly   This leadership development activity offers a self-assessment framework for people to first identify what skills, attributes and attitudes they find important for effective leadership, and then assess their own development and initiate goal setting.

In the context of problem solving, mediation is important in keeping a team engaged, happy and free of conflict. When leading or facilitating a problem solving workshop, you are likely to run into differences of opinion. Depending on the nature of the problem, certain issues may be brought up that are emotive in nature. 

Being an effective mediator means helping those people on either side of such a divide are heard, listen to one another and encouraged to find common ground and a resolution. Mediating skills are useful for leaders and managers in many situations and the problem solving process is no different.

Conflict Responses   #hyperisland   #team   #issue resolution   A workshop for a team to reflect on past conflicts, and use them to generate guidelines for effective conflict handling. The workshop uses the Thomas-Killman model of conflict responses to frame a reflective discussion. Use it to open up a discussion around conflict with a team.

Planning 

Solving organizational problems is much more effective when following a process or problem solving model. Planning skills are vital in order to structure, deliver and follow-through on a problem solving workshop and ensure your solutions are intelligently deployed.

Planning skills include the ability to organize tasks and a team, plan and design the process and take into account any potential challenges. Taking the time to plan carefully can save time and frustration later in the process and is valuable for ensuring a team is positioned for success.

3 Action Steps   #hyperisland   #action   #remote-friendly   This is a small-scale strategic planning session that helps groups and individuals to take action toward a desired change. It is often used at the end of a workshop or programme. The group discusses and agrees on a vision, then creates some action steps that will lead them towards that vision. The scope of the challenge is also defined, through discussion of the helpful and harmful factors influencing the group.

Prioritization

As organisations grow, the scale and variation of problems they face multiplies. Your team or is likely to face numerous challenges in different areas and so having the skills to analyze and prioritize becomes very important, particularly for those in leadership roles.

A thorough problem solving process is likely to deliver multiple solutions and you may have several different problems you wish to solve simultaneously. Prioritization is the ability to measure the importance, value, and effectiveness of those possible solutions and choose which to enact and in what order. The process of prioritization is integral in ensuring the biggest challenges are addressed with the most impactful solutions.

Impact and Effort Matrix   #gamestorming   #decision making   #action   #remote-friendly   In this decision-making exercise, possible actions are mapped based on two factors: effort required to implement and potential impact. Categorizing ideas along these lines is a useful technique in decision making, as it obliges contributors to balance and evaluate suggested actions before committing to them.

Project management

Some problem solving skills are utilized in a workshop or ideation phases, while others come in useful when it comes to decision making. Overseeing an entire problem solving process and ensuring its success requires strong project management skills. 

While project management incorporates many of the other skills listed here, it is important to note the distinction of considering all of the factors of a project and managing them successfully. Being able to negotiate with stakeholders, manage tasks, time and people, consider costs and ROI, and tie everything together is massively helpful when going through the problem solving process. 

Record keeping

Working out meaningful solutions to organizational challenges is only one part of the process.  Thoughtfully documenting and keeping records of each problem solving step for future consultation is important in ensuring efficiency and meaningful change. 

For example, some problems may be lower priority than others but can be revisited in the future. If the team has ideated on solutions and found some are not up to the task, record those so you can rule them out and avoiding repeating work. Keeping records of the process also helps you improve and refine your problem solving model next time around!

Personal Kanban   #gamestorming   #action   #agile   #project planning   Personal Kanban is a tool for organizing your work to be more efficient and productive. It is based on agile methods and principles.

Research skills

Conducting research to support both the identification of problems and the development of appropriate solutions is important for an effective process. Knowing where to go to collect research, how to conduct research efficiently, and identifying pieces of research are relevant are all things a good researcher can do well. 

In larger groups, not everyone has to demonstrate this ability in order for a problem solving workshop to be effective. That said, having people with research skills involved in the process, particularly if they have existing area knowledge, can help ensure the solutions that are developed with data that supports their intention. Remember that being able to deliver the results of research efficiently and in a way the team can easily understand is also important. The best data in the world is only as effective as how it is delivered and interpreted.

Customer experience map   #ideation   #concepts   #research   #design   #issue analysis   #remote-friendly   Customer experience mapping is a method of documenting and visualizing the experience a customer has as they use the product or service. It also maps out their responses to their experiences. To be used when there is a solution (even in a conceptual stage) that can be analyzed.

Risk management

Managing risk is an often overlooked part of the problem solving process. Solutions are often developed with the intention of reducing exposure to risk or solving issues that create risk but sometimes, great solutions are more experimental in nature and as such, deploying them needs to be carefully considered. 

Managing risk means acknowledging that there may be risks associated with more out of the box solutions or trying new things, but that this must be measured against the possible benefits and other organizational factors. 

Be informed, get the right data and stakeholders in the room and you can appropriately factor risk into your decision making process. 

Decisions, Decisions…   #communication   #decision making   #thiagi   #action   #issue analysis   When it comes to decision-making, why are some of us more prone to take risks while others are risk-averse? One explanation might be the way the decision and options were presented.  This exercise, based on Kahneman and Tversky’s classic study , illustrates how the framing effect influences our judgement and our ability to make decisions . The participants are divided into two groups. Both groups are presented with the same problem and two alternative programs for solving them. The two programs both have the same consequences but are presented differently. The debriefing discussion examines how the framing of the program impacted the participant’s decision.

Team-building 

No single person is as good at problem solving as a team. Building an effective team and helping them come together around a common purpose is one of the most important problem solving skills, doubly so for leaders. By bringing a team together and helping them work efficiently, you pave the way for team ownership of a problem and the development of effective solutions. 

In a problem solving workshop, it can be tempting to jump right into the deep end, though taking the time to break the ice, energize the team and align them with a game or exercise will pay off over the course of the day.

Remember that you will likely go through the problem solving process multiple times over an organization’s lifespan and building a strong team culture will make future problem solving more effective. It’s also great to work with people you know, trust and have fun with. Working on team building in and out of the problem solving process is a hallmark of successful teams that can work together to solve business problems.

9 Dimensions Team Building Activity   #ice breaker   #teambuilding   #team   #remote-friendly   9 Dimensions is a powerful activity designed to build relationships and trust among team members. There are 2 variations of this icebreaker. The first version is for teams who want to get to know each other better. The second version is for teams who want to explore how they are working together as a team.

Time management 

The problem solving process is designed to lead a team from identifying a problem through to delivering a solution and evaluating its effectiveness. Without effective time management skills or timeboxing of tasks, it can be easy for a team to get bogged down or be inefficient.

By using a problem solving model and carefully designing your workshop, you can allocate time efficiently and trust that the process will deliver the results you need in a good timeframe.

Time management also comes into play when it comes to rolling out solutions, particularly those that are experimental in nature. Having a clear timeframe for implementing and evaluating solutions is vital for ensuring their success and being able to pivot if necessary.

Improving your skills at problem solving is often a career-long pursuit though there are methods you can use to make the learning process more efficient and to supercharge your problem solving skillset.

Remember that the skills you need to be a great problem solver have a large overlap with those skills you need to be effective in any role. Investing time and effort to develop your active listening or critical thinking skills is valuable in any context. Here are 7 ways to improve your problem solving skills.

Share best practices

Remember that your team is an excellent source of skills, wisdom, and techniques and that you should all take advantage of one another where possible. Best practices that one team has for solving problems, conducting research or making decisions should be shared across the organization. If you have in-house staff that have done active listening training or are data analysis pros, have them lead a training session. 

Your team is one of your best resources. Create space and internal processes for the sharing of skills so that you can all grow together. 

Ask for help and attend training

Once you’ve figured out you have a skills gap, the next step is to take action to fill that skills gap. That might be by asking your superior for training or coaching, or liaising with team members with that skill set. You might even attend specialized training for certain skills – active listening or critical thinking, for example, are business-critical skills that are regularly offered as part of a training scheme.

Whatever method you choose, remember that taking action of some description is necessary for growth. Whether that means practicing, getting help, attending training or doing some background reading, taking active steps to improve your skills is the way to go.

Learn a process 

Problem solving can be complicated, particularly when attempting to solve large problems for the first time. Using a problem solving process helps give structure to your problem solving efforts and focus on creating outcomes, rather than worrying about the format. 

Tools such as the seven-step problem solving process above are effective because not only do they feature steps that will help a team solve problems, they also develop skills along the way. Each step asks for people to engage with the process using different skills and in doing so, helps the team learn and grow together. Group processes of varying complexity and purpose can also be found in the SessionLab library of facilitation techniques . Using a tried and tested process and really help ease the learning curve for both those leading such a process, as well as those undergoing the purpose.

Effective teams make decisions about where they should and shouldn’t expend additional effort. By using a problem solving process, you can focus on the things that matter, rather than stumbling towards a solution haphazardly. 

Create a feedback loop

Some skills gaps are more obvious than others. It’s possible that your perception of your active listening skills differs from those of your colleagues. 

It’s valuable to create a system where team members can provide feedback in an ordered and friendly manner so they can all learn from one another. Only by identifying areas of improvement can you then work to improve them. 

Remember that feedback systems require oversight and consideration so that they don’t turn into a place to complain about colleagues. Design the system intelligently so that you encourage the creation of learning opportunities, rather than encouraging people to list their pet peeves.

While practice might not make perfect, it does make the problem solving process easier. If you are having trouble with critical thinking, don’t shy away from doing it. Get involved where you can and stretch those muscles as regularly as possible. 

Problem solving skills come more naturally to some than to others and that’s okay. Take opportunities to get involved and see where you can practice your skills in situations outside of a workshop context. Try collaborating in other circumstances at work or conduct data analysis on your own projects. You can often develop those skills you need for problem solving simply by doing them. Get involved!

Use expert exercises and methods

Learn from the best. Our library of 700+ facilitation techniques is full of activities and methods that help develop the skills you need to be an effective problem solver. Check out our templates to see how to approach problem solving and other organizational challenges in a structured and intelligent manner.

There is no single approach to improving problem solving skills, but by using the techniques employed by others you can learn from their example and develop processes that have seen proven results. 

Try new ways of thinking and change your mindset

Using tried and tested exercises that you know well can help deliver results, but you do run the risk of missing out on the learning opportunities offered by new approaches. As with the problem solving process, changing your mindset can remove blockages and be used to develop your problem solving skills.

Most teams have members with mixed skill sets and specialties. Mix people from different teams and share skills and different points of view. Teach your customer support team how to use design thinking methods or help your developers with conflict resolution techniques. Try switching perspectives with facilitation techniques like Flip It! or by using new problem solving methodologies or models. Give design thinking, liberating structures or lego serious play a try if you want to try a new approach. You will find that framing problems in new ways and using existing skills in new contexts can be hugely useful for personal development and improving your skillset. It’s also a lot of fun to try new things. Give it a go!

Encountering business challenges and needing to find appropriate solutions is not unique to your organization. Lots of very smart people have developed methods, theories and approaches to help develop problem solving skills and create effective solutions. Learn from them!

Books like The Art of Thinking Clearly , Think Smarter, or Thinking Fast, Thinking Slow are great places to start, though it’s also worth looking at blogs related to organizations facing similar problems to yours, or browsing for success stories. Seeing how Dropbox massively increased growth and working backward can help you see the skills or approach you might be lacking to solve that same problem. Learning from others by reading their stories or approaches can be time-consuming but ultimately rewarding.

A tired, distracted mind is not in the best position to learn new skills. It can be tempted to burn the candle at both ends and develop problem solving skills outside of work. Absolutely use your time effectively and take opportunities for self-improvement, though remember that rest is hugely important and that without letting your brain rest, you cannot be at your most effective. 

Creating distance between yourself and the problem you might be facing can also be useful. By letting an idea sit, you can find that a better one presents itself or you can develop it further. Take regular breaks when working and create a space for downtime. Remember that working smarter is preferable to working harder and that self-care is important for any effective learning or improvement process.

Want to design better group processes?

Over to you

Now we’ve explored some of the key problem solving skills and the problem solving steps necessary for an effective process, you’re ready to begin developing more effective solutions and leading problem solving workshops.

Need more inspiration? Check out our post on problem solving activities you can use when guiding a group towards a great solution in your next workshop or meeting. Have questions? Did you have a great problem solving technique you use with your team? Get in touch in the comments below. We’d love to chat!

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Learn Problem Solving to Eliminate the Causes for Failures and Overload

Problem solving training for result-driven managers and functional specialists to effectively eliminate the root causes of variability, gaps, defects, frustrations, and stress., cases, when to use:.

• Frustration from never-ending fire-fighting
• Excessive defects, uncontrolled variability
• Stress from unhappy boss, customer, spouse
• Working too hard, too late, risking burnout

Clients, for whom:

• Department managers and team leaders
• Functional specialists, engineers, controllers
• Consultants and improvement champions
• Anyone struggling with too many problems

Process, how it works:

• Online training course with personal coaching
• Apply 5 shifts to successfully address any problem
• Eliminate causes at physical, human, system root
• Learn proven strategies; practical templates included

Benefits, what to gain:

• Status and recognition as expert problem solver
• Become indispensable to the organization
• Free time to spend with family, friends, hobby
• Strategy for better pay and career advancement

Course Content - What You Will Learn

• Systematically solve safety, quality, reliability issues
• Define issue statements based on data, observations
• Learn proven tools and techniques to tackle deviations
• Use basic PDCA and 5-Why analysis for simple issues
• Use Causal Factor Analysis (CFA) for disasters, accidents
• Use Fault Tree Analysis (FTA) for rule-based problems
• Identify cause-effect relationships between factors
• Provide evidence to confirm or reject assumptions
• Drill down causes at the physical, human, latent root
• Develop actions to remove, reduce, control causes

Why Did the Titanic Sink?

The 13 Reasons for Formal Problem Solving

• Undesirable condition
• Deviation, defect, failure
• Safety accident, incident, major risk
• Product failure due to strength, performance, reliability
• Line stop event
• Regulatory non-compliance
• Customer dissatisfaction or request
• Cost overrun
• Equipment breakdown
• Process failure
• Behavioral issue, noncompliant, disengaged
• Repetitive or transferable problem
• Detection failure

Ineffective Trouble Shooting

• Fire fighting
• Going from crisis to crisis
• Stagnant or declining performance
• No time for deeper analysis
• Look for the guilty party: ”Who did that?”
• Jumping from problem into actions
• Generate laundry list of actions to firefight symptoms
• Sub-optimizing one area, spot scope
• Focus on lagging metrics (yield, sales, profits) and hope processes will improve as a result

Effective Problem Solving

• Systems thinking
• Continuous improvement
• Systematic root cause elimination
• Better performance after each problem
• Allocate time to analyze, dialogue, conclude
• Seek deep understanding: “How did that happen?”
• Acting after understanding cause-effect relationships
• Addressing all factors of the failure tree
• Optimizing the value stream, enterprise scope
• Focus on improving processes (capability) that effect actual performance metrics

The Problem Solving Training Gets You Certified

The  Beginner Problem Solving Training helps anyone to get started with systematic problem solving. Within a few days, you will learn the basic methods and tools, and apply them to solve a difficult situation in five steps: (1) Describe Gap, (2) Analyze Issues, (3) Identify Causes, (4) Address Causes, (5) Evaluate Results. Quizzes and self-evaluation forms help you to test your skills and evaluate solution the effectiveness of your solutions. 

The Advanced Problem Solving Training is for managers, supervisors, and functional specialists to build their their problem-solving skills. The course focuses on systematic root-cause analysis and developing countermeasures to effectively contain, correct, and prevent failures from reoccurring. The advanced course is supported by a coach, helping students through the process, while providing feedback to get the analysis right.

The Expert Problem Solving Training is for engineers, managers, and quality professionals to build expert skills in systematic problem solving. The course covers the deep analysis of event-based problems, rule-based problems and human failures. The expert toolkit allows you tackling deviations and defects at the system level by eliminating, reducing, and controlling the entire set of causes, identified on the logic tree – assisted by an experienced coach.

Problem Solver | Basic Skills

Online course for beginners to build foundational skills to identify, describe, contain, correct, and prevent simple problems from reoccurring.

Problem Solver | Advanced Skills

Coaching-supported advanced course to strengthen problem-solving skills, to deeply analyze and effectively address identified root causes.

Problem Solver | Expert Skills

Coaching-supported expert course to solve complex problems by systematically reducing, eliminating, or controlling direct causes and root causes.

Basic Problem Solver

• 100% online and self-certified, without coaching
• Build basic skills in systematic problem solving
• Ideal for beginners from any function, any level
• Formally analyze and solve a basic problem
• Takes 2-5 days effort during a 1-month period
• Get access to basic videos, templates, toolkit
• Apply multi-5-why to identify root causes
• Formally implement a solution using PDCA
• Create financial benefits; typ. $3k or more
• Get your certificate "Problem Solver"

Advanced Problem Solver

• Coaching sessions for business case and impact
• Build advanced skills in problem-solving
• Ideal for managers, supervisors, specialists
• Solve an advanced problem and get feedback
• Takes 5-10 days effort during a 2-month period
• Get access to advanced videos, templates, tools
• Perform root cause analysis and test robustness
• Formally implement solutions, test effectiveness
• Create financial benefits; typ. $30k or more
• Get your certificate "Advanced Problem Solver"

Expert Problem Solver

• Coaching sessions, expert validation, live support
• Build expert skills in systematic problem solving
• For engineers. managers, quality professionals
• Solve a major problem, supported by a coach
• Takes 10-20 days effort during a 3-month period
• Get access to expert videos, templates, toolkit
• Identify physical, human, and latent causes
• Formally eliminate, reduce, control causes
• Create financial benefits; typ. $60k or more
• Get your certificate "Expert Problem Solver"

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

• 17 Jan 2023

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

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

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

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

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

Access your free e-book today.

What Is Problem-Solving in Business?

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

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

Design Thinking

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

The design thinking process has four stages :

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

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

Creative Problem-Solving

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

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

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

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

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

Why Is Problem-Solving Important for Leaders?

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

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

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

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

Related: 5 Design Thinking Skills for Business Professionals

4 Problem-Solving Skills All Leaders Need

1. problem framing.

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

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

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

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

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

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

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

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

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

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

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

Related: 3 Effective Methods for Assessing Customer Needs

3. Breaking Cognitive Fixedness

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

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

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

4. Creating a Psychologically Safe Environment

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

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

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

How to Build Problem-Solving Skills

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

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

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

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

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10 Problem Solving Training Courses for Better Solutions

Problems are almost always inevitable in your organization. Your team may end up getting into a conflict with co-workers, and customers may have problems with your product or services, among others. Luckily, we’ve listed the best problem solving training courses to help your team come up with better solutions when faced with these problems.

1. Problem Solver by EdApp

At the heart of every problem is the desire of each side to solve the problem together and come up with solutions agreeable to everyone. EdApp’s Problem Solver teaches them how to do precisely that.

This problem solving training course gives your team creative conflict resolution solutions that are structured, reasonable, and data-driven. This program begins with an explanation of the significance of problem-solving and creativity, as well as not being bound by functional fixedness.

It also dives into many concepts and types of collaboration, as well as innovative problem-solving tactics, to better equip your teams for any challenges that may arise during problem discussions. Finally, it covers how to tackle the problem by identifying the main cause to avoid implementing band-aid approaches.

The great thing about taking an EdApp course is that there’ll be a series of quizzes included for better retention. They're presented in game formats, such as matching words, true or false, missing words, the traditional multiple-choice format, and more. These strategies make sure your team will have an enjoyable and engaging learning experience.

• Scope: Creative problem solving, principles of problem-solving, different kinds of problem-solving, kinds of decision making

Created by EdApp

2. Creating a Problem Statement for Your Organization by EdApp

The core mission of a nonprofit organization is to solve societal, environmental, and ethical problems. But as a budding organization, it can be tough to choose which problem you and your team want to address and solve. EdApp’s Creating a Problem Statement for Your Organization can help narrow down your organization’s choices.

This problem solving training course dives into the heart of a problem statement each organization should have. It talks about the importance of narrowing down what your organization aims to solve, which can help your team focus on issues better. It also gives different examples of problem statements to help you and your team identify the strengths and weaknesses of each. This will also give them a better idea of what to use and what not to use for your organization’s problem statement.

• Scope: Importance of a problem statement, how to write a problem statement, creating a problem statement

Created By EdApp

3. Improving Your First Call Resolution (FCR) by EdApp

The first call resolution is a critical indicator in the customer service sector. If your support employees can fix your customers' concerns at the initial point of contact, they’ll be able to build stronger relationships with them and have a more positive experience with your company. Improving Your First Call Resolution by EdApp walks your learners through the process of reaching that goal.

This problem solving training course explains what FCR is and why it is vital for them to get one. It then supplies your team with an understanding of how to determine whether or not a problem was truly handled and how well the client experience was throughout the conversation. Finally, it offers advice on how to enhance and optimize their conversations so that any customer conflicts are handled on the first contact.

• Scope: First call resolution overview, how to calculate FCR, how to improve FCR

4. Handling Irate Customers (Call Center) by EdApp

Handling Irate Customers (Call Center) by EdApp educates your staff on how to handle and resolve client calls. This problem solving training course is ideal for your support workers that are dealing with difficult clients and tough problems. It covers how to listen to upset customers so that they can learn how to give them better solutions to their problems and even build a better relationship with your organization.

This training also includes call resolution suggestions and tactics that your team may use on their next difficult call. At the end of the course, they’ll have the opportunity to practice several mock call conversations and hone their communication skills so they can better implement these approaches in their day-to-day support interactions.

• Scope: Call resolutions, mock call conversations examples

5. Managing Difficult Conversations by EdApp

This EdApp problem solving training teaches your employees the vital information and resources they need to handle challenging and problematic talks. When a problem arises, everyone's voice should be heard. Managing Difficult Conversations teaches them how to actively listen to those they’re speaking with and check that everyone is heard. It covers subjects including prioritizing tough talks, addressing and tackling awkward interactions, offering constructive feedback, and apologizing honestly. It also teaches them how to spot frequent blunders during dispute resolution discussions.

• Scope: Handling difficult conversations, offering negative feedback, delivering authentic apologies

Explore our library including problem solving training courses.

6. Handling Objections with Emotional Intelligence by EdApp

Keeping a cool head can go a long way toward solving problems within and outside your organization. EdApp’s Handling Objections with Emotional Intelligence will teach your team how to do just that.

This problem solving training will teach them how emotional intelligence can help them resolve collective difficulties and arguments professionally and respectfully. It demonstrates how paying attention to another person's body language and attentively listening may help them have more productive conversations. Learners will also get a module on problem resolution and constructive criticism using the appropriate emotional approach.

• Scope: Active listening, body language, resolving conflicts

7. Active Listening by EdApp

Problems can only be solved if your team knows how to actively listen to the people they’re interacting with. EdApp’s Active Listening details the steps and techniques they can take today to improve their active listening skills.

This problem solving training program teaches the principles of active listening to your team, which is great if they lack a basic grasp of this ability. It reviews the important listening strategies that can help people in improving their communication and relationship with one another. The second half of this course is dedicated to avoiding bad listening habits at all costs. These poor behaviors include listening to what isn't being said and speaking without making direct eye contact. It also digs into the difficulties of active listening and suggests ways to overcome them while dealing with conflict and problems.

• Scope: Active listening strategies, bad listening practices

8. Retail Services - Communication by EdApp

Communication is key to being able to smoothly navigate through problematic situations. This is especially true in retail services. That’s why EdApp designed a communication course dedicated to helping your retail teams get out of sticky situations.

In this course, your employees will learn how to actively listen to customers to better understand them and the possible issues they may have. They'll also become acquainted with open and closed-type inquiries, allowing them to select the best question type for various scenarios and interaction goals.

By the end of this training, your retail teams will be more engaged and strategic in their work. Observe how they engage and communicate with clients more effectively and often, resulting in greater sales and happier customers.

• Scope: Active listening, differences betweenopen vs closed questions, how to use open questions

9. Effective Communication in Customer Service by EdApp

EdApp's Effective Communication in Customer Service course was developed to improve customer service workers' listening abilities for better and faster problem resolution. So, if you manage a team in a similar field, this is an ideal course to consider.

This problem solving program comprises three short sessions that address themes, such as empathy, the function of active listening in developing a great customer connection, and the impediments to successful listening. It walks your team through the process of active listening and presents listening tips and tactics. Some examples are using verbal signals to demonstrate attention while interacting with customers and clarifying by summarizing and asking open-ended questions. There's also a lesson that emphasizes some of the typical issues that will keep your team from actively listening, even if they're using the strategies you've taught them.

• Scope: Active listening, active listening in customer interactions

10. Expectations Setting by EdApp

Knowing how to properly set different people’s expectations can go a long way in solving and avoiding problems in your organization. EdApp’s Expectations Setting will teach your team the tips and tricks for how to appropriately set expectations.

The problem solving course helps your learners avoid the pitfalls of having unreasonable expectations, which typically lead to disappointment, problems, frustration, and broken relationships. They'll learn how to deal with collaborative goal setting so that everyone feels consulted and heard, including outlining expectations for each party.

• Scope: Elements of expectations, avoiding unrealistic expectations

Create better solutions with problem solving training courses

In both a professional and personal setting, problems are almost always unavoidable. People with different opinions, backgrounds, and personalities can clash and create problems and conflicts inside and outside your organization. As a leader, it’s vital to equip your team with the right problem solving skills so they know how to get themselves out of sticky situations and create better solutions for everyone. Read our list of problem solving courses to get started on problem solving skills training today.

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• Int J Crit Illn Inj Sci
• v.6(4); Oct-Dec 2016

Effect of training problem-solving skill on decision-making and critical thinking of personnel at medical emergencies

Mohammad heidari.

Department of Nursing, School of Nursing and Midwifery, Shahrekord University of Medical Sciences, Shahrekord, Iran

Sara Shahbazi

1 Department of Nursing, Borujen Nursing Faculty, Shahrekord University of Medical Sciences, Shahrekord, Iran

Background:

The aim of this study was to determine the effect of problem-solving training on decision-making skill and critical thinking in emergency medical personnel.

Materials and Methods:

This study is an experimental study that performed in 95 emergency medical personnel in two groups of control (48) and experimental (47). Then, a short problem-solving course based on 8 sessions of 2 h during the term, was performed for the experimental group. Of data gathering was used demographic and researcher made decision-making and California critical thinking skills questionnaires. Data were analyzed using SPSS software.

The finding revealed that decision-making and critical thinking score in emergency medical personnel are low and problem-solving course, positively affected the personnel’ decision-making skill and critical thinking after the educational program ( P < 0.05).

Conclusions:

Therefore, this kind of education on problem-solving in various emergency medicine domains such as education, research, and management, is recommended.

INTRODUCTION

Having strong coping skills to reduce stress and satisfaction on the decision-making process to be creative and also having problem-solving skill is necessary in life.[ 1 ] In this way, learning should be defined “meaningful” and problem-solving skill is one of these ways.[ 2 ]

Unfortunately, traditional teaching method in universities transfers a mixture of information and concepts to individuals but leaves them alone in analyzing, prioritizing, and reorganizing emerging knowledge which requires critical thinking and will lead to effective and meaningful learning.[ 3 ] Critical thinking is considered is an essential part of clinical decision-making and professional competence of nursing staff and medical emergencies. Emphasize the need for this skill in these jobs is due to rapid change in the healthcare field and complexities of this current system,[ 4 , 5 ] which face staff working in health–care services with the special situation to render safe, decent, and high–quality services. In general, health–care staff has to use critical thinking in taking important and vital decisions inevitable.[ 6 ]

Education experts agree that critical thinking should be an integral part of any education in every level, because, it is thinking that will lead to make a decision the best possible solution with analyzing, assessing, selecting, and application and this is what is needed in the contemporary world of today.[ 5 ] Interest in the abilities of critical thinking in educational circles is not a new phenomenon, and its origin dates back to Plato's Academy.[ 7 ]

Accordingly, this skill is considered as a priority in training medical specialties.[ 8 ] However, using and expanding it by staff of medical emergencies is a necessity,[ 9 ] which causes delineating comprehensive and purposeful care plan and also increasing the probability of success in the management of victims and the scene.[ 10 , 11 ]

Furthermore, increase the number and scale of natural disasters over the past decade has caused that staff of medical emergencies, working in the field of healthcare and treatment cares in current situation, face with very complicated problems comprehensively as a result of advanced technology, ethical and cultural factors. In this regard, it is necessary that traditional methods should be replaced with decentralized emergency management systems to meet demands and attain considerable success in severe events and catastrophic disasters. Some of these techniques use decision-making skills, creative thinking, and problem-solving skill in today's world.[ 12 , 13 ]

Critical thinking skills in medical education are considered as the ultimate goal of learning and staff and personnel, who think creatively and critically, less commit false judgment and conclusion, rather, they try to concentrate on topics that are relevant to the clinical area and adopt proper decision in this respect, the issue of which can reduce gap between theoretical and clinical education to a great extent.[ 14 ]

However, making a decision is considered the most important and risky part of health–care professions. Therefore, knowing the decision making and applying useful strategies for creating this skill is essential for health–care personnel, particularly, the staff working in medical emergencies.[ 15 ] Triage is just one of complicated decision-making examples which include considering patient and other factors of the treatment system.[ 16 ]

Therefore, knowing decision-making and applying fruitful strategies for the creation of this skill is essential for healthcare workers, especially those working in medical emergencies.[ 17 ] Considering the job sensitivity of medical emergencies’ staff and significance of decision-making power and ability of solving problem in them,[ 18 ] as well as selecting and adopting accurate decision at the time of triage of patients, they (health-care workers) are in dire need of skill more than anything else to adopt proper decision.

On the other hand, moreover all these problems, staff working in medical emergencies will face unique problems which are specific to their job environment such as working with multiple staff and people in treatment team of patients and crisis–hit families, happy and sad moments, life and death, accidents and disaster.[ 19 , 20 , 21 , 22 ]

Therefore, with due observance to the said issues, the effect of training problem-solving skills on decision-making power and critical thinking of staff working in medical emergencies is the main aim of this study.

MATERIALS AND METHODS

This is an experimental study with two pre- and post–test stages, in which, effect of teaching problem-solving skill (independent variable) has been studied on decision-making skill and critical thinking of 95 staff working in medical emergencies (dependent variable). This 95 staff was divided into two groups: Experimental ( n = 47) and control ( n = 48). A sample of this study includes all staff working in medical emergencies as many as 95 persons who showed their interest to participate in this study. Purposive sampling method and size in this study were similar to the total population. In Iran, prehospital emergency medical handled by the graduate of an emergency medical technician and a bachelor and only men is graduates in this field. Moreover, there are a number of general physicians in the central dispatch who provide medical consultation for people who call emergency medical services (EMS) and also give medical advice to the technicians who treat victims at the crash scene or on the way to the hospital.[ 23 ]

Then, all personnel filled out a demographic variables’ questionnaire. In this questionnaire, it was tried to control factors affecting decision-making power and critical thinking (such as age, marital status, working experience, education, number of children, mental illness and consumption of psychotropic drugs and experience of participating in classes (emotional intelligence, stress management, yoga, problem-solving and decision-making within 6 months) in each two groups. In this regard, any significant difference was not observed between research units in both groups ( P > 0.05). decision-making and critical thinking skill of personnel was evaluated before and after the intervention.

Decision-making skill was evaluated in twenty questions using decision-making questionnaire. According to Likert Scale, each question was scored in four levels from 0.25 to 1. The minimum and maximum score in this questionnaire stood at 5 and 20, respectively. In other words, the lowest score in this questionnaire was calculated 5, whereas the highest score stood at 20. Translation and preparation stages of questionnaire were conducted.

In the same direction, face and content validity of the questionnaire was approved by five professors. The reliability of this test was obtained at 0.87 and approved using retest method in a 2-week time interval for 30 persons.

California critical thinking skills’ test is not a test only, rather, it includes various editions for measuring critical thinking skills in children, young adults, students in various academic levels and also various health, law and business professions, etc.

Questions of the questionnaire are divided into two forms. In one classification, three cognitive critical thinking skills including analyzing, evaluating, and inference are measured while in the second category, two cognitive skills of inductive reasoning and deductive reasoning are evaluated. In fact, all forms and various editions of this test are measured the five mentioned cognitive skills.[ 24 ]

The questionnaire used in this study consists of 34 four or five option questions with only one option is correct. The timeframe for completing this questionnaire was set about 45 min. Some questions should be answered with thinking and inferring a series of assumptions while some others should be answered with well–grounded assessment of a conclusion.

This questionnaire is appropriate for evaluating students’ critical thinking and also for assessment of those people who are in dire need of solving problem and making a decision.[ 25 ] Scores of questionnaire assess general skills of critical thinking. The range of test scores is between 0 and 34.[ 26 ]

In a study conducted by Khalili et al . on 405 students in Nursing at Tehran, Iran and Shahid Beheshti Universities of Medical Sciences, Persian translation of this form was studied in terms of validity and reliability. The reliability coefficient obtained in the above study, using KR-20 (62%), had a high correlation with the reliability coefficient obtained in the standardization process of this test conducted in the US (68%-70%).

Furthermore, construct validity, which has been translated as the most important validity type in tests, indicates correlation between the structure of this test and its basic theory.[ 27 ]

To control data transfer between personnel of test and control groups, personnel of the experimental group were requested not to talk with the control group at the time of research with regard to the conducted interventions.

Then, training a course of problem-solving skill was held in eight 2-h sessions during 8 weeks in the presence of personnel of experimental group, using group discussion methods, brainstorming and discussion in small four–member groups with the guidance of a pertinent professor, taking advantage of social problem-solving model as practiced by D–zurilla and gold fried. The stages of this model include:

Stage 1: General orientation

• The ability to identify problem
• Acknowledging the problem as a changeable potentially natural phenomenon
• Believed to be effective in dealing with the problem-solving framework
• High self–efficiency expectations to implement stages of model
• Accustomed to stop, think, and then making effort to solve a problem.

Stage 2: Defining and formulating the problem

• Collection of all information available
• Separation of facts is of the assumptions which require investigation
• Analysis of the problem
• Specifying the actual objectives.

Stage 3: Production of alternative solutions

• To determine wide range of possible solutions
• Ability to choose the most effective response to replies.

Stage 4: Decision-making

• Predict probable consequences of each action
• Paying due attention to the usefulness of these consequences.

Stage 5: Implementation of solution

• Execute the selected method.

Stage 6: Review

• Observing the results of execution
• Evaluation.[ 19 ]

All sessions of the training course were designed in tandem with this pattern, and one stage of this pattern was executed in each session.

In each session, so the presence of all members of the experimental group, the instructor explained the objectives of the meeting and the participants requested that their experiences in dealing with different problems on the job fit the theme of the meeting, express. Then, discuss a case study, and participation in meeting goals, training was provided to them.

To analyze data, descriptive and inferential statistics were used. In this study, data were analyzed using SPSS statistical software version 16.0 (SPSS Inc. Released 2009. PASW Statistics for Windows, Version 16.0. Chicago: SPSS Inc.) In addition, statistical t -test, Chi–square test, and paired t -test were used.

This study was conducted on 95 personnel of medical emergencies. 100% of participants in this study were men, and all were employed in prehospital emergency centers in Isfahan Province. It should be noted that only men are presently admitted to medical emergencies’ course. The age range of participants was between 23 and 51 years, and their mean age stood at 32.15 ± 5.21.

Of total participants, 29 (30.52%) and 66 (69.47%) persons were single and married, respectively. The minimum and maximum job experience of participants in this study stood at 1 and 29 years, respectively. The mean work experience of all participants stood at 33.6 ± 5.42. Of total participants in this study, 10 participants (10.52%) held a diploma degree, 32 participants (33.68%) with associate's degree, 50 participants (52.63%) with Bachelor's degree and three participants (3.15%) with Master's degree. Of total participants, 48 persons (50.52%) graduated in nursing, 25 persons (26.31%) in medical emergencies, nine persons (9.47%) in anesthesiology, five persons (5.26%) in operating room, and eight persons (8.42%) graduated in other fields of study.

In terms of employment status, 20 of participants (2.10%) were official crew members, whereas 54 participants (56.84%) had been employed in contracting basis, 11 of participants (11.57%) employed in contractual basis, whereas 10 participants (10.52%) had been employed as corporate manpower.

It should be noted that 60 participants (63.15%) were employed in urban emergency bases while 35 of them (36.84%) had been employed in road emergency centers.

Before intervention, mean and standard deviation of decision-making scores in experimental and control groups stood at (12.85 ± 2.57) and (11.79 ± 2.12), respectively, while total score of critical thinking in test and control groups stood at (10.42 ± 1.85) and (10.61 ± 2.12), respectively.

Given the above issue, independent t -test did not show a significant statistical difference between these means. Furthermore, Chi–square statistical test showed that there is not any significant difference between two groups of “experimental” and “control” statistically in terms of demographic variables. None of the groups, that is, “experimental” and “control” showed experience of participating in the following classes such as “yoga,” “problem solving,” “emotional intelligence,” and “stress control and management.”

The average decision-making score in whole samples before intervention stood at 11.84 ± 1.38 while critical thinking score stood at 11.03 ± 1.09, the rate of which is not acceptable.

The mean decision-making score before intervention showed no a significant difference between the two groups statistically ( P > 0.05), but the mean between two groups showed the significant difference after intervention ( P < 0.05) [ Table 1 ]. The mean score of critical thinking did not show any significant difference between the two groups before the intervention ( P > 0.05), but this mean showed a significant difference between the two groups after intervention ( P < 0.05) [ Table 2 ].

Comparing mean change of decision-making skill score before and after intervention

Comparing mean change of critical thinking scores’ difference before and after intervention

Tables ​ Tables3 3 and ​ and4 4 indicate that mean decision-making and critical thinking scores before and after intervention in “experimental” group showed a significant difference ( P < 0.05) and has increased, but it did not show any significant difference in “control” group ( P > 0.05).

Comparing mean difference of decision-making skill scores before and after intervention

Comparing mean difference of critical thinking scores before and after intervention

Any significant relationship was not observed between demographic variables with critical thinking and decision-making power ( P > 0.05).

The results of this study show the weakness of decision-making and critical thinking skill in personnel of medical emergencies and an increase of this skill with training problem-solving skill. Unfortunately, a study has not thus far been conducted with regard to the determination of decision-making skill among personnel of medical emergencies.

In a study which was conducted by Gunnarsson and Stomberg in Sweden, he examined factors affecting decision making among EMS personnel in emergency centers. In his study, he reported that various factors affect decision-making power of these personnel which includes as follows: Factors related to patient, factors related to the environment, factors related to colleagues, factors related to patients’ privacy issues, performance of team leader, staff technical know–how and knowledge and moral contradictions, etc.[ 28 ] It should be noted that these issues make decision making very difficult for these people and sometimes, would lead to unsuccessful decisions.[ 26 ]

In a study conducted by Franklin et al ., they examined the way of decision-making among staff of medical emergency and reported that method of staff's decision-making has high relationship with the mental processes, cognitive abilities, degree of sensitiveness of decision, power of cognition (judgment), solving problem, and organizational situation of their workplace. Therefore, quality decision-making training courses should be organized at higher levels by adopting better decisions. Hence, to make better decision, staff must make an educated decision at higher levels, and education in healthcare environment merely should go step further. Generally speaking, high–level training courses should be disseminated in this regard.[ 29 ]

Furthermore, results of study conducted by Dy and Purnell showed that a variety of factors effect on the complexity of decision-making process among personnel in healthcare and treatment system, the most important of which include as follows: ability and talent of individuals, level of culture, ability of patient, level of knowledge and information, method of establishing relationship, ability of solving problem, etc. To adopt the best decision, personnel should strengthen and improve the aforesaid skills among themselves.[ 30 ]

Pitt et al . also reported that promoting critical thinking skills can increase professional competency and qualifications of nurses to a great extent, the issue of which as of paramount importance for personnel working in special emergency wards.[ 31 ]

Thaiposri and Wannapiroon also studied the impact of conceptual methods in promoting critical thinking skill and enumerated problem-solving method as one of methods of strengthening and improving critical thinking skill which is a solid evidence of the said claim.[ 32 ]

Popil also showed that the critical thinking skill can be promoted using challenge methods such as case study.[ 9 ] The results a study conducted by Roberts et al . and Heidari and Ebrahimi emphasizing on decision-making skill, confirm these results.[ 33 , 34 ]

With due observance to the results of this study and given the significance which is considered for empowering associate's degree personnel of medical emergencies in terms of problem-solving skills, it can be concluded that these skills are weak among them. Hence, to attain the best decisions, providers should receive on-the-job training to foster strong problem-solving and decision-making skills that can be utilized in the field and on the front lines of Iranian emergency medicine.

CONCLUSIONS

Finally, despite the significance of decision making and its influence on the way of managing and caring victims, the results of studies conducted in Iran show the insufficient skill of personnel in decision-making and critical thinking process.

Considering the job sensitivity of staff working in medical emergencies and significance of decision-making power and ability of critical thinking in them, it can be said that giant stride can be taken in line with promoting scientific and job level of associate's degree personnel working in medical emergencies.

In general, status of this scientific course can be promoted to a great extent. Considering that this study has been conducted among students in medical emergencies, generalization of results of this study to other students is impossible, so that this study is recommended to be conducted in other academic courses with high number of students.

In other words, results of this study cannot be generalized to other students. For this reason, this study is recommended to be conducted for students of other academic courses.

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7 Steps to Improve Your Problem Solving Skills

Our lives are full of problems. And the biggest problem is finding an effective solution to any problem. Seems funny, right? But it’s true. Every day, from your personal to professional life, you have to deal with different kinds of problems, and it’s not unnatural that sometimes you struggle to solve them. Though in the end, you find a solution, it takes too much effort and time. Don’t you think it would be better if you could find the solution in the first place? That’s where problem-solving skills would help you a way out. 

Problem-solving skills are vital to have in professional life. Many issues arise in the workplace and giving a quick touch up on them is an unwritten duty for you. In a professional setting, it doesn’t matter that much what solution you find to a problem. Rather it matters how you find that solution and how much time it takes. In this case, another skill which is Problem Solving Skills  merges up with problem-solving skills. Both are important for your regular duties in the workplace and your job growth, especially when you’re in a leadership or management position. 

7 Key Steps to Improve Your Problem Solving Skills

However, everyone is by born a problem solver. But the thing that counts is how efficiently the problem is being solved. That’s why you should nurture problem-solving skills to become an ultimate problem solver. In this article, you’re going to explore seven effective steps that will help you improve your problem-solving skills. So, without further ado, let’s dig deeper.

Step 1: Define The Problem

The first thing that comes when solving a problem is identifying and defining the problem. Without knowing the problem, you can’t move further. So, have a clear understanding of the problem for which you’re going to find a solution. Define the problem and make it precise. Since you won’t be working alone, describe the context, and make sure it is understandable by others who are involved in the decision-making process. However, different people have different perspectives on what a problem is, and you should keep it in your mind. 

Step 2: Analyse The Problem

The second step to solving a problem is analysing the problem. It helps you understand the nature of the problem and find the possible ways out. Develop some creative problem-solving questions in this stage, such as why it is a problem, why it is required to solve it, how to find the solution, what barriers and opportunities lie within the problem, what effect it will cause if the problem isn’t resolved, etc. 

Develop these questions and assign answers to them. In the end, you’ll find a clear picture of the whole situation. This will help you prepare your strategy to solve the problem. 

Step 3: Develop Potential Solutions

Once you’re done with analysing the problem, you have to look for potential solutions to the problem. Note that I said solutions, not a solution. It’s essential to come up with multiple viable solutions to a problem. Because you don’t know yet what outcomes the action is going to bring about. That’s why you should have alternatives in all possible ways to solve the problem so that you can compare them and pick the best one. 

In this regard, you have to set a standard with which you will compare the expected outcomes of the potential solutions. However, don’t use the standard to judge the solutions, instead, use it only for coming up with ideas. 

Step 4: Evaluate The Options

After listing down the potential solutions to the problem, your next task is to analyse and evaluate the options. This will help you determine the most effective and suitable solution to the problem. Now it comes how to evaluate the options. Do it almost in the same way you’ve analysed the problem before. This means asking some questions and comparing the answers for different options. So, the creative problem-solving questions that you’ll make to evaluate the problem may look like the followings:

• Is the solution easily achievable?
• How much effort and resources it will take?
• Does it fit the organizational processes and cultures?
• What are the pros and cons of the solution?
• What is the possible outcome of this solution?
• Is it well suited to the time and budget?

Prepare the answers for each of the options and compare them. Then eliminate those which don’t pass the criteria and tailor the list for further action.

Step 5: Select The Best Option

After evaluating all the possible solutions and tailoring the list, you have a concise list of solutions to the problem. Now you have to choose the best solution among these options. Select the solution that is best fitted to the organizational cultures and goals, and meets all the criteria that you set for evaluating the options. In this case, your experience, courage, and decision-making skills will help you to determine the option.  

However, you may consult your peers as it would give you different insights into the situation. After selecting the best-suited solution, make the necessary documentation, and submit to the authority for approval.

Step 6: Implement The Solution

You’ve selected the solution to the problem and got it approved by the higher authority. Now it’s time to go for action and showcase your problem-solving skills. So, at first, you have to prepare a detailed work plan putting all the necessary things into it. You have to ensure that every one of your team understands the plan and what are their responsibilities to make the plan fruitful. So, you should communicate well with everyone involved in the plan. 

Also, your plan should include actions to be taken if something goes wrong or doesn’t go just like as you thought it would. This is important to make a concrete plan. After setting the plan, arrange everything you require and put your solution into action, and wait for the results. 

Step 7: Measure The Results

Your duty isn’t finished with the implementation of your solution. You have to keep track to measure the results and make sure the plan is performing well to solve the problem. Great leaders always keep follow-ups and proper documentation of their actions. It’s helpful in their future challenges and acts as a guideline for their successors. Moreover, it will help you show a scalable and notable outcome of your plan to the authority. 

Now it’s time to wrap up. Following these seven simple steps will strengthen your problem-solving skills and make you an efficient problem solver in your organization. However, problem-solving is a vast topic, and there are even more things to explore about it which aren’t possible to include in a single article. If you want to explore more and develop your problem-solving skills, it will be better to take training on this. 

But how can you attend formal training when you’ve lots of duties to do? In this case, you can consider taking online training where you can learn anytime from anywhere, and most importantly, without juggling your regular schedule. To help you in this regard, Training Express is offering an online course on problem-solving skills where you’ll be learning from experts. So what are you waiting for? Have a look at this. 

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Problem solving skills and how to improve them (with examples)

What’s life without its challenges? All of us will at some point encounter professional and personal hurdles. That might mean resolving a conflict with coworkers or making a big life decision. With effective problem solving skills, you’ll find tricky situations easier to navigate, and welcome challenges as opportunities to learn, grow and thrive. 

In this guide, we dive into the importance of problem solving skills and look at examples that show how relevant they are to different areas of your life. We cover how to find creative solutions and implement them, as well as ways to refine your skills in communication and critical thinking. Ready to start solving problems? Read on.

What is problem solving? 

Before we cover strategies for improving problem solving skills, it's important to first have a clear understanding of the problem solving process. Here are the steps in solving a problem:

• Recognise the issue you are facing 
• Take a look at all the information to gain insights
• Come up with solutions
• Look at the pros and cons of each solution and how it might play out
• Plan, organise and implement your solution
• Continuously assess the effectiveness of the solution and make adjustments as needed

Problem solving skills

There’s more to problem solving than coming up with a quick fix. Effective problem solving requires wide range of skills and abilities, such as:

• Critical thinking: the ability to think logically, analyse information and look at situations from different perspectives.
• Creativity: being able to come up with innovative, out-of-the-box solutions.
• Decision-making: making informed choices by considering all the available information.
• Communication: being able to express ideas clearly and effectively.
• Analytical skills: breaking down complex problems into smaller parts and examining each one.
• Time management: allocating time and resources effectively to address problems.
• Adaptability: being open to change and willing to adjust strategies.
• Conflict resolution: skillfully managing conflicts and finding solutions that work for all.

Examples of problem solving skills

Problem solving skills in the workplace are invaluable, whether you need them for managing a team, dealing with clients or juggling deadlines. To get a better understanding of how you might use these skills in real-life scenarios, here are some problem solving examples that are common in the workplace.

• Analytical thinking

Analytical thinking is something that comes naturally to some, while others have to work a little harder. It involves being able to look at problem solving from a logical perspective, breaking down the issues into manageable parts. 

Example scenarios of analytical thinking

Quality control: in a manufacturing facility, analytical thinking helps identify the causes of product defects in order to pinpoint solutions.

Market research: marketing teams rely on analytical thinking to examine consumer data, identify market trends and make informed decisions on ad campaigns.

• Critical thinking

Critical thinkers are able to approach problems objectively, looking at different viewpoints without rushing to a decision. Critical thinking is an important aspect of problem solving, helping to uncover biases and assumptions and weigh up the quality of the information before making any decisions. 

Example scenarios of critical thinking

• Strategic planning: in the boardroom, critical thinking is important for assessing economic trends, competitor threats and more. It guides leaders in making informed decisions about long-term company goals and growth strategies.
• Conflict resolution: HR professionals often use critical thinking when dealing with workplace conflicts. They objectively analyse the issues at hand and find an appropriate solution.

Decision-making

Making decisions is often the hardest part of problem solving. How do you know which solution is the right one? It involves evaluating information, considering potential outcomes and choosing the most suitable option. Effective problem solving relies on making well-informed decisions.

Example scenarios of decision-making

• Budget allocation: financial managers must decide how to allocate resources to various projects or departments. 
• Negotiation: salespeople and procurement professionals negotiate terms, pricing and agreements with clients, suppliers and partners.

Research skills

Research skills are pivotal when it comes to problem solving, to ensure you have all the information you need to make an informed decision. These skills involve searching for relevant data, critically evaluating information sources, and drawing meaningful conclusions. 

Example scenarios of research skills

• Product development: a tech startup uses research skills to conduct market research to identify gaps and opportunities in the market. 
• Employee engagement: an HR manager uses research skills to conduct employee surveys and focus groups.

A little creative flair goes a long way. By thinking outside the box, you can approach problems from different angles. Creative thinking involves combining existing knowledge, experiences and perspectives in new and innovative ways to come up with inventive solutions. 

Example scenarios of creativity

• Cost reduction: creative problem solvers within a manufacturing company might look at new ways to reduce production costs by using waste materials.
• Customer experience: a retail chain might look at implementing interactive displays and engaging store layouts to increase customer satisfaction and sales.

Collaboration

It’s not always easy to work with other people, but collaboration is a key element in problem solving, allowing you to make use of different perspectives and areas of expertise to find solutions.

Example scenarios

• Healthcare diagnosis: in a hospital setting, medical professionals collaborate to diagnose complex medical cases.
• Project management: project managers coordinate efforts, allocate resources and address issues that may arise during a project's lifecycle.

Conflict Resolution

Being able to mediate conflicts is a great skill to have. It involves facilitating open communication, understanding different perspectives and finding solutions that work for everyone. Conflict resolution is essential for managing any differences in opinion that arise.

Example scenarios of conflict resolution

• Client dispute: a customer might be dissatisfied with a product or service and demand a refund. The customer service representative addresses the issue through active listening  and negotiation to reach a solution.
• Project delay: a project manager might face resistance from team members about a change in project scope and will need to find a middle ground before the project can continue.

Risk management

Risk management is essential across many workplaces. It involves analysing potential threats and opportunities, evaluating their impact and implementing strategies to minimise negative consequences. Risk management is closely tied to problem solving, as it addresses potential obstacles and challenges that may arise during the problem solving process.

Example scenarios of risk management

• Project risk management: in a construction project, risk management involves identifying potential delays, cost overruns and safety hazards. Risk mitigation strategies are developed, such as scheduling buffers and establishing safety protocols. 
• Financial risk management: in financial institutions, risk management assesses and manages risks associated with investments and lending.

Communication

Effective communication is a skill that will get you far in all areas of life. When it comes to problem solving, communication plays an important role in facilitating collaboration, sharing insights and ensuring that all stakeholders have the same expectations. 

Example scenarios of communication

• Customer service improvement: in a retail environment, open communication channels result in higher customer satisfaction scores.
• Safety enhancement: in a manufacturing facility, a robust communication strategy that includes safety briefings, incident reporting and employee training helps minimise accidents and injuries.

How to improve problem solving skills 

Ready to improve your problem solving skills? In this section we explore strategies and techniques that will give you a head start in developing better problem solving skills. 

Adopt the problem solving mindset

Developing a problem solving mindset will help you tackle challenges effectively . Start by accepting problems as opportunities for growth and learning, rather than as obstacles or setbacks. This will allow you to approach every challenge with a can-do attitude.

Patience is also essential, because it will allow you to work through the problem and its various solutions mindfully. Persistence is also important, so you can keep adapting your approach until you find the right solution.

Finally, don’t forget to ask questions. What do you need to know? What assumptions are you making? What can you learn from previous attempts? Approach problem solving as an opportunity to  acquire new skills . Stay curious, seek out solutions, explore new possibilities and remain open to different problem solving approaches.

Understand the problem

There’s no point trying to solve a problem you don’t understand. To analyse a problem effectively, you need to be able to define it. This allows you to break it down into smaller parts, making it easier to find causes and potential solutions. Start with a well-defined problem statement that is precise and specific. This will help you focus your efforts on the core issue, so you don’t waste time and resources on the wrong concerns.

Strategies for problem analysis

• Start with the problem statement and ask ‘Why?’ multiple times to dig deeper.
• Gather relevant data and information related to the problem. 
• Include those affected by the problem in the analysis process.
• Compare the current problem with similar situations or cases to gain valuable insights.
• Use simulations to explore potential outcomes of different solutions.
• Continuously gather feedback during the problem solving process. 

Develop critical thinking and creativity skills

Critical thinking and creativity are both important when it comes to looking at the problem objectively and thinking outside the box. Critical thinking encourages you to question assumptions, recognise biases and seek evidence to support your conclusions. Creative thinking allows you to look at the problem from different angles to reveal new insights and opportunities.

Enhance research and decision-making skills

Research and decision-making skills are pivotal in problem solving as they enable you to gather relevant information, analyse options and choose the best course of action. Research provides the information and data needed, and ensures that you have a comprehensive understanding of the problem and its context. Effective decision-making is about selecting the solution that best addresses the problem.

Strategies to improve research and decision-making skills

• Clearly define what you want to achieve through research.
• Use a variety of sources, including books, articles, research papers, interviews, surveys and online databases.
• Evaluate the credibility and reliability of your information sources.
• Incorporate risk assessment into your decision-making process. 
• Seek input from experts, colleagues and mentors when making important decisions. 
• After making decisions, reflect on the outcomes and lessons learned. Use this to improve your decision-making skills over time.

Strengthen collaboration skills

Being able to work with others is one of the most important skills to have at work. Collaboration skills enable everyone to work effectively as a team, share their perspectives and collectively find solutions. 

Tips for improving teamwork and collaboration

• Define people’s roles and responsibilities within the team. 
• Encourage an environment of open communication where team members feel comfortable sharing ideas.
• Practise active listening by giving full attention to others when they speak. 
• Hold regular check-in sessions to monitor progress, discuss challenges and make adjustments as needed.
• Use collaboration tools and platforms to facilitate communication and document progress. 
• Acknowledge and celebrate team achievements and milestones. 

Learn from past experiences

Once you’ve overcome a challenge, take the time to look back with a critical eye. How effective was the outcome? Could you have tweaked anything in your process? Learning from past experiences is important when it comes to problem solving. It involves reflecting on both successes and failures to gain insights, refine strategies and make more informed decisions in the future. 

Strategies for learning from past mistakes

• After completing a problem solving effort, gather your team for a debriefing session. Discuss what went well and what could have been better.
• Conduct a SWOT analysis (Strengths, Weaknesses, Opportunities, Threats) of resolved problems. 
• Evaluate the outcomes of past solutions. Did they achieve the desired results? 
• Commit to continuous learning and improvement. 

Leverage problem solving tools and resources

Problem-solving tools and resources are a great help when it comes to navigating complex challenges. These tools offer structured approaches, methodologies and resources that can streamline the process. 

Tools and resources for problem solving

• Mind mapping: mind maps visually organise ideas, concepts and their relationships. 
• SWOT (Strengths, Weaknesses, Opportunities, Threats) Analysis: helps in strategic planning and decision-making.
• Fishbone diagram (Ishikawa Diagram): this tool visually represents the potential root causes of a problem, helping you identify underlying factors contributing to an issue.
• Decision matrices:  these assist in evaluating options by assigning weights and scores to criteria and alternatives.
• Process flowcharts: these allow you to see the steps of a process in sequence, helping identify where the problem is occuring.
• Decision support software: software applications and tools, such as data analytics platforms, can help in data-driven decision-making and problem solving.
• Online courses and training: allow you to acquire new skills and knowledge.

Regular practice

Practice makes perfect! Using your skills in real life allows you to refine them, adapt to new challenges and build confidence in your problem solving capabilities. Make sure to try out these skills whenever you can.

Practical problem solving exercises 

• Do puzzles, riddles and brainteasers regularly. 
• Identify real-life challenges or dilemmas you encounter and practice applying problem solving techniques to these situations.
• Analyse case studies or scenarios relevant to your field or industry. 
• Regularly review past problem solving experiences and consider what you learned from them. 
• Attend workshops, webinars or training sessions focused on problem solving. 

How to highlight problem solving skills on a resumé

Effectively showcasing your problem solving skills on your resumé  is a great way to demonstrate your ability to address challenges and add value to a workplace. We'll explore how to demonstrate problem solving skills on your resumé, so you stand out from the crowd.

Incorporating problem solving skills in the resumé summary

A resumé summary is your introduction to potential employers and provides an opportunity to succinctly showcase your skills. The resumé summary is often the first section employers read. It offers a snapshot of your qualifications and sets the tone for the rest of your resumé.

Your resumé summary should be customised for different job applications, ensuring that you highlight the specific problem solving skills relevant to the position you’re applying for.

Example 1: Project manager with a proven track record of solving complex operational challenges. Skilled in identifying root causes, developing innovative solutions and leading teams to successful project completion.

Example 2: Detail-oriented data analyst with strong problem solving skills. Proficient in data-driven decision-making, quantitative analysis and using statistical tools to solve business problems.

Highlighting problem solving skills in the experience section

The experience section of your resumé presents the perfect opportunity to demonstrate your problem solving skills in action. 

• Start with action verbs: begin each bullet point in your job descriptions with strong action verbs such as, analysed, implemented, resolved and optimised.
• Quantify achievements: use numbers and percentages to illustrate the impact of your solutions. For example: Increased efficiency by 25% by implementing a new workflow process.
• Emphasise challenges: describe the specific challenges or problems you faced in your roles. 
• Solution-oriented language: mention the steps you took to find solutions and the outcomes achieved.

Including problem solving skills in the skills section

The skills section of your resumé should showcase your top abilities, including problem solving skills. Here are some tips for including these skills.

• Use a subsection: within your skills section, you could create a subsection specifically dedicated to problem solving skills – especially if the role calls for these skills.
• Be specific: when listing problem solving skills, be specific about the types of role-related problems you can address. 
• Prioritise relevant skills: tailor the list of problem solving skills to match the requirements of the job you're applying for. 

Examples of problem solving skills to include:

• Creative problem solving
• Decision making
• Root cause analysis
• Strategic problem solving
• Data-driven problem solving
• Interpersonal conflict resolution
• Adaptability
• Communication skills
• Problem solving tools
• Negotiation skills

Demonstrating problem solving skills in project sections or case studies

Including a dedicated section for projects or case studies in your resumé allows you to provide specific examples of your problem solving skills in action. It goes beyond simply listing skills, to demonstrate how you are able to apply those skills to real-world challenges.

Example – Data Analysis

Case Study: Market Expansion Strategy

• Challenge: the company was looking to expand into new markets but lacked data on consumer preferences and market dynamics.
• Solution: conducted comprehensive market research, including surveys and competitor analysis. Applied this research to identify target customer segments and developed a data-driven market-entry strategy.
• Result: successfully launched in two new markets, reaching our target of 30% market share within the first year.

Using problem solving skills in cover letters

A well-crafted cover letter is your first impression on any potential employer. Integrating problem solving skills can support your job application by showcasing your ability to address challenges and contribute effectively to their team. Here’s a quick run-down on what to include:

• Begin your cover letter by briefly mentioning the position you're applying for and your enthusiasm for it.
• Identify a specific challenge or issue that the company may be facing, to demonstrate your research and understanding of their needs.
• Include a brief story or scenario from your past experiences where you successfully applied problem solving skills to address a similar challenge. 
• Highlight the positive outcomes or results achieved through your problem solving efforts. 
• Explain how your skills make you the ideal person to address their specific challenges.

Problem solving skills are essential in all areas of life, enabling you to overcome challenges, make informed decisions, settle conflicts and drive innovation. We've explored the significance of problem solving skills and how to improve, demonstrate and leverage them effectively. It’s an ever-evolving skill set that can be refined over time. 

By actively incorporating problem solving skills into your day-to-day, you can become a more effective problem solver at work and in your personal life as well.

What are some common problem solving techniques?

Common problem solving techniques include brainstorming, root cause analysis, SWOT analysis, decision matrices, the scientific method and the PDCA (Plan-Do-Check-Act) cycle. These techniques offer structured approaches to identify, analyse and address problems effectively.

How can I improve my critical thinking skills?

Improving critical thinking involves practising skills such as analysis, evaluation and problem solving. It helps to engage in activities like reading, solving puzzles, debating and self-reflection.

What are some common obstacles to problem solving?

Common obstacles to problem solving include biases, lack of information or resources, and resistance to change. Recognising and addressing these obstacles is essential for effective problem solving.

How can I overcome resistance to change when implementing a solution?

To overcome resistance to change, it's essential to communicate the benefits of the proposed solution clearly, involve stakeholders in the decision-making process, address concerns and monitor the implementation's progress to demonstrate its effectiveness.

How can problem solving skills benefit my career?

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Are you looking to enhance your or your team’s problem-solving abilities? Engaging in activities specifically designed to stimulate your and your team’s critical thinking skills can be an excellent way to sharpen your problem-solving prowess. Whether you enjoy puzzles, brain teasers, or interactive challenges, these activities provide an opportunity to overcome obstacles and think creatively.

By immersing yourself in problem-solving activities, you can develop valuable strategies, improve your decision-making abilities, and boost your overall problem-solving IQ. Get ready to unlock your full potential and tackle any challenge that comes your way with these exciting activities for problem-solving.

In this article, we will explore activities for problem-solving that can help enhance your team’s problem-solving skills, allowing you to approach challenges with confidence and creativity.

What Are Problem Solving Activities?

Problem-solving activities or problem-solving exercises are interactive games requiring critical thinking to solve puzzles. They enhance teamwork & critical thinking. Examples include building towers, navigating simulated challenges, and fostering creativity and communication.

For instance, imagine a team working together to construct the tallest tower using limited materials. They strategize, communicate ideas, and problem-solve to create the best structure, promoting collaboration and inventive thinking among team members.

Some widely practiced problem-solving activities include:

• A Shrinking Vessel: Teams must fit into a shrinking space, testing their cooperation and adaptability.
• Marshmallow Spaghetti Tower: Participants build a tower using marshmallows and spaghetti, promoting creative engineering.
• Egg Drop: Protecting an egg from a fall challenges problem-solving skills.
• Desert Island Survival: Teams simulate survival scenarios, encouraging creative solutions.
• Rolling Dice: A simple yet effective game involving chance and decision-making.
• Build a Tower: Constructing a stable tower with limited resources fosters teamwork and innovation, etc.

13 Easy Activities For Problem-Solving Ideas to Enhance Team Collaboration

Team building activities offer a great opportunity to test problem-solving abilities and promote effective collaboration within a group to problem solving group activities. By engaging in these activities, teams can break the monotony of the workplace and create a more inclusive and welcoming environment.

Here are nine easy-to-implement activities that can bring substantial change to your team culture and overall workplace dynamics.

#1. Crossword Puzzles

Objective: To enhance problem-solving skills, vocabulary, and cognitive abilities through engaging crossword puzzles. 

Estimated Time: 15-20 Minutes 

Materials Needed:

• Crossword puzzle sheets
• Pens or pencils
• Distribute crossword puzzle sheets and pens/pencils to each participant.
• Explain the rules of crossword puzzles and the goal of completing as many clues as possible within the given time.
• Participants individually or in pairs work on solving the crossword puzzle by filling in the correct words.
• Encourage critical thinking, word association, and collaborative discussions for solving challenging clues.
• At the end of the time limit, review the answers and discuss any interesting or challenging clues as a group.
• Enhanced Problem-Solving: Participants engage in critical thinking while deciphering clues, promoting effective problem-solving skills.
• Vocabulary Expansion: Exposure to new words and phrases within the crossword improves vocabulary and comprehension.
• Cognitive Stimulation: The mental exercise of solving the puzzle stimulates the brain, enhancing cognitive abilities.
• Team Collaboration: If done in pairs, participants practice collaboration and communication to solve clues together.
• Achievement and Motivation: Successfully completing the crossword brings a sense of accomplishment and motivates individuals to explore more puzzles.

Tips for Facilitators:

• Provide varying levels of crossword puzzles to accommodate different skill levels.
• Encourage participants to share strategies for solving challenging clues.
• Emphasize the fun and educational aspects of the activity to keep participants engaged.

#2. A Shrinking Vessel

Estimated Time: 10-15 Minutes

• Materials Needed: A rope and a ball of yarn
• Prepare the Setting: Lay a rope on the floor in a shape that allows all team members to stand comfortably inside it. For larger teams, multiple ropes can be used, dividing them into smaller groups.
• Enter the Circle: Have all team members stand inside the rope, ensuring that nobody steps outside its boundaries.
• Shrinking the Circle: Begin gradually shrinking the rope’s size, reducing the available space inside the circle.
• Adapt and Maintain Balance: As the circle shrinks, team members must make subtle adjustments to maintain their positions and balance within the shrinking area.
• The Challenge: The objective for the team is to collectively brainstorm and find innovative ways to keep every team member inside the circle without anyone stepping outside.
• Collaboration and Communication: The activity promotes teamwork and open communication as participants strategize to stay within the shrinking circle.
• Adaptability: Team members learn to adapt swiftly to changing circumstances, fostering agility and flexibility.
• Creative Problem-Solving: The challenge encourages inventive thinking and brainstorming to find unique solutions.
• Trust Building: By relying on each other’s actions, participants build trust and cohesion among team members.
• Time-Efficient: The short duration makes it an ideal icebreaker or energizer during meetings or workshops.
• Observe and Facilitate: Monitor the team’s dynamics and offer guidance to encourage equal participation and effective problem-solving.
• Encourage Verbalization: Prompt participants to voice their ideas and collaborate vocally, aiding in real-time adjustments.
• Debrief Thoughtfully: Engage the team in a discussion afterward, reflecting on strategies employed and lessons learned.
• Emphasize Adaptability: Highlight the transferable skill of adaptability and its significance in both professional and personal contexts.

#3. Human Knots

• Objective: Improving Collaboration & enhancing Communication Skills

Estimated Time: 15-20 minutes

• Materials: None required

Procedure: 

• Organize your team into a compact circle. For more sizable teams, subdivide them into smaller clusters, with each cluster forming its own circle. 
• Direct each individual to grasp the hands of two other people in the circle, with the exception of those positioned directly adjacent to them. This action will result in the formation of a complex “human knot” within the circle. 
• Present the challenge to the group: to unravel themselves from this entanglement while maintaining their hold on each other’s hands. If preferred, you can establish a specific time limit. 
• Observe the team members collaborating to unravel the knot, witnessing their collective effort to devise solutions and free themselves from the intricate puzzle.
• Team Cohesion: The activity encourages team members to interact closely, promoting bonding and understanding among participants.
• Effective Communication: Participants practice clear and concise communication as they coordinate movements to untangle the knot.
• Problem-Solving: The challenge stimulates creative thinking and problem-solving skills as individuals work collectively to find the optimal path for untangling.
• Adaptability: Participants learn to adapt their actions based on the evolving dynamics of the human knot, fostering adaptability.
• Trust Building: As individuals rely on each other to navigate the intricate knot, trust and cooperation naturally develop.
• Set a Positive Tone: Create an inclusive and supportive atmosphere, emphasizing that the focus is on collaboration rather than competition.
• Encourage Verbalization: Urge participants to articulate their intentions and listen to others’ suggestions, promoting effective teamwork.
• Observe Group Dynamics: Monitor interactions and step in if needed to ensure everyone is actively engaged and included.
• Reflect and Share: Conclude the activity with a debriefing session, allowing participants to share their experiences, strategies, and key takeaways.
• Vary Grouping: Change group compositions for subsequent rounds to enhance interactions among different team members.

#4. Egg Drop

Helps With: Decision Making, Collaboration

• A carton of eggs
• Construction materials (balloons, rubber bands, straws, tape, plastic wrap, etc.)
• A suitable location for the activity
• Assign each team a single egg and random construction materials.
• Teams must create a carrier to protect the egg from breaking.
• Drop the carriers one by one and increase the height if necessary to determine the most durable carrier.
• The winning team is the one with the carrier that survives the highest drop.
• Decision Making: Participants engage in critical decision-making processes as they select construction materials and determine carrier designs.
• Collaboration: The activity necessitates collaboration and coordination among team members to construct an effective carrier.
• Problem-Solving: Teams apply creative problem-solving skills to devise innovative methods for safeguarding the egg.
• Risk Management: Participants learn to assess potential risks and consequences while making design choices to prevent egg breakage.
• Celebrating Success: The victorious team experiences a sense of accomplishment, boosting morale and promoting a positive team spirit.
• Provide Diverse Materials: Offer a wide range of construction materials to stimulate creativity and allow teams to explore various design options.
• Set Safety Guidelines: Prioritize safety by specifying a safe drop height and ensuring participants follow safety protocols during construction.
• Encourage Brainstorming: Prompt teams to brainstorm multiple carrier ideas before finalizing their designs, fostering diverse perspectives.
• Facilitate Reflection: After the activity, lead a discussion where teams share their design strategies, challenges faced, and lessons learned.
• Highlight Collaboration: Emphasize the significance of teamwork in achieving success, acknowledging effective communication and cooperation.

#5. Marshmallow Spaghetti Tower

Helps With: Collaboration

Estimated Time: 20-30 Minutes

Materials Needed (per team):

• Raw spaghetti: 20 sticks
• Marshmallow: 1
• String: 1 yard
• Masking tape: 1 roll
• Tower Construction: Instruct teams to collaborate and utilize the provided materials to construct the tallest tower possible within a designated time frame.
• Marshmallow Support: Emphasize that the tower must be capable of standing independently and supporting a marshmallow at its highest point.
• Prototype and Iterate: Encourage teams to engage in prototyping and iteration, testing different design approaches and refining their tower structures.
• T eamwork and Communication: Promote effective teamwork and communication as team members coordinate their efforts to build a stable and tall tower.
• Evaluation Criteria: Evaluate each tower based on its height, stability, and the successful placement of the marshmallow at the top.
• Collaboration: Participants collaborate closely, sharing ideas and working together to design and construct the tower.
• Innovative Thinking: The activity encourages innovative thinking as teams experiment with different strategies to build a stable tower.
• Time Management: Teams practice time management skills as they work within a specified time limit to complete the task.
• Problem-Solving: Participants engage in creative problem-solving to address challenges such as balancing the marshmallow and constructing a sturdy tower.
• Adaptability: Teams adapt their approaches based on trial and error, learning from each iteration to improve their tower designs.
• Set Clear Guidelines: Clearly explain the materials, objectives, and evaluation criteria to ensure teams understand the task.
• Foster Creativity: Encourage teams to think outside the box and explore unconventional methods for constructing their towers.
• Emphasize Collaboration: Highlight the importance of effective communication and teamwork to accomplish the task successfully.
• Time Management: Remind teams of the time limit and encourage them to allocate their time wisely between planning and construction.
• Reflect and Share: Facilitate a discussion after the activity, allowing teams to share their design choices, challenges faced, and lessons learned.

Objective: To engage participants in the strategic and analytical world of Sudoku, enhancing logical thinking and problem-solving abilities. 

Estimated Time: 20-25 Minutes 

• Sudoku puzzle sheets
• Pencils with erasers
• Distribute Sudoku puzzle sheets and pencils to each participant.
• Familiarize participants with the rules and mechanics of Sudoku puzzles.
• Explain the goal: to fill in the empty cells with numbers from 1 to 9 while adhering to the rules of no repetition in rows, columns, or subgrids.
• Encourage participants to analyze the puzzle’s layout, identify potential numbers, and strategically fill in cells.
• Emphasize the importance of logical deduction and step-by-step approach in solving the puzzle.
• Provide hints or guidance if needed, ensuring participants remain engaged and challenged.
• Logical Thinking: Sudoku challenges participants’ logical and deductive reasoning, fostering analytical skills.
• Problem-Solving: The intricate interplay of numbers and constraints hones problem-solving abilities.
• Focus and Patience: Participants practice patience and attention to detail while gradually unveiling the solution.
• Pattern Recognition: Identifying number patterns and possibilities contributes to enhanced pattern recognition skills.
• Personal Achievement: Successfully completing a Sudoku puzzle provides a sense of accomplishment and boosts confidence.
• Offer varying levels of Sudoku puzzles to cater to different skill levels.
• Encourage participants to share strategies and techniques for solving specific challenges.
• Highlight the mental workout Sudoku provides and its transferable skills to real-life problem-solving.

Helps With: Communication, Problem-solving, & Management

• A lockable room
• 5-10 puzzles or clues
• Hide the key and a set of clues around the room.
• Lock the room and provide team members with a specific time limit to find the key and escape.
• Instruct the team to work together, solving the puzzles and deciphering the clues to locate the key.
• Encourage efficient communication and effective problem-solving under time pressure.
• Communication Skills: Participants enhance their communication abilities by sharing observations, ideas, and findings to collectively solve puzzles.
• Problem-solving Proficiency: The activity challenges teams to think critically, apply logical reasoning, and collaboratively tackle intricate challenges.
• Team Management: The experience promotes effective team management as members assign tasks, prioritize efforts, and coordinate actions.
• Time Management: The imposed time limit sharpens time management skills as teams strategize and allocate time wisely.
• Adaptability: Teams learn to adapt and adjust strategies based on progress, evolving clues, and time constraints.
• Clear Introduction: Provide a concise overview of the activity, emphasizing the importance of communication, problem-solving, and time management.
• Diverse Challenges: Offer a mix of puzzles and clues to engage various problem-solving skills, catering to different team strengths.
• Supportive Role: Act as a facilitator, offering subtle guidance if needed while allowing teams to independently explore and solve challenges.
• Debriefing Session: Organize a debriefing session afterward to discuss the experience, highlight successful strategies, and identify areas for improvement.
• Encourage Reflection: Encourage participants to reflect on their teamwork, communication effectiveness, and problem-solving approach.

#8. Frostbite for Group Problem Solving Activities

Helps With: Decision Making, Trust, Leadership

• An electric fan
• Construction materials (toothpicks, cardstock, rubber bands, sticky notes, etc.)
• Divide the team into groups of 4-5 people, each with a designated leader.
• Blindfold team members and prohibit leaders from using their hands.
• Provide teams with construction materials and challenge them to build a tent within 30 minutes.
• Test the tents using the fan to see which can withstand high winds.
• Decision-Making Proficiency: Participants are exposed to critical decision-making situations under constraints, allowing them to practice effective and efficient decision-making.
• Trust Development: Blindfolding team members and relying on the designated leaders fosters trust and collaboration among team members.
• Leadership Skills: Designated leaders navigate the challenge without hands-on involvement, enhancing their leadership and communication skills.
• Creative Problem Solving: Teams employ creative thinking and resourcefulness to construct stable tents with limited sensory input.
• Team Cohesion: The shared task and unique constraints promote team cohesion and mutual understanding.
• Role of the Facilitator: Act as an observer, allowing teams to navigate the challenge with minimal intervention. Offer assistance only when necessary.
• Clarity in Instructions: Provide clear instructions regarding blindfolding, leader restrictions, and time limits to ensure a consistent experience.
• Debriefing Session: After the activity, conduct a debriefing session to discuss team dynamics, leadership approaches, and decision-making strategies.
• Encourage Communication: Emphasize the importance of effective communication within teams to ensure smooth coordination and successful tent construction.
• Acknowledge Creativity: Celebrate creative solutions and innovative approaches exhibited by teams during the tent-building process.

#9. Dumbest Idea First

Helps With: Critical Thinking & Creative Problem Solving Activity

Estimated Time: 15-20 Minutes

Materials Needed: A piece of paper, pen, and pencil

• Problem Presentation: Introduce a specific problem to the team, either a real-world challenge or a hypothetical scenario that requires a solution.
• Brainstorming Dumb Ideas: Instruct team members to quickly generate and jot down the most unconventional and seemingly “dumb” ideas they can think of to address the problem.
• Idea Sharing: Encourage each participant to share their generated ideas with the group, fostering a relaxed and open atmosphere for creative expression.
• Viability Assessment: As a team, review and evaluate each idea, considering potential benefits and drawbacks. Emphasize the goal of identifying unconventional approaches.
• Selecting Promising Solutions: Identify which seemingly “dumb” ideas could hold hidden potential or innovative insights. Discuss how these ideas could be adapted into workable solutions.
• Divergent Thinking: Participants engage in divergent thinking, pushing beyond conventional boundaries to explore unconventional solutions.
• Creative Exploration: The activity sparks creative exploration by encouraging participants to let go of inhibitions and embrace imaginative thinking.
• Critical Analysis: Through evaluating each idea, participants practice critical analysis and learn to identify unique angles and aspects of potential solutions.
• Open Communication: The lighthearted approach of sharing “dumb” ideas fosters open communication, reducing fear of judgment and promoting active participation.
• Solution Adaptation: Identifying elements of seemingly “dumb” ideas that have merit encourages participants to adapt and refine their approaches creatively.
• Safe Environment: Foster a safe and non-judgmental environment where participants feel comfortable sharing unconventional ideas.
• Time Management: Set clear time limits for idea generation and sharing to maintain the activity’s energetic pace.
• Encourage Wild Ideas: Emphasize that the goal is to explore the unconventional, urging participants to push the boundaries of creativity.
• Facilitator Participation: Participate in idea generation to demonstrate an open-minded approach and encourage involvement.
• Debriefing Discussion: After the activity, facilitate a discussion on how seemingly “dumb” ideas can inspire innovative solutions and stimulate fresh thinking.

This activity encourages out-of-the-box thinking and creative problem-solving. It allows teams to explore unconventional ideas that may lead to unexpected, yet effective, solutions.

#10: Legoman

Helps With: Foster teamwork, communication, and creativity through a collaborative Lego-building activity.

Estimated Time: 20-30 minutes

• Lego bricks
• Lego instruction manuals

Procedure :

• Divide participants into small teams of 3-5 members.
• Provide each team with an equal set of Lego bricks and a Lego instruction manual.
• Explain that the goal is for teams to work together to construct the Lego model shown in the manual.
• Set a time limit for the building activity based on model complexity.
• Allow teams to self-organize, build, and collaborate to complete the model within the time limit.
• Evaluate each team’s final model compared to the manual’s original design.
• Enhanced Communication: Participants must communicate clearly and listen actively to collaborate effectively.
• Strengthened Teamwork: Combining efforts toward a shared goal promotes camaraderie and team cohesion.
• Creative Problem-Solving: Teams must creatively problem-solve if pieces are missing or instructions unclear.
• Planning and Resource Allocation: Following instructions fosters planning skills and efficient use of resources.
• Sense of Achievement: Completing a challenging build provides a sense of collective accomplishment.
• Encourage Participation: Urge quieter members to contribute ideas and take an active role.
• Highlight Teamwork: Emphasize how cooperation and task coordination are key to success.
• Ensure Equal Engagement: Monitor group dynamics to ensure all members are engaged.
• Allow Creativity: Permit modifications if teams lack exact pieces or wish to get creative.
• Focus on Enjoyment: Create a lively atmosphere so the activity remains energizing and fun.

#11: Minefield

Helps With: Trust, Communication, Patience

Materials Needed: Open space, blindfolds

• Mark a “minefield” on the ground using ropes, cones, or tape. Add toy mines or paper cups.
• Pair up participants and blindfold one partner.
• Position blindfolded partners at the start of the minefield. Direct seeing partners to verbally guide them through to the other side without hitting “mines.”
• Partners switch roles once finished and repeat.
• Time partnerships and provide prizes for the fastest safe crossing.
• Trust Building: Blindfolded partners must trust their partner’s instructions.
• Effective Communication: Giving clear, specific directions is essential for navigating the minefield.
• Active Listening: Partners must listen closely and follow directions precisely.
• Patience & Support: The exercise requires patience and encouraging guidance between partners.
• Team Coordination: Partners must work in sync, coordinating movements and communication.
• Test Boundaries: Ensure the minefield’s size accommodates safe movement and communication.
• Monitor Interactions: Watch for dominant guidance and ensure both partners participate fully.
• Time Strategically: Adjust time limits based on the minefield size and difficulty.
• Add Obstacles: Introduce additional non-mine objects to increase challenge and communication needs.
• Foster Discussion: Debrief afterward to discuss communication approaches and trust-building takeaways.

#12: Reverse Pyramid

Helps With: Teamwork, Communication, Creativity

Materials Needed: 36 cups per group, tables

• Form small groups of 5-7 participants.
• Provide each group with a stack of 36 cups and a designated building area.
• Explain the objective: Build the tallest pyramid starting with just one cup on top.
• Place the first cup on the table, and anyone in the group can add two cups beneath it to form the second row.
• From this point, only the bottom row can be lifted to add the next row underneath.
• Cups in the pyramid can only be touched or supported by index fingers.
• If the structure falls, start over from one cup.
• Offer more cups if a group uses all provided.
• Allow 15 minutes for building.

Teamwork: Collaborate to construct the pyramid.

Communication: Discuss and execute the building strategy.

Creativity: Find innovative ways to build a tall, stable pyramid.

Clarify Expectations: Emphasize the definition of a pyramid with each row having one less cup.

Encourage Perseverance: Motivate groups to continue despite challenges.

Promote Consensus: Encourage groups to work together and help each other.

Reflect on Failure: Use collapses as a metaphor for overcoming obstacles and improving.

Consider Competitions: Modify the activity for competitive teams and scoring.

#13: Stranded

Helps With: Decision-making, Prioritization, Teamwork

Materials Needed: List of salvaged items, paper, pens

• Present a scenario where teams are stranded and must prioritize items salvaged from a plane crash.
• Provide teams with the same list of ~15 salvaged items.
• Instruct teams to agree on an item ranking with #1 being the most important for survival.
• Teams share and compare their prioritized lists. Identify differences in approach.
• Discuss what factors influenced decisions and how teams worked together to agree on priorities.
• Critical Thinking: Weighing item importance requires analytical thinking and discussion.
• Team Decision-Making: Coming to a consensus fosters team decision-making capabilities.
• Prioritization Skills: Ranking items strengthen prioritization and justification abilities.
• Perspective-Taking: Understanding different prioritizations builds perspective-taking skills.
• Team Cohesion: Collaborating toward a shared goal brings teams closer together.
• Encourage Discussion: Urge teams to discuss all ideas rather than allow single members to dominate.
• Be Engaged: Circulate to listen in on team discussions and pose thought-provoking questions.
• Add Complexity: Introduce scenarios with additional constraints to expand critical thinking.
• Highlight Disagreements: When priorities differ, facilitate constructive discussions on influencing factors.
• Recognize Collaboration: Acknowledge teams that demonstrate exceptional teamwork and communication.

Now let’s look at some common types of problem-solving activities.

Types of Problem-Solving Activities

The most common types of problem-solving activities/exercises are:

• Creative problem-solving activities
• Group problem-solving activities
• Individual problem-solving activities
• Fun problem-solving activities, etc.

In the next segments, we’ll be discussing these types of problem-solving activities in detail. So, keep reading!

Creative Problem-Solving Activities

Creative problem solving (CPS) means using creativity to find new solutions. It involves thinking creatively at first and then evaluating ideas later. For example, think of it like brainstorming fun game ideas, discussing them, and then picking the best one to play.

Some of the most common creative problem-solving activities include:

• Legoman: Building creative structures with LEGO.
• Escape: Solving puzzles to escape a room.
• Frostbite: Finding solutions in challenging situations.
• Minefield: Navigating a field of obstacles.

Group Problem-Solving Activities

Group problem-solving activities are challenges that make teams work together to solve puzzles or overcome obstacles. They enhance teamwork and critical thinking.

For instance, think of a puzzle-solving game where a group must find hidden clues to escape a locked room.

Here are the most common group problem-solving activities you can try in groups:

• A Shrinking Vessel
• Marshmallow Spaghetti Tower
• Cardboard Boat Building Challenge
• Clue Murder Mystery
• Escape Room: Jewel Heist
• Escape Room: Virtual Team Building
• Scavenger Hunt
• Dumbest Idea First

Individual Problem-Solving Activities

As the name suggests, individual problem-solving activities are the tasks that you need to play alone to boost your critical thinking ability. They help you solve problems and stay calm while facing challenges in real life. Like puzzles, they make your brain sharper. Imagine it’s like training your brain muscles to handle tricky situations.

Here are some of the most common individual problem-solving activities:

• Puzzles (jigsaw, crossword, sudoku, etc.)
• Brain teasers
• Logic problems
• Optical illusions
• “Escape room” style games

Fun Problem-Solving Activities

Fun problem-solving activities are enjoyable games that sharpen your critical thinking skills while having a blast. Think of activities like the Legoman challenge, escape rooms, or rolling dice games – they make problem-solving exciting and engaging!

And to be frank, all of the mentioned problem-solving activities are fun if you know how to play and enjoy them as all of them are game-like activities.

Team Problems You Can Address Through Problem Solving Activities

Fun problem-solving activities serve as dynamic tools to address a range of challenges that teams often encounter. These engaging activities foster an environment of collaboration, creativity, and critical thinking, enabling teams to tackle various problems head-on. Here are some common team problems that can be effectively addressed through these activities:

• Communication Breakdowns:  

Activities like “Escape,” “A Shrinking Vessel,” and “Human Knots” emphasize the importance of clear and effective communication. They require teams to work together, exchange ideas, and devise strategies to accomplish a shared goal. By engaging in these activities, team members learn to communicate more efficiently, enhancing overall team communication in real-world situations.

• Lack of Trust and Cohesion:  

Problem-solving activities promote trust and cohesiveness within teams. For instance, “Frostbite” and “Marshmallow Spaghetti Tower” require teams to collaborate closely, trust each other’s ideas, and rely on each member’s strengths. These activities build a sense of unity and trust, which can translate into improved teamwork and collaboration.

• Innovative Thinking:  

“Dumbest Idea First” and “Egg Drop” encourage teams to think outside the box and explore unconventional solutions. These activities challenge teams to be creative and innovative in their problem-solving approaches, fostering a culture of thinking beyond traditional boundaries when faced with complex issues.

• Decision-Making Challenges:  

Activities like “Onethread” facilitate group decision-making by providing a platform for open discussions and collaborative choices. Problem-solving activities require teams to make decisions collectively, teaching them to weigh options, consider different viewpoints, and arrive at informed conclusions—a skill that is transferable to real-world decision-making scenarios.

• Leadership and Role Clarification:  

Activities such as “Frostbite” and “Egg Drop” designate team leaders and roles within groups. This provides an opportunity for team members to practice leadership, delegation, and role-specific tasks. By experiencing leadership dynamics in a controlled setting, teams can improve their leadership skills and better understand their roles in actual projects.

• Problem-Solving Strategies:  

All of the problem-solving activities involve the application of different strategies. Teams learn to analyze problems, break them down into manageable components, and develop systematic approaches for resolution. These strategies can be adapted to real-world challenges, enabling teams to approach complex issues with confidence.

• Team Morale and Engagement:  

Participating in engaging and enjoyable activities boosts team morale and engagement. These activities provide a break from routine tasks, energize team members, and create a positive and fun atmosphere. Elevated team morale can lead to increased motivation and productivity.

By incorporating these fun problem-solving activities, teams can address a variety of challenges, foster skill development, and build a more cohesive and effective working environment. As teams learn to collaborate, communicate, innovate, and make decisions collectively, they are better equipped to overcome obstacles and achieve shared goals.

The Benefits of Problem Solving Activities for Your Team

#1 Better Thinking

Problem-solving activities bring out the best in team members by encouraging them to contribute their unique ideas. This stimulates better thinking as team managers evaluate different solutions and choose the most suitable ones.

For example, a remote team struggling with communication benefited from quick thinking and the sharing of ideas, leading to the adoption of various communication modes for improved collaboration.

#2 Better Risk Handling

Team building problem solving activities condition individuals to handle risks more effectively. By engaging in challenging situations and finding solutions, team members develop the ability to respond better to stressful circumstances.

#3 Better Communication

Regular communication among team members is crucial for efficient problem-solving. Engaging in problem-solving activities fosters cooperation and communication within the team, resulting in better understanding and collaboration. Using tools like OneThread can further enhance team communication and accountability.

#4 Improved Productivity Output

When teams work cohesively, overall productivity improves, leading to enhanced profit margins for the company or organization. Involving managers and team members in problem-solving activities can positively impact the company’s growth and profitability.

How Onethread Enhances the Effect of Problem Solving Activities

Problem-solving activities within teams thrive on collaborative efforts and shared perspectives. Onethread emerges as a potent facilitator, enabling teams to collectively tackle challenges and harness diverse viewpoints with precision. Here’s a comprehensive view of how Onethread amplifies team collaboration in problem-solving initiatives:

Open Channels for Discussion:

Onethread’s real-time messaging feature serves as a dedicated hub for open and seamless discussions. Teams can engage in brainstorming sessions, share insightful observations, and propose innovative solutions within a flexible environment. Asynchronous communication empowers members to contribute their insights at their convenience, fostering comprehensive problem analysis with ample deliberation.

Centralized Sharing of Resources:

Effective problem-solving often hinges on access to pertinent resources. Onethread’s document sharing functionality ensures that critical information, references, and research findings are centralized and readily accessible. This eradicates the need for cumbersome email attachments and enables team members to collaborate with precise and up-to-date data.

Efficient Task Allocation and Monitoring:

Problem-solving journeys comprise a series of tasks and actions. Onethread’s task management capability streamlines the delegation of specific responsibilities to team members. Assign tasks related to research, data analysis, or solution implementation and monitor progress in real time. This cultivates a sense of accountability and guarantees comprehensive coverage of every facet of the problem-solving process.

Facilitated Collaborative Decision-Making: Navigating intricate problems often demands collective decision-making. Onethread’s collaborative ecosystem empowers teams to deliberate over potential solutions, assess pros and cons, and make well-informed choices. Transparent discussions ensure that decisions are comprehensively comprehended and supported by the entire team.

Seamless Documentation and Insights Sharing:

As the problem-solving journey unfolds, the accumulation of insights and conclusions becomes pivotal. Onethread’s collaborative document editing feature empowers teams to document their discoveries, chronicle the steps undertaken, and showcase successful solutions. This shared repository of documentation serves as a valuable resource for future reference and continuous learning.

With Onethread orchestrating the backdrop, team collaboration during problem-solving activities transforms into a harmonious fusion of insights, ideas, and actionable steps.

What are the 5 problem-solving skills?

The top 5 problem-solving skills in 2023 are critical thinking, creativity, emotional intelligence, adaptability, and data literacy. Most employers seek these skills in their workforce.

What are the steps of problem-solving?

Problem-solving steps are as follows: 1. Define the problem clearly. 2. Analyze the issue in detail. 3. Generate potential solutions. 4. Evaluate these options. 5. Choose the best solution. 6. Put the chosen solution into action. 7. Measure the outcomes to assess effectiveness and improvements made. These sequential steps assist in efficient and effective problem resolution.

How do you teach problem-solving skills?

Teaching problem-solving involves modelling effective methods within a context, helping students grasp the problem, dedicating ample time, asking guiding questions, and giving suggestions. Connect errors to misconceptions to enhance understanding, fostering a straightforward approach to building problem-solving skills.

So here is all about “activities for problem solving”.No matter which activity you choose, engaging in problem-solving activities not only provides entertainment but also helps enhance cognitive abilities such as critical thinking, decision making, and creativity. So why not make problem solving a regular part of your routine?

Take some time each day or week to engage in these activities and watch as your problem-solving skills grow stronger. Plus, it’s an enjoyable way to pass the time and challenge yourself mentally.

So go ahead, grab a puzzle or gather some friends for a game night – get ready to have fun while sharpening your problem-solving skills!

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Do You Understand the Problem You’re Trying to Solve?

To solve tough problems at work, first ask these questions.

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Problem solving skills are invaluable in any job. But all too often, we jump to find solutions to a problem without taking time to really understand the dilemma we face, according to Thomas Wedell-Wedellsborg , an expert in innovation and the author of the book, What’s Your Problem?: To Solve Your Toughest Problems, Change the Problems You Solve .

In this episode, you’ll learn how to reframe tough problems by asking questions that reveal all the factors and assumptions that contribute to the situation. You’ll also learn why searching for just one root cause can be misleading.

Key episode topics include: leadership, decision making and problem solving, power and influence, business management.

HBR On Leadership curates the best case studies and conversations with the world’s top business and management experts, to help you unlock the best in those around you. New episodes every week.

• Listen to the original HBR IdeaCast episode: The Secret to Better Problem Solving (2016)
• Find more episodes of HBR IdeaCast
• Discover 100 years of Harvard Business Review articles, case studies, podcasts, and more at HBR.org .

HANNAH BATES: Welcome to HBR on Leadership , case studies and conversations with the world’s top business and management experts, hand-selected to help you unlock the best in those around you.

Problem solving skills are invaluable in any job. But even the most experienced among us can fall into the trap of solving the wrong problem.

Thomas Wedell-Wedellsborg says that all too often, we jump to find solutions to a problem – without taking time to really understand what we’re facing.

He’s an expert in innovation, and he’s the author of the book, What’s Your Problem?: To Solve Your Toughest Problems, Change the Problems You Solve .

  In this episode, you’ll learn how to reframe tough problems, by asking questions that reveal all the factors and assumptions that contribute to the situation. You’ll also learn why searching for one root cause can be misleading. And you’ll learn how to use experimentation and rapid prototyping as problem-solving tools.

This episode originally aired on HBR IdeaCast in December 2016. Here it is.

SARAH GREEN CARMICHAEL: Welcome to the HBR IdeaCast from Harvard Business Review. I’m Sarah Green Carmichael.

Problem solving is popular. People put it on their resumes. Managers believe they excel at it. Companies count it as a key proficiency. We solve customers’ problems.

The problem is we often solve the wrong problems. Albert Einstein and Peter Drucker alike have discussed the difficulty of effective diagnosis. There are great frameworks for getting teams to attack true problems, but they’re often hard to do daily and on the fly. That’s where our guest comes in.

Thomas Wedell-Wedellsborg is a consultant who helps companies and managers reframe their problems so they can come up with an effective solution faster. He asks the question “Are You Solving The Right Problems?” in the January-February 2017 issue of Harvard Business Review. Thomas, thank you so much for coming on the HBR IdeaCast .

THOMAS WEDELL-WEDELLSBORG: Thanks for inviting me.

SARAH GREEN CARMICHAEL: So, I thought maybe we could start by talking about the problem of talking about problem reframing. What is that exactly?

THOMAS WEDELL-WEDELLSBORG: Basically, when people face a problem, they tend to jump into solution mode to rapidly, and very often that means that they don’t really understand, necessarily, the problem they’re trying to solve. And so, reframing is really a– at heart, it’s a method that helps you avoid that by taking a second to go in and ask two questions, basically saying, first of all, wait. What is the problem we’re trying to solve? And then crucially asking, is there a different way to think about what the problem actually is?

SARAH GREEN CARMICHAEL: So, I feel like so often when this comes up in meetings, you know, someone says that, and maybe they throw out the Einstein quote about you spend an hour of problem solving, you spend 55 minutes to find the problem. And then everyone else in the room kind of gets irritated. So, maybe just give us an example of maybe how this would work in practice in a way that would not, sort of, set people’s teeth on edge, like oh, here Sarah goes again, reframing the whole problem instead of just solving it.

THOMAS WEDELL-WEDELLSBORG: I mean, you’re bringing up something that’s, I think is crucial, which is to create legitimacy for the method. So, one of the reasons why I put out the article is to give people a tool to say actually, this thing is still important, and we need to do it. But I think the really critical thing in order to make this work in a meeting is actually to learn how to do it fast, because if you have the idea that you need to spend 30 minutes in a meeting delving deeply into the problem, I mean, that’s going to be uphill for most problems. So, the critical thing here is really to try to make it a practice you can implement very, very rapidly.

There’s an example that I would suggest memorizing. This is the example that I use to explain very rapidly what it is. And it’s basically, I call it the slow elevator problem. You imagine that you are the owner of an office building, and that your tenants are complaining that the elevator’s slow.

Now, if you take that problem framing for granted, you’re going to start thinking creatively around how do we make the elevator faster. Do we install a new motor? Do we have to buy a new lift somewhere?

The thing is, though, if you ask people who actually work with facilities management, well, they’re going to have a different solution for you, which is put up a mirror next to the elevator. That’s what happens is, of course, that people go oh, I’m busy. I’m busy. I’m– oh, a mirror. Oh, that’s beautiful.

And then they forget time. What’s interesting about that example is that the idea with a mirror is actually a solution to a different problem than the one you first proposed. And so, the whole idea here is once you get good at using reframing, you can quickly identify other aspects of the problem that might be much better to try to solve than the original one you found. It’s not necessarily that the first one is wrong. It’s just that there might be better problems out there to attack that we can, means we can do things much faster, cheaper, or better.

SARAH GREEN CARMICHAEL: So, in that example, I can understand how A, it’s probably expensive to make the elevator faster, so it’s much cheaper just to put up a mirror. And B, maybe the real problem people are actually feeling, even though they’re not articulating it right, is like, I hate waiting for the elevator. But if you let them sort of fix their hair or check their teeth, they’re suddenly distracted and don’t notice.

But if you have, this is sort of a pedestrian example, but say you have a roommate or a spouse who doesn’t clean up the kitchen. Facing that problem and not having your elegant solution already there to highlight the contrast between the perceived problem and the real problem, how would you take a problem like that and attack it using this method so that you can see what some of the other options might be?

THOMAS WEDELL-WEDELLSBORG: Right. So, I mean, let’s say it’s you who have that problem. I would go in and say, first of all, what would you say the problem is? Like, if you were to describe your view of the problem, what would that be?

SARAH GREEN CARMICHAEL: I hate cleaning the kitchen, and I want someone else to clean it up.

THOMAS WEDELL-WEDELLSBORG: OK. So, my first observation, you know, that somebody else might not necessarily be your spouse. So, already there, there’s an inbuilt assumption in your question around oh, it has to be my husband who does the cleaning. So, it might actually be worth, already there to say, is that really the only problem you have? That you hate cleaning the kitchen, and you want to avoid it? Or might there be something around, as well, getting a better relationship in terms of how you solve problems in general or establishing a better way to handle small problems when dealing with your spouse?

SARAH GREEN CARMICHAEL: Or maybe, now that I’m thinking that, maybe the problem is that you just can’t find the stuff in the kitchen when you need to find it.

THOMAS WEDELL-WEDELLSBORG: Right, and so that’s an example of a reframing, that actually why is it a problem that the kitchen is not clean? Is it only because you hate the act of cleaning, or does it actually mean that it just takes you a lot longer and gets a lot messier to actually use the kitchen, which is a different problem. The way you describe this problem now, is there anything that’s missing from that description?

SARAH GREEN CARMICHAEL: That is a really good question.

THOMAS WEDELL-WEDELLSBORG: Other, basically asking other factors that we are not talking about right now, and I say those because people tend to, when given a problem, they tend to delve deeper into the detail. What often is missing is actually an element outside of the initial description of the problem that might be really relevant to what’s going on. Like, why does the kitchen get messy in the first place? Is it something about the way you use it or your cooking habits? Is it because the neighbor’s kids, kind of, use it all the time?

There might, very often, there might be issues that you’re not really thinking about when you first describe the problem that actually has a big effect on it.

SARAH GREEN CARMICHAEL: I think at this point it would be helpful to maybe get another business example, and I’m wondering if you could tell us the story of the dog adoption problem.

THOMAS WEDELL-WEDELLSBORG: Yeah. This is a big problem in the US. If you work in the shelter industry, basically because dogs are so popular, more than 3 million dogs every year enter a shelter, and currently only about half of those actually find a new home and get adopted. And so, this is a problem that has persisted. It’s been, like, a structural problem for decades in this space. In the last three years, where people found new ways to address it.

So a woman called Lori Weise who runs a rescue organization in South LA, and she actually went in and challenged the very idea of what we were trying to do. She said, no, no. The problem we’re trying to solve is not about how to get more people to adopt dogs. It is about keeping the dogs with their first family so they never enter the shelter system in the first place.

In 2013, she started what’s called a Shelter Intervention Program that basically works like this. If a family comes and wants to hand over their dog, these are called owner surrenders. It’s about 30% of all dogs that come into a shelter. All they would do is go up and ask, if you could, would you like to keep your animal? And if they said yes, they would try to fix whatever helped them fix the problem, but that made them turn over this.

And sometimes that might be that they moved into a new building. The landlord required a deposit, and they simply didn’t have the money to put down a deposit. Or the dog might need a $10 rabies shot, but they didn’t know how to get access to a vet.

And so, by instigating that program, just in the first year, she took her, basically the amount of dollars they spent per animal they helped went from something like $85 down to around $60. Just an immediate impact, and her program now is being rolled out, is being supported by the ASPCA, which is one of the big animal welfare stations, and it’s being rolled out to various other places.

And I think what really struck me with that example was this was not dependent on having the internet. This was not, oh, we needed to have everybody mobile before we could come up with this. This, conceivably, we could have done 20 years ago. Only, it only happened when somebody, like in this case Lori, went in and actually rethought what the problem they were trying to solve was in the first place.

SARAH GREEN CARMICHAEL: So, what I also think is so interesting about that example is that when you talk about it, it doesn’t sound like the kind of thing that would have been thought of through other kinds of problem solving methods. There wasn’t necessarily an After Action Review or a 5 Whys exercise or a Six Sigma type intervention. I don’t want to throw those other methods under the bus, but how can you get such powerful results with such a very simple way of thinking about something?

THOMAS WEDELL-WEDELLSBORG: That was something that struck me as well. This, in a way, reframing and the idea of the problem diagnosis is important is something we’ve known for a long, long time. And we’ve actually have built some tools to help out. If you worked with us professionally, you are familiar with, like, Six Sigma, TRIZ, and so on. You mentioned 5 Whys. A root cause analysis is another one that a lot of people are familiar with.

Those are our good tools, and they’re definitely better than nothing. But what I notice when I work with the companies applying those was those tools tend to make you dig deeper into the first understanding of the problem we have. If it’s the elevator example, people start asking, well, is that the cable strength, or is the capacity of the elevator? That they kind of get caught by the details.

That, in a way, is a bad way to work on problems because it really assumes that there’s like a, you can almost hear it, a root cause. That you have to dig down and find the one true problem, and everything else was just symptoms. That’s a bad way to think about problems because problems tend to be multicausal.

There tend to be lots of causes or levers you can potentially press to address a problem. And if you think there’s only one, if that’s the right problem, that’s actually a dangerous way. And so I think that’s why, that this is a method I’ve worked with over the last five years, trying to basically refine how to make people better at this, and the key tends to be this thing about shifting out and saying, is there a totally different way of thinking about the problem versus getting too caught up in the mechanistic details of what happens.

SARAH GREEN CARMICHAEL: What about experimentation? Because that’s another method that’s become really popular with the rise of Lean Startup and lots of other innovation methodologies. Why wouldn’t it have worked to, say, experiment with many different types of fixing the dog adoption problem, and then just pick the one that works the best?

THOMAS WEDELL-WEDELLSBORG: You could say in the dog space, that’s what’s been going on. I mean, there is, in this industry and a lot of, it’s largely volunteer driven. People have experimented, and they found different ways of trying to cope. And that has definitely made the problem better. So, I wouldn’t say that experimentation is bad, quite the contrary. Rapid prototyping, quickly putting something out into the world and learning from it, that’s a fantastic way to learn more and to move forward.

My point is, though, that I feel we’ve come to rely too much on that. There’s like, if you look at the start up space, the wisdom is now just to put something quickly into the market, and then if it doesn’t work, pivot and just do more stuff. What reframing really is, I think of it as the cognitive counterpoint to prototyping. So, this is really a way of seeing very quickly, like not just working on the solution, but also working on our understanding of the problem and trying to see is there a different way to think about that.

If you only stick with experimentation, again, you tend to sometimes stay too much in the same space trying minute variations of something instead of taking a step back and saying, wait a minute. What is this telling us about what the real issue is?

SARAH GREEN CARMICHAEL: So, to go back to something that we touched on earlier, when we were talking about the completely hypothetical example of a spouse who does not clean the kitchen–

THOMAS WEDELL-WEDELLSBORG: Completely, completely hypothetical.

SARAH GREEN CARMICHAEL: Yes. For the record, my husband is a great kitchen cleaner.

You started asking me some questions that I could see immediately were helping me rethink that problem. Is that kind of the key, just having a checklist of questions to ask yourself? How do you really start to put this into practice?

THOMAS WEDELL-WEDELLSBORG: I think there are two steps in that. The first one is just to make yourself better at the method. Yes, you should kind of work with a checklist. In the article, I kind of outlined seven practices that you can use to do this.

But importantly, I would say you have to consider that as, basically, a set of training wheels. I think there’s a big, big danger in getting caught in a checklist. This is something I work with.

My co-author Paddy Miller, it’s one of his insights. That if you start giving people a checklist for things like this, they start following it. And that’s actually a problem, because what you really want them to do is start challenging their thinking.

So the way to handle this is to get some practice using it. Do use the checklist initially, but then try to step away from it and try to see if you can organically make– it’s almost a habit of mind. When you run into a colleague in the hallway and she has a problem and you have five minutes, like, delving in and just starting asking some of those questions and using your intuition to say, wait, how is she talking about this problem? And is there a question or two I can ask her about the problem that can help her rethink it?

SARAH GREEN CARMICHAEL: Well, that is also just a very different approach, because I think in that situation, most of us can’t go 30 seconds without jumping in and offering solutions.

THOMAS WEDELL-WEDELLSBORG: Very true. The drive toward solutions is very strong. And to be clear, I mean, there’s nothing wrong with that if the solutions work. So, many problems are just solved by oh, you know, oh, here’s the way to do that. Great.

But this is really a powerful method for those problems where either it’s something we’ve been banging our heads against tons of times without making progress, or when you need to come up with a really creative solution. When you’re facing a competitor with a much bigger budget, and you know, if you solve the same problem later, you’re not going to win. So, that basic idea of taking that approach to problems can often help you move forward in a different way than just like, oh, I have a solution.

I would say there’s also, there’s some interesting psychological stuff going on, right? Where you may have tried this, but if somebody tries to serve up a solution to a problem I have, I’m often resistant towards them. Kind if like, no, no, no, no, no, no. That solution is not going to work in my world. Whereas if you get them to discuss and analyze what the problem really is, you might actually dig something up.

Let’s go back to the kitchen example. One powerful question is just to say, what’s your own part in creating this problem? It’s very often, like, people, they describe problems as if it’s something that’s inflicted upon them from the external world, and they are innocent bystanders in that.

SARAH GREEN CARMICHAEL: Right, or crazy customers with unreasonable demands.

THOMAS WEDELL-WEDELLSBORG: Exactly, right. I don’t think I’ve ever met an agency or consultancy that didn’t, like, gossip about their customers. Oh, my god, they’re horrible. That, you know, classic thing, why don’t they want to take more risk? Well, risk is bad.

It’s their business that’s on the line, not the consultancy’s, right? So, absolutely, that’s one of the things when you step into a different mindset and kind of, wait. Oh yeah, maybe I actually am part of creating this problem in a sense, as well. That tends to open some new doors for you to move forward, in a way, with stuff that you may have been struggling with for years.

SARAH GREEN CARMICHAEL: So, we’ve surfaced a couple of questions that are useful. I’m curious to know, what are some of the other questions that you find yourself asking in these situations, given that you have made this sort of mental habit that you do? What are the questions that people seem to find really useful?

THOMAS WEDELL-WEDELLSBORG: One easy one is just to ask if there are any positive exceptions to the problem. So, was there day where your kitchen was actually spotlessly clean? And then asking, what was different about that day? Like, what happened there that didn’t happen the other days? That can very often point people towards a factor that they hadn’t considered previously.

SARAH GREEN CARMICHAEL: We got take-out.

THOMAS WEDELL-WEDELLSBORG: S,o that is your solution. Take-out from [INAUDIBLE]. That might have other problems.

Another good question, and this is a little bit more high level. It’s actually more making an observation about labeling how that person thinks about the problem. And what I mean with that is, we have problem categories in our head. So, if I say, let’s say that you describe a problem to me and say, well, we have a really great product and are, it’s much better than our previous product, but people aren’t buying it. I think we need to put more marketing dollars into this.

Now you can go in and say, that’s interesting. This sounds like you’re thinking of this as a communications problem. Is there a different way of thinking about that? Because you can almost tell how, when the second you say communications, there are some ideas about how do you solve a communications problem. Typically with more communication.

And what you might do is go in and suggest, well, have you considered that it might be, say, an incentive problem? Are there incentives on behalf of the purchasing manager at your clients that are obstructing you? Might there be incentive issues with your own sales force that makes them want to sell the old product instead of the new one?

So literally, just identifying what type of problem does this person think about, and is there different potential way of thinking about it? Might it be an emotional problem, a timing problem, an expectations management problem? Thinking about what label of what type of problem that person is kind of thinking as it of.

SARAH GREEN CARMICHAEL: That’s really interesting, too, because I think so many of us get requests for advice that we’re really not qualified to give. So, maybe the next time that happens, instead of muddying my way through, I will just ask some of those questions that we talked about instead.

THOMAS WEDELL-WEDELLSBORG: That sounds like a good idea.

SARAH GREEN CARMICHAEL: So, Thomas, this has really helped me reframe the way I think about a couple of problems in my own life, and I’m just wondering. I know you do this professionally, but is there a problem in your life that thinking this way has helped you solve?

THOMAS WEDELL-WEDELLSBORG: I’ve, of course, I’ve been swallowing my own medicine on this, too, and I think I have, well, maybe two different examples, and in one case somebody else did the reframing for me. But in one case, when I was younger, I often kind of struggled a little bit. I mean, this is my teenage years, kind of hanging out with my parents. I thought they were pretty annoying people. That’s not really fair, because they’re quite wonderful, but that’s what life is when you’re a teenager.

And one of the things that struck me, suddenly, and this was kind of the positive exception was, there was actually an evening where we really had a good time, and there wasn’t a conflict. And the core thing was, I wasn’t just seeing them in their old house where I grew up. It was, actually, we were at a restaurant. And it suddenly struck me that so much of the sometimes, kind of, a little bit, you love them but they’re annoying kind of dynamic, is tied to the place, is tied to the setting you are in.

And of course, if– you know, I live abroad now, if I visit my parents and I stay in my old bedroom, you know, my mother comes in and wants to wake me up in the morning. Stuff like that, right? And it just struck me so, so clearly that it’s– when I change this setting, if I go out and have dinner with them at a different place, that the dynamic, just that dynamic disappears.

SARAH GREEN CARMICHAEL: Well, Thomas, this has been really, really helpful. Thank you for talking with me today.

THOMAS WEDELL-WEDELLSBORG: Thank you, Sarah.  

HANNAH BATES: That was Thomas Wedell-Wedellsborg in conversation with Sarah Green Carmichael on the HBR IdeaCast. He’s an expert in problem solving and innovation, and he’s the author of the book, What’s Your Problem?: To Solve Your Toughest Problems, Change the Problems You Solve .

We’ll be back next Wednesday with another hand-picked conversation about leadership from the Harvard Business Review. If you found this episode helpful, share it with your friends and colleagues, and follow our show on Apple Podcasts, Spotify, or wherever you get your podcasts. While you’re there, be sure to leave us a review.

We’re a production of Harvard Business Review. If you want more podcasts, articles, case studies, books, and videos like this, find it all at HBR dot org.

This episode was produced by Anne Saini, and me, Hannah Bates. Ian Fox is our editor. Music by Coma Media. Special thanks to Maureen Hoch, Adi Ignatius, Karen Player, Ramsey Khabbaz, Nicole Smith, Anne Bartholomew, and you – our listener.

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What Is Problem-Solving Therapy?

Arlin Cuncic, MA, is the author of "Therapy in Focus: What to Expect from CBT for Social Anxiety Disorder" and "7 Weeks to Reduce Anxiety." She has a Master's degree in psychology.

Daniel B. Block, MD, is an award-winning, board-certified psychiatrist who operates a private practice in Pennsylvania.

Verywell / Madelyn Goodnight

Problem-Solving Therapy Techniques

How effective is problem-solving therapy, things to consider, how to get started.

Problem-solving therapy is a brief intervention that provides people with the tools they need to identify and solve problems that arise from big and small life stressors. It aims to improve your overall quality of life and reduce the negative impact of psychological and physical illness.

Problem-solving therapy can be used to treat depression , among other conditions. It can be administered by a doctor or mental health professional and may be combined with other treatment approaches.

At a Glance

Problem-solving therapy is a short-term treatment used to help people who are experiencing depression, stress, PTSD, self-harm, suicidal ideation, and other mental health problems develop the tools they need to deal with challenges. This approach teaches people to identify problems, generate solutions, and implement those solutions. Let's take a closer look at how problem-solving therapy can help people be more resilient and adaptive in the face of stress.

Problem-solving therapy is based on a model that takes into account the importance of real-life problem-solving. In other words, the key to managing the impact of stressful life events is to know how to address issues as they arise. Problem-solving therapy is very practical in its approach and is only concerned with the present, rather than delving into your past.

This form of therapy can take place one-on-one or in a group format and may be offered in person or online via telehealth . Sessions can be anywhere from 30 minutes to two hours long. 

Key Components

There are two major components that make up the problem-solving therapy framework:

• Applying a positive problem-solving orientation to your life
• Using problem-solving skills

A positive problem-solving orientation means viewing things in an optimistic light, embracing self-efficacy , and accepting the idea that problems are a normal part of life. Problem-solving skills are behaviors that you can rely on to help you navigate conflict, even during times of stress. This includes skills like:

• Knowing how to identify a problem
• Defining the problem in a helpful way
• Trying to understand the problem more deeply
• Setting goals related to the problem
• Generating alternative, creative solutions to the problem
• Choosing the best course of action
• Implementing the choice you have made
• Evaluating the outcome to determine next steps

Problem-solving therapy is all about training you to become adaptive in your life so that you will start to see problems as challenges to be solved instead of insurmountable obstacles. It also means that you will recognize the action that is required to engage in effective problem-solving techniques.

Planful Problem-Solving

One problem-solving technique, called planful problem-solving, involves following a series of steps to fix issues in a healthy, constructive way:

• Problem definition and formulation : This step involves identifying the real-life problem that needs to be solved and formulating it in a way that allows you to generate potential solutions.
• Generation of alternative solutions : This stage involves coming up with various potential solutions to the problem at hand. The goal in this step is to brainstorm options to creatively address the life stressor in ways that you may not have previously considered.
• Decision-making strategies : This stage involves discussing different strategies for making decisions as well as identifying obstacles that may get in the way of solving the problem at hand.
• Solution implementation and verification : This stage involves implementing a chosen solution and then verifying whether it was effective in addressing the problem.

Other Techniques

Other techniques your therapist may go over include:

• Problem-solving multitasking , which helps you learn to think clearly and solve problems effectively even during times of stress
• Stop, slow down, think, and act (SSTA) , which is meant to encourage you to become more emotionally mindful when faced with conflict
• Healthy thinking and imagery , which teaches you how to embrace more positive self-talk while problem-solving

What Problem-Solving Therapy Can Help With

Problem-solving therapy addresses life stress issues and focuses on helping you find solutions to concrete issues. This approach can be applied to problems associated with various psychological and physiological symptoms.

Mental Health Issues

Problem-solving therapy may help address mental health issues, like:

• Chronic stress due to accumulating minor issues
• Complications associated with traumatic brain injury (TBI)
• Emotional distress
• Post-traumatic stress disorder (PTSD)
• Problems associated with a chronic disease like cancer, heart disease, or diabetes
• Self-harm and feelings of hopelessness
• Substance use
• Suicidal ideation

Specific Life Challenges

This form of therapy is also helpful for dealing with specific life problems, such as:

• Death of a loved one
• Dissatisfaction at work
• Everyday life stressors
• Family problems
• Financial difficulties
• Relationship conflicts

Your doctor or mental healthcare professional will be able to advise whether problem-solving therapy could be helpful for your particular issue. In general, if you are struggling with specific, concrete problems that you are having trouble finding solutions for, problem-solving therapy could be helpful for you.

Benefits of Problem-Solving Therapy

The skills learned in problem-solving therapy can be helpful for managing all areas of your life. These can include:

• Being able to identify which stressors trigger your negative emotions (e.g., sadness, anger)
• Confidence that you can handle problems that you face
• Having a systematic approach on how to deal with life's problems
• Having a toolbox of strategies to solve the issues you face
• Increased confidence to find creative solutions
• Knowing how to identify which barriers will impede your progress
• Knowing how to manage emotions when they arise
• Reduced avoidance and increased action-taking
• The ability to accept life problems that can't be solved
• The ability to make effective decisions
• The development of patience (realizing that not all problems have a "quick fix")

Problem-solving therapy can help people feel more empowered to deal with the problems they face in their lives. Rather than feeling overwhelmed when stressors begin to take a toll, this therapy introduces new coping skills that can boost self-efficacy and resilience .

Other Types of Therapy

Other similar types of therapy include cognitive-behavioral therapy (CBT) and solution-focused brief therapy (SFBT) . While these therapies work to change thinking and behaviors, they work a bit differently. Both CBT and SFBT are less structured than problem-solving therapy and may focus on broader issues. CBT focuses on identifying and changing maladaptive thoughts, and SFBT works to help people look for solutions and build self-efficacy based on strengths.

This form of therapy was initially developed to help people combat stress through effective problem-solving, and it was later adapted to address clinical depression specifically. Today, much of the research on problem-solving therapy deals with its effectiveness in treating depression.

Problem-solving therapy has been shown to help depression in: 

• Older adults
• People coping with serious illnesses like cancer

Problem-solving therapy also appears to be effective as a brief treatment for depression, offering benefits in as little as six to eight sessions with a therapist or another healthcare professional. This may make it a good option for someone unable to commit to a lengthier treatment for depression.

Problem-solving therapy is not a good fit for everyone. It may not be effective at addressing issues that don't have clear solutions, like seeking meaning or purpose in life. Problem-solving therapy is also intended to treat specific problems, not general habits or thought patterns .

In general, it's also important to remember that problem-solving therapy is not a primary treatment for mental disorders. If you are living with the symptoms of a serious mental illness such as bipolar disorder or schizophrenia , you may need additional treatment with evidence-based approaches for your particular concern.

Problem-solving therapy is best aimed at someone who has a mental or physical issue that is being treated separately, but who also has life issues that go along with that problem that has yet to be addressed.

For example, it could help if you can't clean your house or pay your bills because of your depression, or if a cancer diagnosis is interfering with your quality of life.

Your doctor may be able to recommend therapists in your area who utilize this approach, or they may offer it themselves as part of their practice. You can also search for a problem-solving therapist with help from the American Psychological Association’s (APA) Society of Clinical Psychology .

If receiving problem-solving therapy from a doctor or mental healthcare professional is not an option for you, you could also consider implementing it as a self-help strategy using a workbook designed to help you learn problem-solving skills on your own.

During your first session, your therapist may spend some time explaining their process and approach. They may ask you to identify the problem you’re currently facing, and they’ll likely discuss your goals for therapy .

Keep In Mind

Problem-solving therapy may be a short-term intervention that's focused on solving a specific issue in your life. If you need further help with something more pervasive, it can also become a longer-term treatment option.

Get Help Now

We've tried, tested, and written unbiased reviews of the best online therapy programs including Talkspace, BetterHelp, and ReGain. Find out which option is the best for you.

Shang P, Cao X, You S, Feng X, Li N, Jia Y. Problem-solving therapy for major depressive disorders in older adults: an updated systematic review and meta-analysis of randomized controlled trials .  Aging Clin Exp Res . 2021;33(6):1465-1475. doi:10.1007/s40520-020-01672-3

Cuijpers P, Wit L de, Kleiboer A, Karyotaki E, Ebert DD. Problem-solving therapy for adult depression: An updated meta-analysis . Eur Psychiatry . 2018;48(1):27-37. doi:10.1016/j.eurpsy.2017.11.006

Nezu AM, Nezu CM, D'Zurilla TJ. Problem-Solving Therapy: A Treatment Manual . New York; 2013. doi:10.1891/9780826109415.0001

Owens D, Wright-Hughes A, Graham L, et al. Problem-solving therapy rather than treatment as usual for adults after self-harm: a pragmatic, feasibility, randomised controlled trial (the MIDSHIPS trial) .  Pilot Feasibility Stud . 2020;6:119. doi:10.1186/s40814-020-00668-0

Sorsdahl K, Stein DJ, Corrigall J, et al. The efficacy of a blended motivational interviewing and problem solving therapy intervention to reduce substance use among patients presenting for emergency services in South Africa: A randomized controlled trial . Subst Abuse Treat Prev Policy . 2015;10(1):46. doi:doi.org/10.1186/s13011-015-0042-1

Margolis SA, Osborne P, Gonzalez JS. Problem solving . In: Gellman MD, ed. Encyclopedia of Behavioral Medicine . Springer International Publishing; 2020:1745-1747. doi:10.1007/978-3-030-39903-0_208

Kirkham JG, Choi N, Seitz DP. Meta-analysis of problem solving therapy for the treatment of major depressive disorder in older adults . Int J Geriatr Psychiatry . 2016;31(5):526-535. doi:10.1002/gps.4358

Garand L, Rinaldo DE, Alberth MM, et al. Effects of problem solving therapy on mental health outcomes in family caregivers of persons with a new diagnosis of mild cognitive impairment or early dementia: A randomized controlled trial . Am J Geriatr Psychiatry . 2014;22(8):771-781. doi:10.1016/j.jagp.2013.07.007

Noyes K, Zapf AL, Depner RM, et al. Problem-solving skills training in adult cancer survivors: Bright IDEAS-AC pilot study .  Cancer Treat Res Commun . 2022;31:100552. doi:10.1016/j.ctarc.2022.100552

Albert SM, King J, Anderson S, et al. Depression agency-based collaborative: effect of problem-solving therapy on risk of common mental disorders in older adults with home care needs . The American Journal of Geriatric Psychiatry . 2019;27(6):619-624. doi:10.1016/j.jagp.2019.01.002

By Arlin Cuncic, MA Arlin Cuncic, MA, is the author of "Therapy in Focus: What to Expect from CBT for Social Anxiety Disorder" and "7 Weeks to Reduce Anxiety." She has a Master's degree in psychology.

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Problem-Solving Skills Training (PSST)

About this program.

Target Population: 7 to 14 year olds with behavioral problems, particularly children who struggle to handle disappointments, frustrations, or problems calmly

For children/adolescents ages: 7 – 14

Program Overview

PSST is aimed at decreasing inappropriate or disruptive behavior in children. The program teaches that problem behaviors arise because children lack constructive ways to deal with thoughts and feelings and instead resort to dysfunctional ones. It is designed to help children learn to slow down, stop and think, and generate multiple solutions to any given problem. The program uses a cognitive-behavioral approach to teach techniques in managing thoughts and feelings, and interacting appropriately with others. Specific techniques include modeling, role-playing, positive reinforcement of appropriate behavior, and teaching alternative behaviors. Children are typically given homework to help them practice implementing these skills. Most sessions are individual, but parents may be brought in to observe and to learn how to assist in reinforcing new skills.

Program Goals

The goals of Problem-Solving Skills Training (PSST) are:

• Train the child to think differently about situations and behave differently in diverse situations
• Help the child internalize the problem solving steps so that they are able to use them to evaluate potential solutions to problems occurring outside of therapy
• Learn and generalize problem solving skills and how to apply problem solving skills using self-instruction
• Learn how to generate positive solutions that would enable the child to avoid physical aggression, resolve the conflict, and keep themselves out of trouble

Logic Model

The program representative did not provide information about a Logic Model for Problem-Solving Skills Training (PSST) .

Essential Components

The essential components of Problem-Solving Skills Training (PSST) include:

• Sessions that are fun for children as they play various games and have the opportunity to earn prizes as they learn the following:
• The 5 Problem Solving Steps used to handle any problem situation
• How to use these problem solving steps for hypothetical problems
• How to use these problem solving steps for simple problems outside of session
• How to use these steps to solve challenging hypothetical situations
• How to ultimately use these steps to solve problems that come up in their own life
• Individual treatment with one of the staff of certified clinicians who will keep the child's goals in mind throughout the therapy
• A number of sessions with the parent before beginning with the child so that the parents will know how to encourage and maintain the child's growth

Program Delivery

Child/adolescent services.

Problem-Solving Skills Training (PSST) directly provides services to children/adolescents and addresses the following:

• Oppositional behavior, aggressive behavior, antisocial behavior

Services Involve Family/Support Structures:

This program involves the family or other support systems in the individual's treatment: Parents are involved sporadically during treatment to help support their child in implementing Problem-Solving Skills Training .

Recommended Intensity:

Weekly 50-minute sessions

Recommended Duration:

Approximately 8 to 14 weeks

Delivery Settings

This program is typically conducted in a(n):

• Outpatient Clinic

Problem-Solving Skills Training (PSST) includes a homework component:

The child is given homework to help them learn to apply problem solving skills to everyday situations. Homework is a natural extension of treatment where learned problem solving skills are applied to real life situations.

Resources Needed to Run Program

The typical resources for implementing the program are:

PSST requires a standard clinical treatment room.

Manuals and Training

Prerequisite/minimum provider qualifications.

PSST providers must be Master's level mental health professionals.

Manual Information

There is not a manual that describes how to deliver this program.

Training Information

There is training available for this program.

Training Contact:

• Bernadette Lecza, MS, CKPMT [email protected]

Training Type/Location:

Training is occasionally available either online or onsite.

Number of days/hours:

Total training time is about 8 hours.

Implementation Information

Pre-implementation materials.

There are no pre-implementation materials to measure organizational or provider readiness for Problem-Solving Skills Training (PSST) .

Formal Support for Implementation

There is no formal support available for implementation of Problem-Solving Skills Training (PSST) .

Fidelity Measures

There are no fidelity measures for Problem-Solving Skills Training (PSST) .

Implementation Guides or Manuals

There are implementation guides or manuals for Problem-Solving Skills Training (PSST) as listed below:

A comprehensive overview of Problem Solving Skills Training is available. For more information, please contact the program representative who is listed at the bottom of the page.

Research on How to Implement the Program

Research has not been conducted on how to implement Problem-Solving Skills Training (PSST) .

Relevant Published, Peer-Reviewed Research

Child Welfare Outcome: Child/Family Well-Being

Kazdin, A., Esveldt-Dawson, K., French, N., & Unis, A. (1987). Problem-Solving Skills Training and relationship therapy in the treatment of antisocial child behavior. Journal of Consulting and Clinical Psychology, 55 (1), 76–85. https://doi.org/10.1037/0022-006X.55.1.76

Type of Study: Randomized controlled trial Number of Participants: 56

Population:

• Age — 7–13 years
• Race/Ethnicity — 77% White and 23% Black
• Gender — 45 Male and 11 Female
• Status — Participants were inpatients at a psychiatric facility.

Location/Institution: Not specified

Summary: (To include basic study design, measures, results, and notable limitations) The purpose of the study was to evaluate the effects of cognitive-behavioral Problem-Solving Skills Training (PSST) and nondirective relationship therapy (RT) for the treatment of antisocial child behavior. Participants were randomly assigned to PSST , relationship therapy (RT), or a control group that had therapist contact with no directed focus on the elements of the two treatment conditions. Measures utilized include the Child Behavior Checklist (CBCL), Therapist Evaluation Inventory, and the Child Evaluation Inventory . Results indicate that children in the PSST condition had greater decreases in aggression, externalizing behaviors, and overall behavior problems and greater increases in pro-social behavior at follow-up than did the RT and control groups. Limitations include the use of a hospitalized sample and reliance on a small number and type of evaluations.

Length of controlled postintervention follow-up: 1 year.

Kazdin, A. E., Bass, D., Siegel, T., & Thomas, C. (1989). Cognitive-behavioral therapy and relationship therapy in the treatment of children referred for antisocial behavior. Journal of Consulting and Clinical Psychology, 57 (4), 522–535. https://doi.org/10.1037/0022-006X.57.4.522

Type of Study: Randomized controlled trial Number of Participants: 112

• Race/Ethnicity — Not specified
• Gender — 87 Male and 25 Female
• Status — Participants were children receiving inpatient or outpatient treatment at a child conduct clinic.

Summary: (To include basic study design, measures, results, and notable limitations) The purpose of the study was to evaluate alternative treatments for children referred for severe antisocial behavior. Participants were randomized to receive one of two Problem-Solving Skills Training (PSST) treatment conditions: standard PSST or PSST-P which included a set of planned activities and "homework" to be performed outside of therapeutic sessions, or to a relationship therapy (RT) control condition. Measures utilized include the Child Behavior Checklist (CBCL), the School Behavior Checklist, the Parent Daily Report, Interview for Antisocial Behavior, the Children's Action Tendency Scale,  and the Self-Esteem Inventory . Results indicate that both PSST groups showed significantly higher improvement in behavior than the RT group. Improvement in PSST-P children's school-related behaviors were shown to be stronger in comparison with standard PSST . Limitations include no direct assessment of the cognitive processes that problem-solving skills training were designed to change and relationship therapy may not have been well or fairly tested.

Kazdin, A. E., Siegel, T. C., & Bass, D. (1992). Cognitive problem-solving skills training and parent management training in the treatment of antisocial behavior in children. Journal of Consulting and Clinical Psychology, 60 (5), 733–747. https://doi.org/10.1037/0022-006X.60.5.733

Type of Study: Randomized controlled trial Number of Participants: 97

• Race/Ethnicity — 69% White and 31% Black
• Gender — 76 Male and 21 Female
• Status — Participants were children referred for treatment to a psychiatric facility.

Summary: (To include basic study design, measures, results, and notable limitations) The purpose of the study was to evaluate the effects of Problem-Solving Skills Training (PSST) and parent management training (PMT) on children referred for severe antisocial behavior. Participants were randomly assigned to receive PSST , PMT, or a combination of PSST + PMT. Measures utilized include the Child Behavior Checklist (CBCL), the Teacher Report Form (TRF), the Health Resources Inventory, the Interview for Antisocial Behavior, the Children's Action Tendency Scale, the Self-Report Delinquency Checklist, the Parent Daily Report, the Parenting Stress Index (PSI), the Beck Depression Inventory (BDI) (mothers), and the Family Environment Scale . Results indicate that children in all conditions showed significant improvement at home and school, which was maintained at follow-up. PSST + PMT had the greatest effects on children's aggressive, delinquent, and antisocial behavior; and was also associated with greater improvements in parental stress and depression. Limitations include lack of an untreated comparison group, large attrition rate, and the small sample size.

Bushman, B. B., & Gimpel Peacock, G. (2010). Does teaching problem-solving skills matter? An evaluation of Problem-Solving Skills Training for the treatment of social and behavioral problems in children. Child & Family Behavior Therapy, 32 (2), 103–124. https://doi.org/10.1080/07317101003776449

Type of Study: Randomized controlled trial Number of Participants: 26

• Age — Mean=8.27 years
• Race/Ethnicity — 23 Caucasian, 1 Asian, and 2 Biracial
• Gender — 17 Male and 9 Female
• Status — Participants were families with children with social and behavioral problems.

Location/Institution: Utah

Summary: (To include basic study design, measures, results, and notable limitations) The purpose of the study was to evaluate the effectiveness of Problem-Solving Skills Training (PSST) for the treatment of social and behavioral problems in children. Participants were randomly assigned to either a PSST treatment group or a nondirective comparison group. Measures utilized include the Skills Rating System (SSRS), the Parent Daily Report (PDR), Child Behavior Checklist for Ages 6-18 (CBCL/6-18), Parenting Stress Index-Short Form (PSI-SF) , and a parent questionnaire at baseline, post-treatment, and at a 6-week follow-up. Results indicate that children in both the treatment and comparison group showed similar improvement, with PSST showing a minor advantage on several PDR and SSRS scales. Limitations include the small sample size and short-term follow-up.

Length of controlled postintervention follow-up: 6 weeks.

Additional References

Kazdin, A. E. (2010). Problem-Solving Skills Training and Parent Management Training for Oppositional Defiant Disorder and Conduct Disorder. In J. R. Weisz & A. E. Kazdin (Eds.). Evidence-based psychotherapies for children and adolescents (2nd ed., pp. 211-226). Guilford Press.

Kazdin, A. E. (2011). Problem-Solving Skills Training for children and adolescents: Overview. Yale Parenting Center.

Kazdin, A. E. (2017). Parent Management Training and Problem-Solving Skills Training for child and adolescent conduct problems. In J. R. Weisz & A. E. Kazdin (Eds.), Evidence-based psychotherapies for children and adolescents (pp.142–158). Guilford Press.

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Date Research Evidence Last Reviewed by CEBC: December 2023

Date Program Content Last Reviewed by Program Staff: November 2021

Date Program Originally Loaded onto CEBC: April 2009

Glossary | Sitemap | Limitations & Disclosures

The CEBC is funded by the California Department of Social Services’ (CDSS’) Office of Child Abuse Prevention and is one of their targeted efforts to improve the lives of children and families served within child welfare system.

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• Open access
• Published: 17 February 2022

Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review

• Joan Carles Trullàs   ORCID: orcid.org/0000-0002-7380-3475 1 , 2 , 3 ,
• Carles Blay   ORCID: orcid.org/0000-0003-3962-5887 1 , 4 ,
• Elisabet Sarri   ORCID: orcid.org/0000-0002-2435-399X 3 &
• Ramon Pujol   ORCID: orcid.org/0000-0003-2527-385X 1  

BMC Medical Education volume  22 , Article number:  104 ( 2022 ) Cite this article

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Problem-based learning (PBL) is a pedagogical approach that shifts the role of the teacher to the student (student-centered) and is based on self-directed learning. Although PBL has been adopted in undergraduate and postgraduate medical education, the effectiveness of the method is still under discussion. The author’s purpose was to appraise available international evidence concerning to the effectiveness and usefulness of PBL methodology in undergraduate medical teaching programs.

The authors applied the Arksey and O’Malley framework to undertake a scoping review. The search was carried out in February 2021 in PubMed and Web of Science including all publications in English and Spanish with no limits on publication date, study design or country of origin.

The literature search identified one hundred and twenty-four publications eligible for this review. Despite the fact that this review included many studies, their design was heterogeneous and only a few provided a high scientific evidence methodology (randomized design and/or systematic reviews with meta-analysis). Furthermore, most were single-center experiences with small sample size and there were no large multi-center studies. PBL methodology obtained a high level of satisfaction, especially among students. It was more effective than other more traditional (or lecture-based methods) at improving social and communication skills, problem-solving and self-learning skills. Knowledge retention and academic performance weren’t worse (and in many studies were better) than with traditional methods. PBL was not universally widespread, probably because requires greater human resources and continuous training for its implementation.

PBL is an effective and satisfactory methodology for medical education. It is likely that through PBL medical students will not only acquire knowledge but also other competencies that are needed in medical professionalism.

Peer Review reports

There has always been enormous interest in identifying the best learning methods. In the mid-twentieth century, US educator Edgar Dale proposed which actions would lead to deeper learning than others and published the well-known (and at the same time controversial) “Cone of Experience or Cone of Dale”. At the apex of the cone are oral representations (verbal descriptions, written descriptions, etc.) and at the base is direct experience (based on a person carrying out the activity that they aim to learn), which represents the greatest depth of our learning. In other words, each level of the cone corresponds to various learning methods. At the base are the most effective, participative methods (what we do and what we say) and at the apex are the least effective, abstract methods (what we read and what we hear) [ 1 ]. In 1990, psychologist George Miller proposed a framework pyramid to assess clinical competence. At the lowest level of the pyramid is knowledge (knows), followed by the competence (knows how), execution (shows how) and finally the action (does) [ 2 ]. Both Miller’s pyramid and Dale’s cone propose a very efficient way of training and, at the same time, of evaluation. Miller suggested that the learning curve passes through various levels, from the acquisition of theoretical knowledge to knowing how to put this knowledge into practice and demonstrate it. Dale stated that to remember a high percentage of the acquired knowledge, a theatrical representation should be carried out or real experiences should be simulated. It is difficult to situate methodologies such as problem-based learning (PBL), case-based learning (CBL) and team-based learning (TBL) in the context of these learning frameworks.

In the last 50 years, various university education models have emerged and have attempted to reconcile teaching with learning, according to the principle that students should lead their own learning process. Perhaps one of the most successful models is PBL that came out of the English-speaking environment. There are many descriptions of PBL in the literature, but in practice there is great variability in what people understand by this methodology. The original conception of PBL as an educational strategy in medicine was initiated at McMaster University (Canada) in 1969, leaving aside the traditional methodology (which is often based on lectures) and introducing student-centered learning. The new formulation of medical education proposed by McMaster did not separate the basic sciences from the clinical sciences, and partially abandoned theoretical classes, which were taught after the presentation of the problem. In its original version, PBL is a methodology in which the starting point is a problem or a problematic situation. The situation enables students to develop a hypothesis and identify learning needs so that they can better understand the problem and meet the established learning objectives [ 3 , 4 ]. PBL is taught using small groups (usually around 8–10 students) with a tutor. The aim of the group sessions is to identify a problem or scenario, define the key concepts identified, brainstorm ideas and discuss key learning objectives, research these and share this information with each other at subsequent sessions. Tutors are used to guide students, so they stay on track with the learning objectives of the task. Contemporary medical education also employs other small group learning methods including CBL and TBL. Characteristics common to the pedagogy of both CBL and TBL include the use of an authentic clinical case, active small-group learning, activation of existing knowledge and application of newly acquired knowledge. In CBL students are encouraged to engage in peer learning and apply new knowledge to these authentic clinical problems under the guidance of a facilitator. CBL encourages a structured and critical approach to clinical problem-solving, and, in contrast to PBL, is designed to allow the facilitator to correct and redirect students [ 5 ]. On the other hand, TBL offers a student-centered, instructional approach for large classes of students who are divided into small teams of typically five to seven students to solve clinically relevant problems. The overall similarities between PBL and TBL relate to the use of professionally relevant problems and small group learning, while the main difference relates to one teacher facilitating interactions between multiple self-managed teams in TBL, whereas each small group in PBL is facilitated by one teacher. Further differences are related to mandatory pre-reading assignments in TBL, testing of prior knowledge in TBL and activating prior knowledge in PBL, teacher-initiated clarifying of concepts that students struggled with in TBL versus students-generated issues that need further study in PBL, inter-team discussions in TBL and structured feedback and problems with related questions in TBL [ 6 ].

In the present study we have focused on PBL methodology, and, as attractive as the method may seem, we should consider whether it is really useful and effective as a learning method. Although PBL has been adopted in undergraduate and postgraduate medical education, the effectiveness (in terms of academic performance and/or skill improvement) of the method is still under discussion. This is due partly to the methodological difficulty in comparing PBL with traditional curricula based on lectures. To our knowledge, there is no systematic scoping review in the literature that has analyzed these aspects.

The main motivation for carrying out this research and writing this article was scientific but also professional interest. We believe that reviewing the state of the art of this methodology once it was already underway in our young Faculty of Medicine, could allow us to know if we were on the right track and if we should implement changes in the training of future doctors.

The primary goal of this study was to appraise available international evidence concerning to the effectiveness and usefulness of PBL methodology in undergraduate medical teaching programs. As the intention was to synthesize the scattered evidence available, the option was to conduct a scoping review. A scoping study tends to address broader topics where many different study designs might be applicable. Scoping studies may be particularly relevant to disciplines, such as medical education, in which the paucity of randomized controlled trials makes it difficult for researchers to undertake systematic reviews [ 7 , 8 ]. Even though the scoping review methodology is not widely used in medical education, it is well established for synthesizing heterogeneous research evidence [ 9 ].

The specific aims were: 1) to determine the effectiveness of PBL in academic performance (learning and retention of knowledge) in medical education; 2) to determine the effectiveness of PBL in other skills (social and communication skills, problem solving or self-learning) in medical education; 3) to know the level of satisfaction perceived by the medical students (and/or tutors) when they are taught with the PBL methodology (or when they teach in case of tutors).

This review was guided by Arksey and O’Malley’s methodological framework for conducting scoping reviews. The five main stages of the framework are: (1) identifying the research question; (2) ascertaining relevant studies; (3) determining study selection; (4) charting the data; and (5) collating, summarizing and reporting the results [ 7 ]. We reported our process according to the PRISMA Extension for Scoping Reviews [ 10 ].

Stage 1: Identifying the research question

With the goals of the study established, the four members of the research team established the research questions. The primary research question was “What is the effectiveness of PBL methodology for learning in undergraduate medicine?” and the secondary question “What is the perception and satisfaction of medical students and tutors in relation to PBL methodology?”.

Stage 2: Identifying relevant studies

After the research questions and a search strategy were defined, the searches were conducted in PubMed and Web of Science using the MeSH terms “problem-based learning” and “Medicine” (the Boolean operator “AND” was applied to the search terms). No limits were set on language, publication date, study design or country of origin. The search was carried out on 14th February 2021. Citations were uploaded to the reference manager software Mendeley Desktop (version 1.19.8) for title and abstract screening, and data characterization.

Stage 3: Study selection

The searching strategy in our scoping study generated a total of 2399 references. The literature search and screening of title, abstract and full text for suitability was performed independently by one author (JCT) based on predetermined inclusion criteria. The inclusion criteria were: 1) PBL methodology was the major research topic; 2) participants were undergraduate medical students or tutors; 3) the main outcome was academic performance (learning and knowledge retention); 4) the secondary outcomes were one of the following: social and communication skills, problem solving or self-learning and/or student/tutor satisfaction; 5) all types of studies were included including descriptive papers, qualitative, quantitative and mixed studies methods, perspectives, opinion, commentary pieces and editorials. Exclusion criteria were studies including other types of participants such as postgraduate medical students, residents and other health non-medical specialties such as pharmacy, veterinary, dentistry or nursing. Studies published in languages other than Spanish and English were also excluded. Situations in which uncertainty arose, all authors (CB, ES, RP) discussed the publication together to reach a final consensus. The outcomes of the search results and screening are presented in Fig.  1 . One-hundred and twenty-four articles met the inclusion criteria and were included in the final analysis.

Study flow PRISMA diagram. Details the review process through the different stages of the review; includes the number of records identified, included and excluded

Stage 4: Charting the data

A data extraction table was developed by the research team. Data extracted from each of the 124 publications included general publication details (year, author, and country), sample size, study population, design/methodology, main and secondary outcomes and relevant results and/or conclusions. We compiled all data into a single spreadsheet in Microsoft Excel for coding and analysis. The characteristics and the study subject of the 124 articles included in this review are summarized in Tables 1 and 2 . The detailed results of the Microsoft Excel file is also available in Additional file 1 .

Stage 5: Collating, summarizing and reporting the results

As indicated in the search strategy (Fig.  1 ) this review resulted in the inclusion of 124 publications. Publication years of the final sample ranged from 1990 to 2020, the majority of the publications (51, 41%) were identified for the years 2010–2020 and the years in which there were more publications were 2001, 2009 and 2015. Countries from the six continents were represented in this review. Most of the publications were from Asia (especially China and Saudi Arabia) and North America followed by Europe, and few studies were from Africa, Oceania and South America. The country with more publications was the United States of America ( n  = 27). The most frequent designs of the selected studies were surveys or questionnaires ( n  = 45) and comparative studies ( n  = 48, only 16 were randomized) with traditional or lecture-based learning methodologies (in two studies the comparison was with simulation) and the most frequently measured outcomes were academic performance followed by student satisfaction (48 studies measured more than one outcome). The few studies with the highest level of scientific evidence (systematic review and meta-analysis and randomized studies) were conducted mostly in Asian countries (Tables  1 and 2 ). The study subject was specified in 81 publications finding a high variability but at the same time great representability of almost all disciplines of the medical studies.

The sample size was available in 99 publications and the median [range] of the participants was 132 [14–2061]. According to study population, there were more participants in the students’ focused studies (median 134 and range 16–2061) in comparison with the tutors’ studies (median 53 and range 14–494).

Finally, after reviewing in detail the measured outcomes (main and secondary) according to the study design (Table 2 and Additional file 1 ) we present a narrative overview and a synthesis of the main findings.

Main outcome: academic performance (learning and knowledge retention)

Seventy-one of the 124 publications had learning and/or knowledge retention as a measured outcome, most of them ( n  = 45) were comparative studies with traditional or lecture-based learning and 16 were randomized. These studies were varied in their methodology, were performed in different geographic zones, and normally analyzed the experience of just one education center. Most studies ( n  = 49) reported superiority of PBL in learning and knowledge acquisition [ 11 , 12 , 13 , 14 , 15 , 16 , 17 , 18 , 19 , 20 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 43 , 44 , 45 , 46 , 47 , 48 , 49 , 50 , 51 , 52 , 53 , 54 , 55 , 56 , 57 , 58 , 59 ] but there was no difference between traditional and PBL curriculums in another 19 studies [ 60 , 61 , 62 , 63 , 64 , 65 , 66 , 67 , 68 , 69 , 70 , 71 , 72 , 73 , 74 , 75 , 76 , 77 , 78 ]. Only three studies reported that PBL was less effective [ 79 , 80 , 81 ], two of them were randomized (in one case favoring simulation-based learning [ 80 ] and another favoring lectures [ 81 ]) and the remaining study was based on tutors’ opinion rather than real academic performance [ 79 ]. It is noteworthy that the four systematic reviews and meta-analysis included in this scoping review, all carried out in China, found that PBL was more effective than lecture-based learning in improving knowledge and other skills (clinical, problem-solving, self-learning and collaborative) [ 40 , 51 , 53 , 58 ]. Another relevant example of the superiority of the PBL method over the traditional method is the experience reported by Hoffman et al. from the University of Missouri-Columbia. The authors analyzed the impact of implementing the PBL methodology in its Faculty of Medicine and revealed an improvement in the academic results that lasted for over a decade [ 31 ].

Secondary outcomes

Social and communication skills.

We found five studies in this scoping review that focused on these outcomes and all of them described that a curriculum centered on PBL seems to instill more confidence in social and communication skills among students. Students perceived PBL positively for teamwork, communication skills and interpersonal relations [ 44 , 45 , 67 , 75 , 82 ].

Student satisfaction

Sixty publications analyzed student satisfaction with PBL methodology. The most frequent methodology were surveys or questionnaires (30 studies) followed by comparative studies with traditional or lecture-based methodology (19 studies, 7 of them were randomized). Almost all the studies (51) have shown that PBL is generally well-received [ 11 , 13 , 18 , 19 , 20 , 21 , 22 , 26 , 29 , 34 , 37 , 39 , 41 , 42 , 46 , 50 , 56 , 58 , 63 , 64 , 66 , 78 , 82 , 83 , 84 , 85 , 86 , 87 , 88 , 89 , 90 , 91 , 92 , 93 , 94 , 95 , 96 , 97 , 98 , 99 , 100 , 101 , 102 , 103 , 104 , 105 , 106 , 107 , 108 , 109 , 110 ] but in 9 studies the overall satisfaction scores for the PBL program were neutral [ 76 , 111 , 112 , 113 , 114 , 115 , 116 ] or negative [ 117 , 118 ]. Some factors that have been identified as key components for PBL to be successful include: a small group size, the use of scenarios of realistic cases and good management of group dynamics. Despite a mostly positive assessment of the PBL methodology by the students, there were some negative aspects that could be criticized or improved. These include unclear communication of the learning methodology, objectives and assessment method; bad management and organization of the sessions; tutors having little experience of the method; and a lack of standardization in the implementation of the method by the tutors.

Tutor satisfaction

There are only 15 publications that analyze the satisfaction of tutors, most of them surveys or questionnaires [ 85 , 88 , 92 , 98 , 108 , 110 , 119 ]. In comparison with the satisfaction of the students, here the results are more neutral [ 112 , 113 , 115 , 120 , 121 ] and even unfavorable to the PBL methodology in two publications [ 117 , 122 ]. PBL teaching was favored by tutors when the institutions train them in the subject, when there was administrative support and adequate infrastructure and coordination [ 123 ]. In some experiences, the PBL modules created an unacceptable toll of anxiety, unhappiness and strained relations.

Other skills (problem solving and self-learning)

The effectiveness of the PBL methodology has also been explored in other outcomes such as the ability to solve problems and to self-directed learning. All studies have shown that PBL is more effective than lecture-based learning in problem-solving and self-learning skills [ 18 , 24 , 40 , 48 , 67 , 75 , 93 , 104 , 124 ]. One single study found a poor accuracy of the students’ self-assessment when compared to their own performance [ 125 ]. In addition, there are studies that support PBL methodology for integration between basic and clinical sciences [ 126 ].

Finally, other publications have reported the experience of some faculties in the implementation of the PBL methodology. Different experiences have demonstrated that it is both possible and feasible to shift from a traditional curriculum to a PBL program, recognizing that PBL methodology is complex to plan and structure, needs a large number of human and material resources, requiring an immense teacher effort [ 28 , 31 , 94 , 127 , 128 , 129 , 130 , 131 , 132 , 133 ]. In addition, and despite its cost implication, a PBL curriculum can be successfully implemented in resource-constrained settings [ 134 , 135 ].

We conducted this scoping review to explore the effectiveness and satisfaction of PBL methodology for teaching in undergraduate medicine and, to our knowledge, it is the only study of its kind (systematic scoping review) that has been carried out in the last years. Similarly, Vernon et al. conducted a meta-analysis of articles published between 1970 and 1992 and their results generally supported the superiority of the PBL approach over more traditional methods of medical education [ 136 ]. PBL methodology is implemented in medical studies on the six continents but there is more experience (or at least more publications) from Asian countries and North America. Despite its apparent difficulties on implementation, a PBL curriculum can be successfully implemented in resource-constrained settings [ 134 , 135 ]. Although it is true that the few studies with the highest level of scientific evidence (randomized studies and meta-analysis) were carried out mainly in Asian countries (and some in North America and Europe), there were no significant differences in the main results according to geographical origin.

In this scoping review we have included a large number of publications that, despite their heterogeneity, tend to show favorable results for the usefulness of the PBL methodology in teaching and learning medicine. The results tend to be especially favorable to PBL methodology when it is compared with traditional or lecture-based teaching methods, but when compared with simulation it is not so clear. There are two studies that show neutral [ 71 ] or superior [ 80 ] results to simulation for the acquisition of specific clinical skills. It seems important to highlight that the four meta-analysis included in this review, which included a high number of participants, show results that are clearly favorable to the PBL methodology in terms of knowledge, clinical skills, problem-solving, self-learning and satisfaction [ 40 , 51 , 53 , 58 ].

Regarding the level of satisfaction described in the surveys or questionnaires, the overall satisfaction rate was higher in the PBL students when compared with traditional learning students. Students work in small groups, allowing and promoting teamwork and facilitating social and communication skills. As sessions are more attractive and dynamic than traditional classes, this could lead to a greater degree of motivation for learning.

These satisfaction results are not so favorable when tutors are asked and this may be due to different reasons; first, some studies are from the 90s, when the methodology was not yet fully implemented; second, the number of tutors included in these studies is low; and third, and perhaps most importantly, the complaints are not usually due to the methodology itself, but rather due to lack of administrative support, and/or work overload. PBL methodology implies more human and material resources. The lack of experience in guided self-learning by lecturers requires more training. Some teachers may not feel comfortable with the method and therefore do not apply it correctly.

Despite how effective and/or attractive the PBL methodology may seem, some (not many) authors are clearly detractors and have published opinion articles with fierce criticism to this methodology. Some of the arguments against are as follows: clinical problem solving is the wrong task for preclinical medical students, self-directed learning interpreted as self-teaching is not appropriate in undergraduate medical education, relegation to the role of facilitators is a misuse of the faculty, small-group experience is inherently variable and sometimes dysfunctional, etc. [ 137 ].

In light of the results found in our study, we believe that PBL is an adequate methodology for the training of future doctors and reinforces the idea that the PBL should have an important weight in the curriculum of our medical school. It is likely that training through PBL, the doctors of the future will not only have great knowledge but may also acquire greater capacity for communication, problem solving and self-learning, all of which are characteristics that are required in medical professionalism. For this purpose, Koh et al. analyzed the effect that PBL during medical school had on physician competencies after graduation, finding a positive effect mainly in social and cognitive dimensions [ 138 ].

Despite its defects and limitations, we must not abandon this methodology and, in any case, perhaps PBL should evolve, adapt, and improve to enhance its strengths and improve its weaknesses. It is likely that the new generations, trained in schools using new technologies and methodologies far from lectures, will feel more comfortable (either as students or as tutors) with methodologies more like PBL (small groups and work focused on problems or projects). It would be interesting to examine the implementation of technologies and even social media into PBL sessions, an issue that has been poorly explorer [ 139 ].

Limitations

Scoping reviews are not without limitations. Our review includes 124 articles from the 2399 initially identified and despite our efforts to be as comprehensive as possible, we may have missed some (probably few) articles. Even though this review includes many studies, their design is very heterogeneous, only a few include a large sample size and high scientific evidence methodology. Furthermore, most are single-center experiences and there are no large multi-center studies. Finally, the frequency of the PBL sessions (from once or twice a year to the whole curriculum) was not considered, in part, because most of the revised studies did not specify this information. This factor could affect the efficiency of PBL and the perceptions of students and tutors about PBL. However, the adoption of a scoping review methodology was effective in terms of summarizing the research findings, identifying limitations in studies’ methodologies and findings and provided a more rigorous vision of the international state of the art.

Conclusions

This systematic scoping review provides a broad overview of the efficacy of PBL methodology in undergraduate medicine teaching from different countries and institutions. PBL is not a new teaching method given that it has already been 50 years since it was implemented in medicine courses. It is a method that shifts the leading role from teachers to students and is based on guided self-learning. If it is applied properly, the degree of satisfaction is high, especially for students. PBL is more effective than traditional methods (based mainly on lectures) at improving social and communication skills, problem-solving and self-learning skills, and has no worse results (and in many studies better results) in relation to academic performance. Despite that, its use is not universally widespread, probably because it requires greater human resources and continuous training for its implementation. In any case, more comparative and randomized studies and/or other systematic reviews and meta-analysis are required to determine which educational strategies could be most suitable for the training of future doctors.

Abbreviations

• Problem-based learning

Case-based learning

Team-based learning

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Joan Carles Trullàs, Carles Blay & Ramon Pujol

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Additional file 1..

Characteristics ofthe 124 included studies.

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Trullàs, J.C., Blay, C., Sarri, E. et al. Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review. BMC Med Educ 22 , 104 (2022). https://doi.org/10.1186/s12909-022-03154-8

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Received : 03 October 2021

Accepted : 02 February 2022

Published : 17 February 2022

DOI : https://doi.org/10.1186/s12909-022-03154-8

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