problem solving skills in nederlands

In Dutch Schools, a Focus on Continuous Learning

A program expands across the Netherlands and other countries to help prepare students for a changing workplace.

Dutch Schools Push Problem Solving

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AMSTERDAM – On a typical Tuesday morning in the 8e Montessori School in the north of Amsterdam, two boys let out a cheer. They've just flicked a switch on their prototype river clean-up device, setting in motion its battery-powered cardboard wheel.

"The funnel is high to catch the floating plastic but allow fish to swim underneath it," explain its enthusiastic inventors, Mees and Sven. Like the rest of their class of 8- to 10-year-olds, they were inspired by a play about ocean pollution that kicked off their "design-a-thon" class.

"When we discussed what issue we would tackle, we immediately thought of the plastic soup (the expanding volume of plastic in the world's oceans)," Mees says. "It is a really big problem. It is nice to be able to think of solutions and actually be allowed to build them."

Creating is just one element of the "design thinking" classes now installed in 400 Dutch primary schools. In education, this approach focuses on identifying new challenges as they develop and finding potential solutions. As Harvard's Graduate School of Education notes , this framework can be used to design specific courses or for group projects.

Having empathy and critical thinking skills are crucial for this educational approach, says the program's inventor, Emer Beamer. An Irish native living in the Netherlands , she founded her nonprofit organization Designathon Works five years ago. Since then, 23,680 children have worked with design thinking principles and the project has already spread to more than three dozen other countries.

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"In every session, two things happen," Beamer says. "The kids always love the actual making of things, and the adults in the room are always surprised at what their pupils are capable of."

Focusing on students' critical thinking skills is part of a larger global trend. According to the Brookings Institution , a nonprofit public policy organization in Washington, D.C., many countries are shifting their education goals to keep up with rapidly changing societies and workplaces.

The Organization for Economic Cooperation and Development launched the Future of Education and Skills 2030 , an ambitious project aiming to help countries answer questions about some of the most daunting challenges in education, such as preparing students for jobs, technologies and societal changes not yet imagined. Beyond math and literacy, children need to develop "transformative competencies," states the OECD in a note outlining the vision. "When students create new value, they ask questions, collaborate with others and try to think "outside the box" in order to find innovative solutions. This blends a sense of purpose with critical thinking and creativity."

A widely recognized problem in education is that these new skills do not fit the traditional grading systems. Measuring teamwork or problem solving skills is not as straightforward as taking a math exam or reading test. Rating scales called "rubrics" are being introduced, including in the Netherlands, but they are much more time-consuming for teachers to assess.

Andreas Schleicher, director for education and skills at the OECD and special adviser on education policy, predicts that continuous learning will become the norm within schools – not least because future employers require it. That, in turn, will create a challenge of fostering today's students into becoming dedicated learners throughout their lives, he says.

"The dilemma for educators is that routine cognitive skills, the skills that are easiest to teach and easiest to test, are also the skills that are easiest to digitize, automate or outsource."

"Educational success is no longer about reproducing content knowledge, but about extrapolating from what we know and applying that knowledge to novel situations," Schleicher wrote in a manifesto .

Spillover Benefits of Learning Critical Thinking

Curriculum change already is underway in the Netherlands. Beginning in 2020, the Dutch government will require all primary schools in the country to offer dedicated science and technology education .

Lessons provide "meaningful context for the development of both numeracy and literacy skills and 21st century skills ," according to SLO, the Dutch knowledge center for school curriculums.

Remke Klapwijk, a researcher at the Delft University of Technology, is part of a team that is midway through a five-year study called "Codesign with Kids, Early Mastering of 21st Century Skills," in which they assess the skills of primary school children in various schools in the South Holland region. Their research so far shows that pupils develop empathy and creative thinking skills by following dedicated design thinking classes.

"We see the effects spill over into other areas of their learning as well," Klapwijk says. "It is crucial that children understand what they are learning while they are doing it. Once they realize that working on a technological design project teaches them empathy, they play and interact more kindly with classmates, too."

Klapwijk says that schools that integrate 21st–century skills into their curriculum also measure positive results in more traditional courses. Studies such as one by the Smithsonian Science Education Center support such findings. The Smithsonian report concludes that its findings "unequivocally demonstrate that inquiry-based science improves student achievement not only in science but also in reading and math."

In Amsterdam, visual arts teacher Anita Drachman has seen some of these effects in the classroom at the 8e Montessori school, where she works. This year, she was able to bring a design thinking program to her school and show colleagues how this could work in practice.

"It is powerful because it allows us to bring our traditionally separate disciplines together. We create a much more holistic way of learning," Drachman says.

Boosting the Incentive to Learn

In the classroom, this becomes apparent as soon as children start designing their creations. In small groups, they follow a visual brainstorm tool to narrow down their idea. Discussing real-world sustainability problems, they come up with products to help solve the issue. They use math to determine whether a plane could fly on solar panels, biology to understand how best to protect wildlife and nature, and science to find materials suitable for filtering water in an apartment building.

Throughout the session, pupils are encouraged to do web searches and use a dedicated YouTube channel with age-appropriate instruction videos explaining how to connect a switch and connect a set of battery-powered wheels to a milk carton. Using waste materials and basic hardware, pupils connect wires, LED lights and motors to their prototype. After several hours of building, they present the workings of their idea to teachers and classmates.

The application of theoretical knowledge to real world problems creates a much stronger learning incentive for pupils, says Designathon founder Beamer. "We connect to children's innate curiosity and empathy. There isn't a child who doesn't have an idea, and there isn't a child who doesn't want this idea to be heard and seen."

Beamer also advocates for the inclusion of children in decision-making processes, including on policy-making level. "I sometimes say that children are the last frontier of emancipation."

Critics may argue that the complexities of developments in genetics, robotics, nanotechnology and IT are beyond the capacity of school-aged children. But Beamer is adamant that the sessions tap into a crucial part of children's learning: imagination.

"When you do the same exercise with adults, they can take a long time to come up with ideas because they see obstacles and limitations," she says. "We often think that we have to make things small and local for kids to understand. But they are often better than adults at thinking big because they don't see boundaries. All we need to do as adults is to fill in areas of expertise they do not yet have and help them focus."

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Analytical ability and problem solving skills

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Analytical ability and problem solving skills.

Analytical capacity Analysing situations or information and deciding what is of major and what is of lesser importance. Seeing interrelationships and getting to the core of the matter.

• Divides information into items of major and lesser importance.
• Analyses an issue or problematical situation to get to the core of the matter.
• Examines a problem from different viewpoints to see whether it is the actual problem.
• Describes the internal relationship between different perspectives of a problem or issue.
• Asks specific questions in order to uncover the possible causes of a complex problem or issue.
• States clearly what the implications of a particular choice will be. 

Problem solving skills (inventiveness/creativity) Proposing new or original ideas, perspectives or solutions.

• Finds it easy to make associations and connections.
• Combines own ideas with those of others to create new solutions.
• Proposes ideas that are substantially different to anything previously proposed by others.
• Sees new ways of applying existing instruments.
• Breaks through the existing conceptual frameworks.
• Experiments with possibilities, tries different approaches.

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What is the translation of "problem solving" in Dutch?

"problem solving" in dutch, problem solving {noun}.

• volume_up probleemoplossing

problem solved {vb}

• volume_up probleem opgelost

Translations

• open_in_new Link to source
• warning Request revision

problem solved {verb}

Context sentences, english dutch contextual examples of "problem solving" in dutch.

These sentences come from external sources and may not be accurate. bab.la is not responsible for their content.

Monolingual examples

English how to use "problem solving" in a sentence, english how to use "problem solved" in a sentence, similar translations, similar translations for "problem solving" in dutch.

• probleemstelling
• probationary period
• problem analysis
• problem case
• problem child
• problem resolution
• problem solved
• problem solving
• problem-free
• problematic
• problems sleeping
• procedural law
• procedural mistake

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Opportunity to learn problem solving in Dutch primary school mathematics textbooks

• Original Article
• Open access
• Published: 21 July 2018
• Volume 50 , pages 827–838, ( 2018 )

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• Marc van Zanten   ORCID: orcid.org/0000-0002-3962-9741 1 , 2 &
• Marja van den Heuvel-Panhuizen 2 , 3  

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In the Netherlands, mathematics textbooks are a decisive influence on the enacted curriculum. About a decade ago, Dutch primary school mathematics textbooks provided hardly any opportunities to learn problem solving. In this study we investigated whether this provision has changed. In order to do so, we carried out a textbook analysis in which we established to what degree current textbooks provide non-routine problem-solving tasks for which students do not immediately have a particular solution strategy at their disposal. We also analyzed to what degree textbooks provide ‘gray-area’ tasks, which are not really non-routine problems, but are also not straightforwardly solvable. In addition, we inventoried other ways in which present textbooks facilitate the opportunity to learn problem solving. Finally, we researched how inclusive these textbooks are with respect to offering opportunities to learn problem solving for students with varying mathematical abilities. The results of our study show that the opportunities that the currently most widely used Dutch textbooks offer to learn problem solving are very limited, and these opportunities are mainly offered in materials meant for more able students. In this regard, Dutch mainstream textbooks have not changed compared to the situation a decade ago. A textbook that is the Dutch edition of a Singapore mathematics textbook stands out in offering the highest number of problem-solving tasks, and in offering these in the materials meant for all students. However, in the ways this textbook facilitates the opportunity to learn problem solving, sometimes a tension occurs concerning the creative character of genuine problem solving.

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1 Introduction

Mathematics is inextricably linked with problem solving. Problem solving is even considered the heart of mathematics (Halmos 1980 ; Schoenfeld 1992 ; Dossey 2017 ). However, despite the long-standing recognition of the importance of problem solving, there are still different interpretations of what is meant by it. The term is used in several ways, with different connotations (e.g., Schoenfeld 1992 ; Van Meriënboer 2013 ; Xenofontos 2010 ). Problem solving can refer to a skill, a process, an educational goal, and a teaching approach. Specifically, in the field of mathematics education, a distinction is made between teaching of mathematical problem solving and the teaching of mathematics through problem solving (e.g., Liljedahl et al. 2016 ). In the current study, the focus is on teaching of problem solving.

Several authors (e.g., Burkhardt 2014 ; Zhu and Fan 2006 ) have indicated that the term ‘problem’ itself can also be interpreted differently. In the meaning of a mathematical task on which students have to work, the term problem can refer to all types of tasks regardless of their cognitive demands, but it is also used for specific kinds of tasks, such as word problems in which previously learned mathematics has to be applied, or puzzle-like tasks which are new to the students and which they themselves have to figure out how to solve. The latter meaning is used in this study. By problems we mean non-routine mathematical tasks for which students do not immediately have a particular solution strategy at their disposal.

In mathematics education, textbooks largely determine what teachers teach and consequently, what students learn (Stein and Smith 2010 ). In the Netherlands, this is very much the case (see Sect.  2.1 ). Generally speaking, if certain content is not included in the textbook, it will probably not be covered in the classroom (Stein et al. 2007 ). Thus, what is in the textbooks is of great importance for the learning opportunities students get, including the learning of problem solving. As a consequence, knowledge of the content of textbooks is very important. About a decade ago an analysis of Dutch primary school mathematics textbooks showed that non-routine problem-solving tasks were hardly included in the textbooks (Kolovou et al. 2009 ). The current study was meant as a follow up of this study and investigated to what degree non-routine problem-solving tasks are now included in Dutch textbook series. In addition to this purpose, it was also explored whether apart from offering these tasks, there exist other ways in which Dutch textbooks facilitate the opportunity to learn problem solving.

2 Background of the study and research questions

2.1 textbooks and opportunity to learn in the netherlands.

The aforementioned research claim, that textbooks have a determining role in the enacted curriculum (Stein and Smith 2010 ), applies also to a great extent in the Netherlands. TIMSS research among Grade 4 teachers found that 94% of these teachers say that their textbook is the main source of their teaching (Meelissen et al. 2012 ). Other studies carried out in the Netherlands found that more than 80% of Grade 2 and 3 teachers indicate that they are following over 90% of the textbook content (Hop 2012 ). A minority of these teachers sometimes skip content of their textbook, but they still teach 60–90% of the content (ibid.). Another investigation revealed that only a minority of Grade 6 teachers use additional resources next to their textbooks, mainly materials for less able students and software for repetition (Scheltens et al. 2013 ). The results of these studies indicate that a vast majority of Dutch primary school teachers rely heavily in their teaching on the textbook series they use. This means that mathematics textbook series play a decisive role in Dutch daily teaching practice and therefore in the learning opportunities that students are offered. As a result, the textbook used has a significant effect on learning outcomes, as repeatedly shown in Dutch national evaluations of educational progress. For several learning topics, these studies have shown that students taught with different textbook series differ significantly in their mathematics achievement (e.g., Hop 2012 ; Kraemer et al. 2005 ; Scheltens et al. 2013 ).

2.2 Opportunity to learn non-routine mathematical problem solving

In his seminal work How to Solve it ( 1945 ), Pólya does not use the term ‘non-routine’, but he does define routine problems, namely as tasks that “can be solved either by substituting special data into a formerly solved general problem, or by following step by step, without any trace of originality, some well-worn conspicuous example” (p. 171). This implies that whether a task can be considered routine or not at least partly depends on factors other than the task itself, such as whether an example is given. Schoenfeld ( 1985 , 2013 ) points out that difficulty alone does not define a task as a problem. Instead, it is not a property of the task itself which makes it a problem, but the “particular relationship between the individual and the task” (Schoenfeld 1985 , p. 74). Thus, whether a task can be considered a problem can differ per person: a task that forms a genuine problem for one student may be a routine task for another student. Furthermore, whether a task is a problem may differ over time, after all, “the person who has worked on, and solved, a problem, is not the same person who began working on it. He or she approaches the next problem knowing more than before” (Schoenfeld 2013 , p. 20). In other words, what is at first considered a problem can become a routine task.

The issue of this relative and personal character of problem solving has been raised already very often (e.g., Kantowski 1977 ; Lesh and Zawojewski 2007 ; Manouchehri et al. 2012 ; Lester 2013 ) and is also reflected in a recent OECD publication in which is stated that a mathematical problem “involves a situation, posed in either an abstract or contextual setting, where the individual wrestling with the situation does not immediately know how to proceed or of the existence of an algorithm that will immediately move toward a solution” (Dossey 2017 , p. 61). Researchers may use different wording, but they generally agree that the feature that makes a mathematical task a problem is that the person who has to solve the problem does not directly have a solution procedure at his or her disposal. Otherwise this task is what Pólya ( 1945 ) calls a “routine problem” or what other authors call, with a more distinctive term, an “exercise” (e.g., Burkhardt 2014 ; Manouchehri et al. 2012 ; Schoenfeld 1985 ). Such tasks are solvable by straightforward calculation (Pretz et al. 2003 ), executing rules or procedures (Lesh and Zawojewski 2007 ), applying known algorithms or following worked out examples (Manouchehri et al. 2012 ), or by following a seen or taught solution pathway (Burkhardt 2014 ). In this study, we refer to such tasks as straightforward .

Different from straightforward tasks, non-routine problems require more than just executing the required calculations. Non-routine problems ask for more complex processes and set higher cognitive demands. Solving such tasks involves analyzing the problem at hand, relating procedures with their underlying mathematical concepts and making connections between different representations (Stein et al. 2000 ). Or, in the words of Lester ( 2013 ): “For non-routine tasks a different type of perspective is required, one that emphasizes the making of new meanings through construction of new representations” (p. 255). A related distinctive feature of a genuine problem is that it requires modeling (e.g., Lesh and Zawojewski 2007 ; English et al. 2008 ), which as Lesh and Zawojewski ( 2007 ) point out, in a way is creating mathematics. In other words, problem solving requires creative mathematical thinking, which is underlined in the recently published ICME ‘state-of-the-art’ report on problem solving (Liljedahl et al. 2016 ).

Another important perspective on problem solving that is also emphasized in this ICME publication is that of a heuristic approach (see Pólya 1945 , 1962 ; Schoenfeld 1985 , 1992 , 2013 ; Mason et al. 2010 ). This approach involves the conscious use of a number of problem solving strategies that may help to find a solution, including acting the problem out with objects, drawing a diagram, guessing a seemingly reasonable answer and checking it, reasoning logically, making a systematic list or a table, restating the problem, simplifying the problem, solving part of the problem, thinking of a related problem, using a model or an equation, and working backwards (e.g., Fan and Zhu 2007 ; Lee et al. 2014 ).

According to Liljedahl et al. ( 2016 ), there can occur a certain tension between this approach and the non-routine, creative character of problem solving because the “problem solving heuristics that are based solely on the processes of logical and deductive reasoning distort the true nature of problem solving” (p. 19). Thus, for example, the heuristic “think of a related problem” may lead to the recalling of a known solution procedure for that particular type of problem, which means that in that situation no genuine problem solving occurs. Yet, the heuristic “make a systematic list or a table” can provoke divergent thinking, which is an aspect of genuine problem solving, and the heuristic “draw a diagram” can support the creative process of modeling a problem. However, drawing a diagram may also lead to the use of a well-known procedure, just as thinking of a related problem does not necessarily lead to recalling of a known procedure. Nevertheless, as Schoenfeld ( 1992 ) points out, when students are given intensive practice in certain heuristics, these become mere algorithms. Thus, just as problem solving and problems are relative in nature, heuristics can also be characterized as such—they either can or cannot contribute to the opportunity to learn problem solving, which, moreover, is partly due to how instruction takes form (see also English et al. 2008 ). For example, introducing heuristics in an isolated way could provoke students to see them as rules (Fan and Zhu 2007 ).

Although Lester ( 2013 ) claims that research does not tell enough yet about problem-solving instruction, he does list important principles that have emerged from research in the last decades. The two most important principles in his view are that students, in order to improve their problem-solving abilities, have to “work on problematic tasks on a regular basis over a prolonged period of time” (p. 272) and have to be “given opportunities to solve a variety of types of problematic tasks” (ibid.). In other words, the learning of problem solving is enhanced by the opportunity to actually work on genuine and varied non-routine problems. As a consequence, a clear way in which mathematics textbooks can contribute to the opportunity to learn problem solving is the inclusion on a regular basis of tasks that potentially can be genuine problems for students. In addition to including problem-solving tasks, Doorman et al. ( 2007 ) recommend that textbook series explicitly pay attention to heuristics. They also point out that genuine problem-solving is often believed to be only attainable by the best students (ibid.). However, Stein and Lane ( 1996 ) reason that all students, of varying abilities, may benefit from the opportunity to work on tasks with high level cognitive demands such as non-routine problem solving. More recently, Jonsson et al. ( 2014 ) found that cognitively less proficient students also profit from working on tasks that require creative mathematical reasoning. Based on their study, they argue that all students should be given the opportunity to be involved in problem solving (ibid.). That less able students indeed may have the ability to learn problem solving, given the opportunity, was for example demonstrated in a Dutch study with students that attend special education (Peltenburg et al. 2012 ). Thus, a final way in which textbooks can enhance the opportunity to learn problem solving is to include problem-solving tasks and heuristics not only in materials that are meant exclusively for more able students, but in materials meant for all students.

2.3 Research questions

About a decade ago, Kolovou et al. ( 2009 ) researched to what degree Dutch textbook series contained non-routine problem-solving tasks and so called “gray-area” tasks, which were defined as tasks that fall in between genuine problem-solving tasks and straightforward tasks (see Sect.  3.3 . for a more precise description of these two types of tasks). All then available textbook series were investigated. The analyzed textbook materials were meant for the first half schoolyear of Grade 4. It was found that the proportion of non-routine problems was very low, varying from 0 to 2% of the total number of tasks. When taken together, the proportion of non-routine problem-solving tasks and gray-area tasks was still rather low—varying from 5 to 13% of all tasks. Furthermore, it was found that most non-routine and gray-area tasks were included in additional enrichment materials of the textbook series, meaning that the already limited opportunity to learn problem solving was even lower for students that were not given the chance to work with these materials.

Currently, all textbook series that were investigated then have been replaced by new editions or have been withdrawn from the market. New textbook series have also been published in the meantime. In order to find out whether these present mathematics textbooks have changed with respect to the opportunity to learn problem solving, we carried out a replication study, in which we investigated to what degree current mathematics textbooks offer non-routine problems. Further, bearing in mind the different perspectives on problem solving discussed in the previous section, we additionally researched whether textbooks facilitate the opportunity to learn problem solving in other ways, such as presenting heuristics. Finally, we analyzed to what degree learning opportunities are offered in materials meant for all students and in materials meant only for more able students. So, our research questions were as follows:

To what degree do current Dutch primary school textbooks contain mathematical problem-solving tasks?

In what other ways do these textbooks facilitate the opportunity to learn problem solving?

How inclusive are these textbooks with respect to offering opportunities to learn problem solving for students with varying mathematical abilities?

To answer these research questions, we carried out a textbook analysis of primary school mathematics textbook series presently in use in the Netherlands.

3.1 Selection of textbooks and textbook materials

Nowadays in the Netherlands, there are eight different mathematics textbook series for primary school on the market. For selecting textbook series to be included in our study, we first looked at the textbooks’ market share. We wanted to include textbook series that together are in use in a majority of schools because this would provide a sound basis for drawing conclusions regarding the Dutch situation in general. This led to the selection of three textbook series that together are used in approximately 90% of all schools. Footnote 1 These textbook series are De Wereld in Getallen (The World in Numbers) (Huitema et al. 2009–2014 ), Pluspunt (Plus Point) (Van Beusekom et al. 2009–2013 ) and Alles Telt (Everything Counts) (Van den Bosch-Ploegh et al. 2009–2013 ). Previous editions of these three textbook series were also included in the study of Kolovou et al. ( 2009 ). A fourth textbook we included in our textbook analysis was Rekenwonders (Wonder Calculators) (Projectgroep Rekenwonders Bazalt Groep 2011–2015 ), which is the Dutch version of the Singapore textbook series My Pals Are Here! Maths (Kheong et al. n.d.). As a result of the high performance of Singapore students as established in international research, a Dutch publisher took the initiative to translate and adapt this textbook series for the Netherlands. Compared to the other textbook series involved in our study, Rekenwonders has only a very small percentage of market share. This is not only because this textbook series is not that long on the market, but also because the content and teaching method are quite new for teachers and deviate somewhat from what is traditionally taught in Dutch primary schools. The reason that we nevertheless included this textbook in our study was that this textbook is purposely put in the market to enhance students’ problem-solving skills. Thus, for us it is interesting to investigate what opportunities to learn problem solving this textbook series offers.

To make a comparison possible with the Dutch textbooks involved in the study of Kolovou et al. ( 2009 ) a decade ago, we included textbook materials for the same school period as was done in this earlier study, namely materials meant for the first half schoolyear of Grade 4. In order to determine possible differences within textbook series between materials meant for different grades, we also included materials for the first half schoolyear of Grade 6.

All four textbook series consist of the following materials: lesson books and work books for students, accompanying teacher guidelines, and additional materials such as work sheets and software. In the analysis we included all student materials that, as indicated in the teacher guidelines, belong to the daily lessons. Materials with no such link, such as software for repetition of basic knowledge and skills (e.g., the multiplication tables) were left out of our analysis. Because directions for instructional approaches, which are often included in teacher guidelines, are also of influence on the opportunity to learn (Remillard et al. 2014 ), we also included these guidelines in our analysis.

3.2 Unit of analysis

Although the four selected textbook series differ in their quantitative features such as number and size of student book pages, they all provide content for five daily mathematics classes per week, for 36 weeks per schoolyear. Also, in all four textbook series lessons are subdivided into numbered segments, mostly consisting of sets of tasks (see Fig.  1 ). With the term ‘task’ we refer to the smallest unit that requires an answer from a student. In this study, we used the set of tasks as unit of analysis. This approach corresponds to the approach in the study by Kolovou et al. ( 2009 ). A difference between the two studies was that in the earlier study the teacher guidelines were left out of the analysis, while in our study we considered directions given in the teacher guidelines for a set of tasks as belonging to that set of tasks.

A set of tasks from De Wereld in Getallen meant for Grade 4, consisting of eight tasks. All examples of tasks have been translated by the authors of this article

3.3 Analysis procedure

Because of the relative and personal character of problem solving, it is not easy to decide whether a task has to be classified as a problem or as a straightforward task. As Zhu and Fan ( 2006 ) reason, making such a judgement in textbook research is difficult, if not impossible, due to the fact that the features of the students solving the tasks are not known. Therefore, the methodological challenge of this study was to develop an analysis framework that indicates when a task should be classified as a genuine problem-solving task and when not.

We started the development of our analysis framework with several rounds of preliminary classifying tasks based on the theoretical insights as described in Sect.  2.2 and the analysis framework used by Kolovou et al. ( 2009 ). So, based on our judgement to what degree tasks require higher-order thinking skills such as analyzing or creative thinking, they were classified in three categories: straightforward tasks, non-routine problems, and gray-area tasks. If a set of tasks included tasks of more than one category, it was classified according to the highest category.

Figure  2 shows an example of a task that we classified as a non-routine problem. This task, meant for Grade 4, is a magic frame in the form of a triangle that has to be filled in with the numbers 1–9 in such a way that each side of the triangle adds up to 17. Students in Grade 4 will most likely have no known solution procedure at their disposal for this task and there are also no directions provided in the textbook on how to solve it. Therefore, we considered this a puzzle-like task that requires analyzing and creative thinking in combining numbers that add up to 17, while taking into account that the three numbers at the corners of the triangle are used twice in a combination of numbers adding up to 17. So, placing higher cognitive demands, requiring creative mathematical thinking and being puzzle-like, classifies this task as non-routine.

A Grade 4 task from Alles Telt classified as a non-routine problem

The task in Fig.  3 , meant for students in Grade 6, also concerns a magic frame. Again, the textbook does not provide directions on how to solve the task. However, because of the four already filled-in numbers, the cognitive demands of this task differ considerably from the task in Fig.  2 . Based on the filled-in numbers in the upper row, it can be derived directly what has to be filled in in the upper left empty cell. Also, the number that has to be filled in in the middle cell can be derived directly from the two numbers already given in the middle column. In this way, the solution process can go on––every time an empty cell can be filled in from two given or earlier filled in numbers in the same row, column, or diagonal. Thus, the creative thinking needed and the cognitive demands are limited compared to those of the task in Fig.  2 . Yet, its solution pathway cannot be qualified as completely straightforward, since solving this task requires finding a suitable starting point, as well as determining throughout the solution process what next step can be taken. Therefore, we classified this task as gray-area.

A Grade 6 task from Pluspunt classified as gray-area

Based on the initial rounds of classification and a review of literature describing features of tasks, we developed further indicators to be used for the definitive classification of the tasks. These indicators concern features of tasks that are expected to provoke or require analyzing, modeling and creative thinking and therefore contribute to the opportunity to learn problem solving. Since all preliminary tasks labeled non-routine and gray-area were of the type that Pólya ( 1945 , 1962 ) calls “problems to find”, we formulated indicators for each of the principal parts he distinguishes for these type of tasks, namely the data provided by the task, the unknown that has to be found, and the conditions that have to be fulfilled linking the unknown to the data. These principal parts are for the task shown in Fig.  3 , for example, as follows: the unknown consists of five numbers that have to be filled in the empty cells; the data provided are the four already filled in numbers; and the condition is that the numbers in each row, column and diagonal have to add up to 5.

The number of relations between the provided data and the required conditions that have to be processed in parallel while solving a problem may influence the complexity of the problem (Jonassen and Hung 2008 ). This means that the more conditions that have to be fulfilled in a task, the more its complexity increases. Another way in which this occurs is when the data provided in the tasks are interdependent, as is the case in the task shown in Fig.  4 , in which weights that have to be added are expressed in terms of each other. It also makes a difference whether or not data are provided in the same order as is needed for solving the problem (Goldin and McClintock 1979 ). Since increasing complexity gives more need for analyzing and modeling, we took these features––the number of conditions, interdependency of data and the order in which the data are provided––into account as indicators for problem solving. Regarding the processing of data while solving a problem, the number of steps that have to be made can affect the nature of the task (e.g., Zhu and Fan 2006 ). A task that has no easily determinable starting point, such as the problem in Fig.  2 , or that involves reasoning back and forwards, requires multiple steps in the solution process. However, we consider multiple steps not a distinctive feature as such––when multiple steps in solving a task involve nothing more than just straightforward calculation, we consider that task still to be a straightforward one.

A Grade 6 task from Pluspunt with interdependent data: the weights of the backpacks are expressed in terms of each other

Indicators regarding the unknown apply only to tasks that have multiple correct solutions. It makes a difference whether only one or some correct solutions have to be found, or that all correct solutions have to be found (e.g., Pólya 1962 ; Pretz et al. 2003 ). For example, in a combinatorics task, finding all correct solutions requires modeling and making a systematic analysis. This type of task can therefore be considered a non-routine problem (as long as a standard procedure for it is not yet known). The cognitive demands of a combinatorics task in which only a few correct solutions have to be given, is considerably lower. For solving such a task, a systematic analysis is not necessary, but providing a solution is still creative in nature. Therefore, we classified such a task as gray-area.

Altogether, we consider a larger number of conditions (below more on this), interdependency of data, and another order in the presentation of data than needed in the solution pathway as features of tasks that may lead to analyzing, modeling and creative thinking. Therefore, these features may serve as general indicators that a task may be a non-routine problem or a gray-area task. However, each of these indicators on its own may be applicable to non-routine problems as well as on gray-area tasks. It is the combination of multiple of these features which qualifies a task as non-routine problem and therefore we needed a quantitative decision rule (see also Goldin and McClintock 1979 ) to use for the definitive classification of tasks. Based upon the results of the preliminary classification rounds we decided to classify a task that meets two or all three of these features as a non-routine problem, and a task that meets one of these features (and that cannot be considered a straightforward task) as a gray-area task. Further, regarding the first feature of a larger number of conditions, we specified “larger” as three or more. This, again, is based upon the results of the initial analysis. Next to these general indicators, we added a specific indicator for tasks with multiple correct solutions, namely, when all possible correct solutions have to be given, the task is considered non-routine and when just one or some of the correct solutions is sufficient, the task concerning is classified as gray-area.

Table  1 shows our final analysis framework, including the decision rules. We illustrate how this framework was applied in the final analysis through the task shown in Fig.  5 . The unknown that has to be found in this task is four whole numbers. These numbers have to meet all the given data, resulting in three conditions, namely (1) three of these numbers have to be half of another one of the numbers; (2) all numbers have to be even; and (3) the numbers have to add up to 30. The provided data are not interdependent (as opposed to the data of the task shown in Fig.  4 ). To combine the given data to find the unknown, they have to be processed in another order than they are given: the first piece of information that limits the possible correct answers—the numbers add up to 30—is given last. So, this task meets two of the features in our framework (there are three conditions; the provided data must be processed in another order), classifying it as non-routine.

A Grade 6 task from Alles Telt

Based on our framework, the final classification of tasks was done by the first author. An independent expert on mathematics education who was not involved in the development of the framework performed a reliability check of the classification. For this, we used a selection of tasks ( n  = 100) covering a quarter of the total tasks classified by the first author as non-routine or gray-area. In this selection, all found appearances of non-routine problems and gray-area tasks were included. Moreover, this selection also contained ‘similar-looking’ straightforward tasks ( n  = 15). The agreement between the classifications of the first author and the external rater was 87.8%. After discussing the differences between the two classifications the agreement was 96.5%.

For answering the second research question, a qualitative analysis was carried out in which we inventoried all directions for problem solving strategies included in the student books as well as in the teacher guidelines. For the latter, along with the final classification of sets of tasks, we systematically checked all the accompanying descriptions included in the directions for the daily lessons in these guidelines. In addition, we checked whether the general texts of the teacher guidelines include directions for the learning of problem solving.

4.1 Mathematical problem-solving tasks in Dutch primary school textbooks

Our first research question considered the degree in which current textbooks contain mathematical problem-solving tasks. In all textbook series included in our analysis, the percentage of non-routine problems is low, varying from 0 to 5% in the materials meant for Grade 4 and varying from 2 to 8% for Grade 6 (Table  2 ). The percentage of gray-area tasks varies from 2 to 4% for Grade 4 and from 1 to 4% for Grade 6. In all textbook series the majority of tasks for both grades is of the straightforward category, varying from 91 to 97%. Compared to a decade ago, when Kolovou et al. ( 2009 ) found that the textbooks then in use had a proportion of straightforward tasks varying from 87 to 95%, this number has not changed much. All the textbook series are still mainly filled with straightforward tasks.

Within the low percentage of problem-solving tasks, the part of non-routine problems and gray-area tasks in the current textbooks has changed compared to a decade ago. The average over all textbook series of non-routine problems in the materials meant for Grade 4 was 1% and is now 3% (and 4% for Grades 4 and 6 together). The average of gray-area tasks for Grade 4 has shifted from 9 to 3% (and 2% for Grades 4 and 6 combined). So, the current textbooks include on average relatively more non-routine problems and less gray-area tasks (both relatively and absolutely). The combined average of non-routine problems and gray-area tasks however, dropped from 9 to 6%. This indicates that the current textbooks include even fewer problem-solving tasks than those investigated a decade ago.

For the textbook series De Wereld in Getallen, Pluspunt and Alles Telt a more precise comparison regarding Grade 4 can be made between the current editions analyzed in this study and the previous editions included in the study by Kolovou et al. ( 2009 ). This analysis shows that for each of these three textbook series on its own, the number of non-routine problems has increased and the number of gray-area tasks has decreased (Table  3 ). The combined percentage of non-routine problems and gray-area tasks is comparable in the two editions of Alles Telt but has decreased in the respective editions of De Wereld in Getallen and Pluspunt .

In all the textbook series, except De Wereld in Getallen the materials meant for Grade 6 provide more non-routine problems and gray-area tasks than the materials for Grade 4. Yet, the percentage of these tasks in Grade 6 is still low.

Out of all the textbook series, Rekenwonders provides the most problem-solving tasks in both grades. Pluspunt provides the least number of problem-solving tasks for Grade 4 and De Wereld in Getallen for Grade 6.

4.2 Other ways to facilitate the opportunity to learn problem solving

Our second research question concerned other ways, besides the offering of problem-solving tasks, in which Dutch textbooks facilitate the opportunity to learn problem solving. At this point, we found a striking difference between the textbook series Rekenwonders and the other three textbook series. Only in Rekenwonders did we come across regularly and systematically offered directions for both students and teachers that can be interpreted as facilitators for the learning of problem solving.

In the teacher guidelines of Rekenwonders problem solving heuristics are provided such as guess and check, making a systematic list and working backwards. Learning to use heuristics is explicitly mentioned as a goal. Furthermore, the teacher guidelines provide suggestions for questions to ask students to make them aware of the problem-solving process. These include asking students to sum up the data, conditions and unknowns of problems, and stimulating them to think about suitable representations of problems. However, it must be noted that these suggestions are also given for tasks that we classified as straightforward.

In the student books of Rekenwonders , two sorts of learning facilitators are provided. One involves the bar model, which is extensively used for different topics, in the way described by Kho et al. ( 2014 ). The bar model is also explicitly presented as a tool for solving non-routine word problems. This is done by providing partly worked out examples in which the steps for solving a specific word problem are already given and students have only to fill in the numbers (see Fig.  6 for an example). Thus, although the bar model is presented as a problem-solving tool, the way in which this is done remarkably requires little more than straightforward calculation.

A Grade 6 task from Rekenwonders in which is demonstrated how the bar model can be used for solving it

The bar model is also present in the other three Dutch textbook series, but less so than in Rekenwonders and not as a tool for problem solving.

The second learning facilitator that Rekenwonders offers in the student books is presenting special text sections including summaries and reflections on particular learning content. For example, students are asked to think of other situations in which a particular way of solving a problem also could be applicable. Similarly to the other facilitators already mentioned above, this one is not exclusively used for problem solving, but for all kinds of learning topics.

The other textbooks provide hardly any learning facilitators for problem solving comparable to those given by Rekenwonders . The teacher guidelines of these textbook series do provide suggestions for questions that can be asked of students, but not for the learning of problem solving. Only in a few cases Alles Telt provides the suggestion in the student book to draw a table. In Pluspunt , sometimes in the teacher guidelines it is emphasized that students should read a problem well and should work systematically. In De Wereld in Getallen we found no directions.

4.3 Opportunity to learn problem solving for students with varying mathematical abilities

Our final research question addressed the issue of how inclusive the current Dutch textbooks are with respect to offering opportunities to learn problem solving for students with varying mathematical abilities. All analyzed textbooks aim to a certain extent to be inclusive by having their materials organized in parts meant for different groups of students. In De Wereld in Getallen, Pluspunt and Alles Telt these parts contain differentiated tasks organized in three levels: tasks for almost all students, more cognitively demanding tasks for more able students, and easier tasks especially for less able students. Rekenwonders offers two levels of tasks: tasks for all students and more demanding tasks for more able students. Thus, in this textbook series the less able students also get the ‘tasks for all’, while in the other Dutch textbook series, these students get easier tasks. This means that Rekenwonders actually offers less able students more challenging tasks than the other Dutch textbooks do.

Figure  7 shows for the four textbook series the distribution of problem-solving tasks over the different levels. In De Wereld in Getallen, Pluspunt and Alles Telt most non-routine problems and gray-area tasks are included in the materials meant for the more able students. This was also the case in the former editions of Pluspunt and Alles Telt , as established by Kolovou et al. ( 2009 ). In the former edition of De Wereld in Getallen most non-routine and gray-area tasks provided were included in the materials meant for all students (ibid.), which in the current edition of this series is no longer the case. The situation in which most problem-solving tasks are meant for all students now applies only to Rekenwonders .

Frequency of non-routine problems and gray-area tasks over materials meant for less able students (*), almost all students (**), and more able students (***)

5 Conclusion and discussion

The importance of problem solving together with the finding from a decade ago that Dutch primary school mathematics textbooks hardly included problem-solving tasks at that time, led us to investigate the opportunity to learn problem solving provided by current Dutch textbooks. We found that in the textbook series De Wereld in Getallen, Pluspunt and Alles Telt this opportunity still turns out to be low. These textbooks provide only a small number of problem-solving tasks, incorporate hardly any other ways to facilitate the learning of problem solving, and the problem-solving tasks that are provided are mainly included in the parts that are meant for the more able students. The textbook Rekenwonders offers more opportunities to learn problem solving. This textbook provides the highest number of problem-solving tasks, systematically offers heuristics and other facilitators for learning problem solving, and moreover, includes most of the problem-solving tasks in the materials that are meant for all students.

All in all––also taking into account that De Wereld in Getallen, Pluspunt and Alles Telt together are in use in about 90% of Dutch schools and Rekenwonders only in a few schools––the opportunity to learn problem solving provided by current textbooks is for a vast majority of Dutch students very limited, just as was the case a decade ago.

Apart from bringing into view what mathematical content is offered to students directly, textbook analysis can also reveal implicit or hidden choices that are made in textbooks. Especially the comparison with textbooks that originate from different traditions in mathematics education may shine new light on content and teaching approaches that are taken for granted and can show that also other choices can be made. In this way our study can be of interest for a broader audience than only the Dutch mathematics education community. By not only doing an analysis on the content but also on the organizational structure of the textbooks, it was revealed that investigating the opportunity to learn offered in textbooks should also take into account what content is offered to whom. As a result of the organizational structure of Rekenwonders , in this textbook also less able students are offered genuine problem-solving tasks. This differs from the structure of the other three Dutch textbooks, in which the less able students obtain easier tasks which do not have a problem-solving character. This approach to problem solving as only an additional learning topic for the more able students is more or less in line with the official Dutch intended curriculum in which only limited attention is paid to problem solving (Van Zanten et al. 2018 ). Conversely, in Singapore problem solving plays a central role in the curriculum and is situated in the heart of the Mathematics Curriculum Framework (Ministry of Education of Singapore 2006 ).

Our study clearly shows how complex the concept of opportunity to learn is from the perspective of the textbook. Just exposure of the content does not tell the whole story. As we have described above, it is also necessary to bear in mind to which students the opportunity to learn applies. A further factor that determines whether an opportunity to learn really can be considered as such, is its quality. Therefore, in our study we did not look only at the exposure of problem-solving tasks but also at the offered learning facilitators and their quality. An example is the presenting of the bar model as is done in Rekenwonders as a tool for problem solving, in such a way that it requires little more than straightforward calculation. This use of the bar model is a clear illustration of the tension that can occur between the creative character of genuine problem solving and the use of certain problem-solving heuristics as rules to be followed. Another learning facilitator that also might not be so helpful for learning problem solving is what Rekenwonders offers for new types of problems, namely systematically partly worked out examples (such as shown in Fig.  6 ). These examples will not really trigger the creative problem-solving process of modeling, but this is rather a systematic exercise in using this particular model. Taking the quality of the opportunity to learn into account we have to put our initial conclusion that Rekenwonders offers more opportunities to learn problem solving into perspective. What in any case remains is that students in all four investigated textbooks are offered few opportunities to learn problem solving.

This brings us to our final thought. In our view, problem solving is an important learning topic for all students. After all, as Halmos ( 1980 ) puts it: “The major part of every meaningful life is the solution of problems” (p. 523). Or in the words of Freudenthal ( 1973 ): “How can mathematics be a discipline of the mind if people never experience mathematics as an activity of solving problems?” (p. 95). The chance of getting such experiences will be greatly enhanced if future Dutch mathematics textbooks—and this may apply for any mathematics textbooks—will provide more opportunities to learn problem solving—for all students.

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Acknowledgements

This paper was partly enabled by support from the Netherlands Institute for Curriculum Development. The authors thank Ans Veltman for her performing of the reliability check of the classification of the tasks.

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van Zanten, M., van den Heuvel-Panhuizen, M. Opportunity to learn problem solving in Dutch primary school mathematics textbooks. ZDM Mathematics Education 50 , 827–838 (2018). https://doi.org/10.1007/s11858-018-0973-x

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In today's fast-paced and dynamic business environment, Problem Solving has emerged as a pivotal aspect of Management. The ability to effectively identify and resolve challenges is not only relevant but essential for success in any professional setting. Problem Solving is the act of determining a problem, identifying its root causes, prioritising solutions, and executing them.

Mastering Problem Solving is of utmost importance for professionals across various domains, including Managers, Executives, and Team Leaders. These individuals, entrusted with critical decision-making responsibilities, need to be proficient in Problem Solving to drive efficiency and innovation within their organisations. By refining these skills, they can adeptly handle complexity, clear obstacles, and bolster their problem-solving capabilities.

The Knowledge Academy's 1-day Problem Solving Training is designed to equip delegates with comprehensive Problem Solving skills that are in high demand among multinational corporations. This course delves into various Problem Solving models, including TRIZ, PDCA Cycle, Hurson’s Productive Thinking Model, and Fishbone Diagrams.

Course Objectives

• To understand the principles of Problem Solving and its significance in management
• To explore different Problem Solving models and their practical applications
• To develop critical thinking and decision-making skills for effective issue resolution
• To learn tactics and strategies for addressing problems and overcoming obstacles
• To enhance troubleshooting and diagnosis abilities
• To identify and address common barriers to effective Problem Solving

Upon completing this Problem Solving Course, delegates will benefit by gaining a profound understanding of Problem Solving, equipping themselves with essential management skills. They will be better prepared to tackle real-world challenges, enhance their decision-making abilities, and contribute significantly to their organisation's success.

What’s included in this Problem Solving Course?

• World-Class Training Sessions from Experienced Instructors 
• Problem Solving Certificate
• Digital Delegate Pack

Why choose us

Ways to take this course.

Online Self-paced

Online Instructor-led

Experience live, interactive learning from home with The Knowledge Academy's Online Instructor-led Problem Solving Course. Engage directly with expert instructors, mirroring the classroom schedule for a comprehensive learning journey. Enjoy the convenience of virtual learning without compromising on the quality of interaction.

• See trainer’s screen
• Recording & transcripts
• Virtual whiteboard
• Share documents
• Works on all devices

Unlock your potential with The Knowledge Academy's Problem Solving Course, accessible anytime, anywhere on any device. Enjoy 90 days of online course access, extendable upon request, and benefit from the support of our expert trainers. Elevate your skills at your own pace with our Online Self-paced sessions.

• Certificates provided online
• Get immediate access on purchase

Experience the most sought-after learning style with The Knowledge Academy's Problem Solving Course. Available in 490+ locations across 190+ countries, our hand-picked Classroom venues offer an invaluable human touch. Immerse yourself in a comprehensive, interactive experience with our expert-led Problem Solving Course sessions.

Highly experienced trainers

Boost your skills with our expert trainers, boasting 10+ years of real-world experience, ensuring an engaging and informative training experience

State of the art training venues

We only use the highest standard of learning facilities to make sure your experience is as comfortable and distraction-free as possible

Small class sizes

Our Classroom courses with limited class sizes foster discussions and provide a personalised, interactive learning environment

Great value for money

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Streamline large-scale training requirements with The Knowledge Academy’s In-house/Onsite Problem Solving Course at your business premises. Experience expert-led classroom learning from the comfort of your workplace and engage professional development.

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Team building opportunity

Our Problem Solving Course offers a unique chance for your team to bond and engage in discussions, enriching the learning experience beyond traditional classroom settings

Monitor employees progress

The course know-how will help you track and evaluate your employees' progression and performance with relative ease

Some of our worldclass trainers

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What our customers are saying

Mr. Craig ,my course presenter knows his story - I read the study materials of the course before and I could understand what was going on, but his during his presentation I have gained a lot and I can now solve the problems any where. The course was very much fruitful.

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Kept the training fun and was very open to questions etc

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"Really good course and well organised. Trainer was great with a sense of humour - his experience allowed a free flowing course, structured to help you gain as much information & relevant experience whilst helping prepare you for the exam"

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"...the trainer for this course was excellent. I would definitely recommend (and already have) this course to others."

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Creative Problem Solving Skills Training Course In Netherlands

This creative problem solving training skills training course.

Is also available in Amsterdam, Rotterdam, The Hague, Utrecht, Eindhoven, Tilburg, Groningen, Almere Stad, Breda, Nijmegen

Creative Problem Solving Skills Course in Netherlands

Have you ever encountered a problem you can’t solve no matter how critical and logical you are? It could be a sign that you need to improve your creative problem-solving skills. Creative problem-solving is a more relaxed approach to making solutions that involve the imagination and encourages the manifestation of innovative ideas.

In the workplace, we are always encouraged to think outside of the box and sometimes, do not exhaust our minds to its think in its fullest potential. The Creative Problem Solving technique allows to identify problems and solve them by coming up with unconventional solutions. Learn how to use creative problem solving to find fresh perspectives on your organizational woes.

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This creative problem solving skills course in netherlands workshop is ideal for anyone who would like to gain a strong grasp and improve their creative problem solving skills..

All Staff Within An Organisation

Team Leaders

Secretaries

The ideal group size for this Creative Problem Solving Skills course in Netherlands is:

Minimum: 5 Participants

Maximum: 15 Participants

The duration of this Creative Problem Solving Skills Course in Netherlands workshop is 2 full days. Knowles Training Institute Netherlands will also be able to contextualised this workshop according to different durations; 3 full days, 1 day, half day, 90 minutes and 60 minutes.

2 Full Days

9 a.m to 5 p.m

Below is the list of course objectives of our Creative Problem-Solving Skills course in Netherlands

Creative problem-solving course in netherlands – part 1.

• The Random House Unabridged Dictionary incorporates several definitions for the word “problem.” The descriptions that we are most concerned with while learning about the creative problem-solving process are “any problem or matter involving doubt, uncertainty, or difficulty,” and “a question offered for solution or discussion.”
• Creative problem solving has grown since its conception in the 1950s. However, it is always a structured procedure to finding and implementing solutions. The creative problem-solving method involves creativity.
• The Creative Problem Solving Process utilises six major steps to implement solutions to almost any kind of problem.

Creative Problem-Solving Course in Netherlands – Part 2

• There are many different types of information. Fact, opinion and concept include information you will need to consider when beginning the creative problem-solving process.
• When tackling a new problem, it is essential to talk to anyone who might be familiar with the problem. You can deduce a great deal of knowledge by asking questions of different people who might be affected by or know about the issue.
• When gathering data about a problem, there are several different approaches you can use. No one method is better than another. The approach depends on the problem and other circumstances.

Creative Problem-Solving Course in Netherlands – Part 3

• When a dilemma comes to light, it may not be obvious exactly what the problem is. You must understand the problem before you waste time or money executing a solution.
• Successful problem solvers get to the source of the problem by interviewing or asking anyone who might remember something useful about the issue. Ask inquiries about the problem.
• When using this tool, you write a declaration of the circumstance as it currently exists. Then you write a statement of what you would like the situation to look like. The desired state should incorporate concrete details and should not include any information about possible causes or solutions.

Creative Problem-Solving Course in Netherlands – Part 4

• The problem statement and restatement method also helps evolve the perception of the problem. First write a statement of the problem, no matter how vague. Then use several triggers to help identify the actual problem.
• When the cause of the problem is not known, such as in troubleshooting operations, you can look at the what, where, who, and extent of the problem to help define it. Examining the distinctions between what, where, when, and to what extent the problem is and what, where, when, and to what extent it is not can lead to helpful insights about the issue.
• Writing an accurate problem account can help accurately represent the problem. This helps clarify unclear issues. The problem statement may develop through the application of the four problem definition tools and any additional information found about the problem.

Creative Problem-Solving Course in Netherlands – Part 5

• Brainstorming can help you solve the problem, even for issues that seem unsolvable or that seem only to have inadequate solutions. However, before establishing a successful brainstorming session to generate ideas, you must eliminate any mental blocks.
• So what do you do when you recognise a mental block? Carol Goman has identified several structured techniques for blockbusting. The first technique is an attitude adjustment.
• The creative problem-solving process requires creativity. However, numerous people feel that they are not creative. This is the sign of a mental block at work.

Creative Problem-Solving Course in Netherlands – Part 6

• To come up with a good idea, you must come up with many opinions. The first rule of brainstorming is to come up with as many ideas as you possibly can.
• Brainwriting and Mind Mapping are two additional means to create ideas. Brainwriting is similar to free-association brainstorming, but it is conducted in silence. Mind mapping is another technique of generating ideas on paper but can be administered alone.
• Duncker Diagrams are utilised with the present state and desired state statements addressed in module four. A Duncker diagram generates solutions by devising possible pathways from the current state to the desired state.
• Fritz Zwicky generated a method for general morphological analysis in the 1960s. The technique has since been implemented in many different fields.
• Dr Edward de Bono presented a concept for thinking more effectively in groups in his book, Six Thinking Hats. This idea proposes that the brain thinks about things in several different ways.
• Malcolm Gladwell popularizes scientific study about the influence of the adaptive unconscious in his book Blink: The Power of Thinking Without Thinking. Gladwell’s premise is that in an era of knowledge overload, our decisions based on insufficient information are often as good as or better than choices made with ample critical thinking.

Creative Problem-Solving Course in Netherlands – Part 7

• Return to the information formed when defining the problem. Consider who, what, when, where, and how that the potential solution should meet to be an effective solution to the problem.
• The creative problem-solving process is a fluid process, with some steps overlapping each other. Sometimes as the process presents additional information, problem-solvers need to go back and refine the problem statement or gather additional information to solve the problem effectively.
• Cost-benefit analysis is a practice of assigning a monetary value to the potential benefits of a solution and weighing those corresponding the costs of executing that solution. It is crucial to include ALL of the benefits and costs.

Creative Problem-Solving Course in Netherlands – Part 8

• In the previous stage of the process, you performed a cost/benefit analysis. However, since we cannot always comprehend all of the potential variables, this analysis should not be the only one you perform.
• The Paired Comparison Analysis tool is a process of prioritising a small number of workable solutions. The first action for using this tool is to record all of the possible solutions. Designate each potential solution with a letter or number.
• Think ahead to the solution implementation. Inquire how, when, who, what, and where concerning performing the solution. Does the imagined future state with this problem solution coordinate the desired state developed earlier in the process?

Creative Problem-Solving Course in Netherlands – Part 9

• This part of the creative problem-solving process is the time to think about the steps for making the solution become a reality. What measures are required to put the solution into place? Brainstorm with people associated with the problem to determine the specific steps necessary to make the solution become a reality.
• This part of the creative problem-solving process is the time to reflect on the resources for making the solution become a reality. What more is necessary to put the solution into place?
• Once you have ascertained the tasks and the resources necessary to implement the solution, take action! Now is the time to use your project management skills to keep the solution implementation on track.

Creative Problem-Solving Course in Netherlands – Part 10

• Hold a follow-up meeting after the solution has been executed. There are some things to consider when planning this meeting.
• After the problem has been solved, take the time to rejoice the things that went well in the problem-solving process. Try to acknowledge each person for their participation and accomplishments.
• There have plausibly been some bumps along the road in the creative problem-solving process. Take a moment to identify lessons learned and ways to make amendments so that the next problem solved will be even better.

Each participant will receive the following materials for the Creative Problem Solving Skills course in Netherlands

Creative problem solving skills course in netherlands learner’s guide.

Creative Problem Solving Skills Course in Netherlands Handouts

Creative Problem Solving Skills Course in Netherlands PPT Slides Used During Course

Each course participant will receive a certification of training completion

There are 4 pricing options available for this Creative Problem Solving Skills training course in Netherlands. Course participants not in Netherlands may choose to sign up for our online Creative Problem Solving Skills training course in Netherlands.

• USD 1,019.96 For a 60-minute Lunch Talk Session.
• USD 434.96 For a Half Day Course Per Participant.
• USD 659.96 For a 1 Day Course Per Participant.
• USD 884.96 For a 2 Day Course Per Participant.

Discounts available for more than 2 participants.

We have the following  discounts, fundings & subsidies for this Creative Problem Solving Skills training course

Contact us for the latest Creative Problem Solving Skills course in Netherlands schedules:

Email: [email protected]

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Post Training Support: A vast majority of training does not have any effect beyond 120 days. To work, training has to have a strong pre- and post-training component. Post-training reinforcement helps individuals to recall the understanding and ask questions.

Blended Learning: Learning does not occur in the classroom. Virtually everybody prefers distinct ways of learning. Successful learning should have a multi-channel, multi-modal strategy.

• We Understand The Industry: We’ve got a profound comprehension of the business, business design, challenges, strategy and the that our participants are in and have designed the courseware to cater to their professional needs.
• Course Content: Knowles Training Institute’s material is relevant, of high quality and provide specific learning results. Participants will leave the training course feeling as they have gained a strong understanding and will also be in a position to execute what they have learned sensibly.

Course Development — The workshop modules follow a systematic and logical arrangement. This structure helps to ensure that the course material allows the facilitators to deliver the course in a logical arrangement. Consider the subjects as building bricks into learning, our facilitators slowly build towards a comprehensive picture of this entire topic.

Fill up the form and we will get back to you in less than 1 working day.

Alternatively, give us a call to have one of our training consultants contact you. Our corporate training courses can be contextualized to meet your organization’s training needs. Leverage on our large pool of professional trainers and consultants for your organization’s training needs.

What are the 7 steps to problem solving?

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What Are Problem-Solving Skills? (Definition, Examples, And How To List On A Resume)

• What Are Skills Employers Look For?
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• What Are Problem Solving Skills?
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Summary. Problem-solving skills include analysis, creativity, prioritization, organization, and troubleshooting. To solve a problem, you need to use a variety of skills based on the needs of the situation.

Most jobs essentially boil down to identifying and solving problems consistently and effectively. That’s why employers value problem-solving skills in job candidates for just about every role.

We’ll cover problem-solving methods, ways to improve your problem-solving skills, and examples of showcasing your problem-solving skills during your job search .

Key Takeaways:

If you can show off your problem-solving skills on your resume , in your cover letter , and during a job interview, you’ll be one step closer to landing a job.

Companies rely on employees who can handle unexpected challenges, identify persistent issues, and offer workable solutions in a positive way.

It is important to improve problem solving skill because this is a skill that can be cultivated and nurtured so you can become better at dealing with problems over time.

Types of Problem-Solving Skills

How to improve your problem-solving skills, example answers to problem-solving interview questions, how to show off problem-solving skills on a resume, example resume and cover letter with problem-solving skills, more about problem-solving skills, problem solving skills faqs.

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Problem-solving skills are skills that help you identify and solve problems effectively and efficiently . Your ability to solve problems is one of the main ways that hiring managers and recruiters assess candidates, as those with excellent problem-solving skills are more likely to autonomously carry out their responsibilities.

A true problem solver can look at a situation, find the cause of the problem (or causes, because there are often many issues at play), and then come up with a reasonable solution that effectively fixes the problem or at least remedies most of it.

The ability to solve problems is considered a soft skill , meaning that it’s more of a personality trait than a skill you’ve learned at school, on the job, or through technical training.

That being said, your proficiency with various hard skills will have a direct bearing on your ability to solve problems. For example, it doesn’t matter if you’re a great problem-solver; if you have no experience with astrophysics, you probably won’t be hired as a space station technician .

Problem-solving is considered a skill on its own, but it’s supported by many other skills that can help you be a better problem solver. These skills fall into a few different categories of problem-solving skills.

Problem recognition and analysis. The first step is to recognize that there is a problem and discover what it is or what the root cause of it is.

You can’t begin to solve a problem unless you’re aware of it. Sometimes you’ll see the problem yourself and other times you’ll be told about the problem. Both methods of discovery are very important, but they can require some different skills. The following can be an important part of the process:

Active listening

Data analysis

Historical analysis

Communication

Create possible solutions. You know what the problem is, and you might even know the why of it, but then what? Your next step is the come up with some solutions.

Most of the time, the first solution you come up with won’t be the right one. Don’t fall victim to knee-jerk reactions; try some of the following methods to give you solution options.

Brainstorming

Forecasting

Decision-making

Topic knowledge/understanding

Process flow

Evaluation of solution options. Now that you have a lot of solution options, it’s time to weed through them and start casting some aside. There might be some ridiculous ones, bad ones, and ones you know could never be implemented. Throw them away and focus on the potentially winning ideas.

This step is probably the one where a true, natural problem solver will shine. They intuitively can put together mental scenarios and try out solutions to see their plusses and minuses. If you’re still working on your skill set — try listing the pros and cons on a sheet of paper.

Prioritizing

Evaluating and weighing

Solution implementation. This is your “take action” step. Once you’ve decided which way to go, it’s time to head down that path and see if you were right. This step takes a lot of people and management skills to make it work for you.

Dependability

Teambuilding

Troubleshooting

Follow-Through

Believability

Trustworthiness

Project management

Evaluation of the solution. Was it a good solution? Did your plan work or did it fail miserably? Sometimes the evaluation step takes a lot of work and review to accurately determine effectiveness. The following skills might be essential for a thorough evaluation.

Customer service

Feedback responses

Flexibility

You now have a ton of skills in front of you. Some of them you have naturally and some — not so much. If you want to solve a problem, and you want to be known for doing that well and consistently, then it’s time to sharpen those skills.

Develop industry knowledge. Whether it’s broad-based industry knowledge, on-the-job training , or very specific knowledge about a small sector — knowing all that you can and feeling very confident in your knowledge goes a long way to learning how to solve problems.

Be a part of a solution. Step up and become involved in the problem-solving process. Don’t lead — but follow. Watch an expert solve the problem and, if you pay attention, you’ll learn how to solve a problem, too. Pay attention to the steps and the skills that a person uses.

Practice solving problems. Do some role-playing with a mentor , a professor , co-workers, other students — just start throwing problems out there and coming up with solutions and then detail how those solutions may play out.

Go a step further, find some real-world problems and create your solutions, then find out what they did to solve the problem in actuality.

Identify your weaknesses. If you could easily point out a few of your weaknesses in the list of skills above, then those are the areas you need to focus on improving. How you do it is incredibly varied, so find a method that works for you.

Solve some problems — for real. If the opportunity arises, step in and use your problem-solving skills. You’ll never really know how good (or bad) you are at it until you fail.

That’s right, failing will teach you so much more than succeeding will. You’ll learn how to go back and readdress the problem, find out where you went wrong, learn more from listening even better. Failure will be your best teacher ; it might not make you feel good, but it’ll make you a better problem-solver in the long run.

Once you’ve impressed a hiring manager with top-notch problem-solving skills on your resume and cover letter , you’ll need to continue selling yourself as a problem-solver in the job interview.

There are three main ways that employers can assess your problem-solving skills during an interview:

By asking questions that relate to your past experiences solving problems

Posing hypothetical problems for you to solve

By administering problem-solving tests and exercises

The third method varies wildly depending on what job you’re applying for, so we won’t attempt to cover all the possible problem-solving tests and exercises that may be a part of your application process.

Luckily, interview questions focused on problem-solving are pretty well-known, and most can be answered using the STAR method . STAR stands for situation, task, action, result, and it’s a great way to organize your answers to behavioral interview questions .

Let’s take a look at how to answer some common interview questions built to assess your problem-solving capabilities:

At my current job as an operations analyst at XYZ Inc., my boss set a quarterly goal to cut contractor spending by 25% while maintaining the same level of production and moving more processes in-house. It turned out that achieving this goal required hiring an additional 6 full-time employees, which got stalled due to the pandemic. I suggested that we widen our net and hire remote employees after our initial applicant pool had no solid candidates. I ran the analysis on overhead costs and found that if even 4 of the 6 employees were remote, we’d save 16% annually compared to the contractors’ rates. In the end, all 6 employees we hired were fully remote, and we cut costs by 26% while production rose by a modest amount.

I try to step back and gather research as my first step. For instance, I had a client who needed a graphic designer to work with Crello, which I had never seen before, let alone used. After getting the project details straight, I began meticulously studying the program the YouTube tutorials, and the quick course Crello provides. I also reached out to coworkers who had worked on projects for this same client in the past. Once I felt comfortable with the software, I started work immediately. It was a slower process because I had to be more methodical in my approach, but by putting in some extra hours, I turned in the project ahead of schedule. The client was thrilled with my work and was shocked to hear me joke afterward that it was my first time using Crello.

As a digital marketer , website traffic and conversion rates are my ultimate metrics. However, I also track less visible metrics that can illuminate the story behind the results. For instance, using Google Analytics, I found that 78% of our referral traffic was coming from one affiliate, but that these referrals were only accounting for 5% of our conversions. Another affiliate, who only accounted for about 10% of our referral traffic, was responsible for upwards of 30% of our conversions. I investigated further and found that the second, more effective affiliate was essentially qualifying our leads for us before sending them our way, which made it easier for us to close. I figured out exactly how they were sending us better customers, and reached out to the first, more prolific but less effective affiliate with my understanding of the results. They were able to change their pages that were referring us traffic, and our conversions from that source tripled in just a month. It showed me the importance of digging below the “big picture” metrics to see the mechanics of how revenue was really being generated through digital marketing.

You can bring up your problem-solving skills in your resume summary statement , in your work experience , and under your education section , if you’re a recent graduate. The key is to include items on your resume that speak direclty to your ability to solve problems and generate results.

If you can, quantify your problem-solving accomplishments on your your resume . Hiring managers and recruiters are always more impressed with results that include numbers because they provide much-needed context.

This sample resume for a Customer Service Representative will give you an idea of how you can work problem solving into your resume.

Michelle Beattle 111 Millennial Parkway Chicago, IL 60007 (555) 987-6543 [email protected] Professional Summary Qualified Customer Services Representative with 3 years in a high-pressure customer service environment. Professional, personable, and a true problem solver. Work History ABC Store — Customer Service Representative 01/2015 — 12/2017 Managed in-person and phone relations with customers coming in to pick up purchases, return purchased products, helped find and order items not on store shelves, and explained details and care of merchandise. Became a key player in the customer service department and was promoted to team lead. XYZ Store — Customer Service Representative/Night Manager 01/2018 — 03/2020, released due to Covid-19 layoffs Worked as the night manager of the customer service department and filled in daytime hours when needed. Streamlined a process of moving customers to the right department through an app to ease the burden on the phone lines and reduce customer wait time by 50%. Was working on additional wait time problems when the Covid-19 pandemic caused our stores to close permanently. Education Chicago Tech 2014-2016 Earned an Associate’s Degree in Principles of Customer Care Skills Strong customer service skills Excellent customer complaint resolution Stock record management Order fulfillment New product information Cash register skills and proficiency Leader in problem solving initiatives

You can see how the resume gives you a chance to point out your problem-solving skills and to show where you used them a few times. Your cover letter is your chance to introduce yourself and list a few things that make you stand out from the crowd.

Michelle Beattle 111 Millennial Parkway Chicago, IL 60007 (555) 987-6543 [email protected] Dear Mary McDonald, I am writing in response to your ad on Zippia for a Customer Service Representative . Thank you for taking the time to consider me for this position. Many people believe that a job in customer service is simply listening to people complain all day. I see the job as much more than that. It’s an opportunity to help people solve problems, make their experience with your company more enjoyable, and turn them into life-long advocates of your brand. Through my years of experience and my educational background at Chicago Tech, where I earned an Associate’s Degree in the Principles of Customer Care, I have learned that the customers are the lifeline of the business and without good customer service representatives, a business will falter. I see it as my mission to make each and every customer I come in contact with a fan. I have more than five years of experience in the Customer Services industry and had advanced my role at my last job to Night Manager. I am eager to again prove myself as a hard worker, a dedicated people person, and a problem solver that can be relied upon. I have built a professional reputation as an employee that respects all other employees and customers, as a manager who gets the job done and finds solutions when necessary, and a worker who dives in to learn all she can about the business. Most of my customers have been very satisfied with my resolution ideas and have returned to do business with us again. I believe my expertise would make me a great match for LMNO Store. I have enclosed my resume for your review, and I would appreciate having the opportunity to meet with you to further discuss my qualifications. Thank you again for your time and consideration. Sincerely, Michelle Beattle

You’ve no doubt noticed that many of the skills listed in the problem-solving process are repeated. This is because having these abilities or talents is so important to the entire course of getting a problem solved.

In fact, they’re worthy of a little more attention. Many of them are similar, so we’ll pull them together and discuss how they’re important and how they work together.

Communication, active listening, and customer service skills. No matter where you are in the process of problem-solving, you need to be able to show that you’re listening and engaged and really hearing what the problem is or what a solution may be.

Obviously, the other part of this is being able to communicate effectively so people understand what you’re saying without confusion. Rolled into this are customer service skills , which really are all about listening and responding appropriately — it’s the ultimate in interpersonal communications.

Analysis (data and historical), research, and topic knowledge/understanding. This is how you intellectually grasp the issue and approach it. This can come from studying the topic and the process or it can come from knowledge you’ve gained after years in the business. But the best solutions come from people who thoroughly understand the problem.

Creativity, brainstorming, troubleshooting, and flexibility. All of you creative thinkers will like this area because it’s when your brain is at its best.

Coming up with ideas, collaborating with others, leaping over hurdles, and then being able to change courses immediately, if need be, are all essential. If you’re not creative by nature, then having a team of diverse thinkers can help you in this area.

Dependability, believability, trustworthiness, and follow-through. Think about it, these are all traits a person needs to have to make change happen and to make you comfortable taking that next step with them. Someone who is shifty and shady and never follows through, well, you’re simply not going to do what they ask, are you?

Leadership, teambuilding, decision-making, and project management. These are the skills that someone who is in charge is brimming with. These are the leaders you enjoy working for because you know they’re doing what they can to keep everything in working order. These skills can be learned but they’re often innate.

Prioritizing, prediction, forecasting, evaluating and weighing, and process flow. If you love flow charts, data analysis, prediction modeling, and all of that part of the equation, then you might have some great problem-solving abilities.

These are all great skills because they can help you weed out bad ideas, see flaws, and save massive amounts of time in trial and error.

What is a good example of problem-solving skills?

Good examples of porblem-solving skills include research, analysis, creativity, communciation, and decision-making. Each of these skills build off one another to contribute to the problem solving process. Research and analysis allow you to identify a problem.

Creativity and analysis help you consider different solutions. Meanwhile, communication and decision-making are key to working with others to solve a problem on a large scale.

What are 3 key attributes of a good problem solver?

3 key attributes of a good problem solver are persistence, intellegince, and empathy. Persistence is crucial to remain motivated to work through challenges. Inellegince is needed to make smart, informed choices. Empathy is crucial to maintain positive relationships with others as well as yourself.

What can I say instead of problem-solving skills?

Instead of saying problem-solving skills, you can say the following:

Critical thinker

Solutions-oriented

Engineering

Using different words is helpful, especially when writing your resume and cover letter.

What is problem-solving in the workplace?

Problem-solving in the workplace is the ability to work through any sort of challenge, conflict, or unexpected situation and still achieve business goals. Though it varies by profession, roblem-solving in the workplace is very important for almost any job, because probelms are inevitable. You need to have the appropriate level of problem-solving skills if you want to succeed in your career, whatever it may be.

Department of Labor – Problem Solving and Critical Thinking

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Kristin Kizer is an award-winning writer, television and documentary producer, and content specialist who has worked on a wide variety of written, broadcast, and electronic publications. A former writer/producer for The Discovery Channel, she is now a freelance writer and delighted to be sharing her talents and time with the wonderful Zippia audience.

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Leading Companies Launch Consortium to Address AI's Impact on the Technology Workforce

The Consortium aims to provide actionable insights and identify new opportunities for reskilling and upskilling

News Summary:

• The AI-Enabled ICT Workforce Consortium is led by Cisco and joined by Accenture, Eightfold, Google, IBM, Indeed, Intel, Microsoft and SAP. It will assess AI's impact on technology jobs and identify skills development pathways for the roles most likely to be affected by artificial intelligence.
• The formation of the Consortium is catalyzed by the work of the U.S.-EU Trade and Technology Council Talent for Growth Task Force, Cisco Chair and CEO Chuck Robbins’ participation in the Task Force, and input from the U.S. Department of Commerce.
• Advisors include the American Federation of Labor and Congress of Industrial Organizations, CHAIN5, Communications Workers of America, DIGITALEUROPE, the European Vocational Training Association, Khan Academy, and SMEUnited.

Leuven, Belgium, April 4, 2024 - Cisco (NASDAQ: CSCO) and a group of eight leading companies including Accenture, Eightfold, Google, IBM, Indeed, Intel, Microsoft and SAP as well as six advisors today announced the launch of the AI-Enabled Information and Communication Technology (ICT) Workforce Consortium focused on upskilling and reskilling roles most likely to be impacted by AI. The Consortium is catalyzed by the work of the U.S.-EU Trade and Technology Council’s (TTC) Talent for Growth Task Force, with the goal of exploring AI’s impact on ICT job roles, enabling workers to find and access relevant training programs, and connecting businesses to skilled and job-ready workers.

Working as a private sector collaborative, the Consortium is evaluating how AI is changing the jobs and skills workers need to be successful. The first phase of work will culminate in a report with actionable insights for business leaders and workers. Further details will be shared in the coming months. Findings will be intended to offer practical insights and recommendations to employers that seek ways to reskill and upskill their workers in preparation for AI-enabled environments.

Consortium members represent a cross section of companies innovating on the cutting edge of AI that also understand the current and impending impact of AI on the workforce. Individually, Consortium members have documented opportunities and challenges presented by AI. The collaborative effort enables their organizations to coalesce insights, recommend action plans, and activate findings within their respective broad spheres of influence.

The Consortium’s work is inspired by the TTC’s Talent for Growth Task Force and Cisco Chair and CEO Chuck Robbins’ leadership of its skills training workstream, and input from the U.S. Department of Commerce. The TTC was established in June 2021 by U.S. President Biden, European Commission President von der Leyen, and European Council President Michel to promote U.S. and EU competitiveness and prosperity through cooperation and democratic approaches to trade, technology, and security.

“At the U.S. Department of Commerce, we’re focused on fueling advanced technology and deepening trade and investment relationships with partners and allies around the world. This work is helping us build a strong and competitive economy, propelled by a talented workforce that’s enabling workers to get into the good quality, high-paying, family-sustaining jobs of the future. We recognize that economic security and national security are inextricably linked. That’s why I’m proud to see the efforts of the Talent for Growth Task Force continue with the creation of the AI-Enabled ICT Workforce Consortium,” said U.S. Secretary of Commerce Gina Raimondo. “I am grateful to the consortium members for joining in this effort to confront the new workforce needs that are arising in the wake of AI’s rapid development. This work will help provide unprecedented insight on the specific skill needs for these jobs. I hope that this Consortium is just the beginning, and that the private sector sees this as a call to action to ensure our workforces can reap the benefits of AI.”

“AI is accelerating the pace of change for the global workforce, presenting a powerful opportunity for the private sector to help upskill and reskill workers for the future,” said Francine Katsoudas, Executive Vice President and Chief People, Policy & Purpose Officer, Cisco. “The mission of our newly unveiled AI-Enabled Workforce Consortium is to provide organizations with knowledge about the impact of AI on the workforce and equip workers with relevant skills. We look forward to engaging other stakeholders—including governments, NGOs, and the academic community—as we take this important first step toward ensuring that the AI revolution leaves no one behind.”

The AI-Enabled ICT Workforce Consortium’s efforts address a business critical and growing need for a proficient workforce that is trained in various aspects of AI, including the skills to implement AI applications across business processes. The Consortium will leverage its members and advisors to recommend and amplify reskilling and upskilling training programs that are inclusive and can benefit multiple stakeholders – students, career changers, current IT workers, employers, and educators – in order to skill workers at scale to engage in the AI era.

In its first phase of work, the Consortium will evaluate the impact of AI on 56 ICT job roles and provide training recommendations for impacted jobs. These job roles include 80% of the top 45 ICT job titles garnering the highest volume of job postings for the period February 2023-2024 in the United States and five of the largest European countries by ICT workforce numbers (France, Germany, Italy, Spain, and the Netherlands) according to Indeed Hiring Lab. Collectively, these countries account for a significant segment of the ICT sector, with a combined total of 10 million ICT workers.

Consortium members universally recognize the urgency and importance of their combined efforts with the acceleration of AI in all facets of business and the need to build an inclusive workforce with family-sustaining opportunities. Consortium members commit to developing worker pathways particularly in job sectors that will increasingly integrate artificial intelligence technology. To that end, Consortium members have established forward thinking goals with skills development and training programs to positively impact over 95 million individuals around the world over the next 10 years.

Consortium member goals include:

• Cisco to train 25 million people with cybersecurity and digital skills by 2032.
• IBM to skill 30 million individuals by 2030 in digital skills, including 2 million in AI.
• Intel to empower more than 30 million people with AI skills for current and future jobs by 2030.
• Microsoft to train and certify 10 million people from underserved communities with in-demand digital skills for jobs and livelihood opportunities in the digital economy by 2025.
• SAP to upskill two million people worldwide by 2025.
• Google has recently announced EUR 25 million in funding to support AI training and skills for people across Europe.

“Helping organizations identify skills gaps and train people at speed and scale is a major priority for Accenture, and this consortium brings together an impressive ecosystem of industry partners committed to growing leading-edge technology, data and AI skills within our communities. Reskilling people to work with AI is paramount in every industry. Organizations that invest as much in learning as they do in the technology not only create career pathways, they are well positioned to lead in the market.” - Ellyn Shook, Chief Leadership & Human Resources Officer, Accenture

“The dynamics of work and the very essence of work are evolving at an unprecedented pace. Eightfold examines the most sought-after job roles, delving into the needs for reskilling and upskilling. Through its Talent Intelligence Platform, it empowers business leaders to adapt swiftly to the changing business environment. We take pride in contributing to the creation of a knowledgeable and responsible resource that assists organizations in preparing for the future of work.” - Ashutosh Garg, CEO and Co-Founder, Eightfold AI

“Google believes the opportunities created by technology should truly be available to everyone. We’re proud to join the AI-Enabled Workforce Consortium, which will advance our work to make AI skills training universally accessible. We’re committed to collaborating across sectors to ensure workers of all backgrounds can use AI effectively and develop the skills needed to prepare for future-focused jobs, qualify for new opportunities, and thrive in the economy.” - Lisa Gevelber, Founder, Grow with Google

“IBM is proud to join this timely business-led initiative, which brings together our shared expertise and resources to prepare the workforce for the AI era. Our collective responsibility as industry leaders is to develop trustworthy technologies and help provide workers—from all backgrounds and experience levels—access to opportunities to reskill and upskill as AI adoption changes ways of working and creates new jobs.” - Gian Luigi Cattaneo, Vice President, Human Resources, IBM EMEA

“Indeed’s mission is to help people get jobs. Our research shows that virtually every job posted on Indeed today, from truck driver to physician to software engineer, will face some level of exposure to GenAI-driven change. We look forward to contributing to the Workforce Consortium’s important work. The companies who empower their employees to learn new skills and gain on-the-job experience with evolving AI tools will deepen their bench of experts, boost retention and expand their pool of qualified candidates.” - Hannah Calhoon, Head of AI Innovation at Indeed

“At Intel, our purpose is to create world-changing technology that improves the lives of every person on the planet, and we believe bringing AI everywhere is key for businesses and society to flourish. To do so, we must provide access to AI skills for everyone. Intel is committed to expanding digital readiness by collaborating with 30 countries, empowering 30,000 institutions, and training 30 million people for current and future jobs by 2030. Working alongside industry leaders as part of this AI-enabled ICT workforce consortium will help upskill and reskill the workforce for the digital economy ahead.” – Christy Pambianchi, Executive Vice President and Chief People Officer at Intel Corporation

“As a global leader in AI innovation, Microsoft is proud to join the ICT Workforce Consortium and continue our efforts to shape an inclusive and equitable technology future for all. As a member of the consortium, we will work with industry leaders to share best practices, create accessible learning opportunities, and collaborate with stakeholders to ensure that workers are equipped with the technology skills of tomorrow,” - Amy Pannoni, Vice President and Deputy General Counsel, HR Legal at Microsoft

“SAP is proud to join this effort to help prepare our workforce for the jobs of the future and ensure AI is relevant, reliable, and responsible across businesses and roles. As we navigate the complexities of our ever-evolving world, AI has the potential to reshape industries, revolutionize problem-solving, and unlock unprecedented levels of human potential, enabling us to create a more intelligent, efficient, and inclusive workforce. Over the years, SAP has supported many skills building programs, and we look forward to driving additional learning opportunities, innovation, and positive change as part of the consortium.”  - Nicole Helmer, Vice President & Global Head of Development Learning at SAP

About Cisco

Cisco (NASDAQ: CSCO) is the worldwide technology leader that securely connects everything to make anything possible. Our purpose is to power an inclusive future for all by helping our customers reimagine their applications, power hybrid work, secure their enterprise, transform their infrastructure, and meet their sustainability goals. Discover more on The Newsroom and follow us on X at @Cisco .

Cisco and the Cisco logo are trademarks or registered trademarks of Cisco and/or its affiliates in the U.S. and other countries. A listing of Cisco's trademarks can be found at www.cisco.com/go/trademarks. Third-party trademarks mentioned are the property of their respective owners. The use of the word partner does not imply a partnership relationship between Cisco and any other company.

Executive Vice President of the European Commission and Commissioner for Competition Margaret Vestager and US Secretary of Commerce Gina Raimondo join Consortium members in Belgium

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Netherlands

Projects and Grant Coordinator

• International Confederation of Midwives

ICM is an accredited non-governmental organisation who supports, represents and works to strengthen professional associations of midwives throughout the world to achieve common goals in the care of mothers and their newborns.

We celebrated our 100th year anniversary in 2022, and it is an exciting time to join us as we embark on a journey of growth, development, and sustainability.

ICM envisions a world where every childbearing woman has access to a midwife’s care for herself and her newborn.

Our Mission

To strengthen Midwives Associations and to advance the profession of midwifery globally by promoting autonomous midwives as the most appropriate caregivers for childbearing woman and in keeping birth normal, in order to enhance the reproductive health of women, and the health of their newborn and their families.

Purpose and Scope of the position

The Projects and Grants Coordinator will report directly to the Senior Lead (Resource Mobilisation and Donor Compliance) and will be primarily responsible for coordination of project/programme activities, including planning, implementation, donor reporting and monitoring to ensure projects objectives and results are in line with ICM and donor priorities and requirements. The Projects and Grants Coordinator will work closely with the Senior Lead in producing high quality, tailored concept notes, proposals, and pitches to potential funders/donors, addressing grant-making priorities and requirements as specified by individual donors.

The role requires a deep understanding of the rules, regulations and reporting requirements of major bi-lateral, multi-lateral donors and private Foundations.

Role Specific Responsibilities

Donor Compliance and Management

• Responsible for preparing, reviewing and feeding back on donor reports (narrative and financial) as well as all grant management-related documents to ensure these comply with donor requirements and are produced on time and to a high standard.
• Prepare, plan, and report on programme/project progress in close collaboration with the MEL Senior Coordinator, Project Coordinators, Project Accountant and Resource Mobilisation and Donor Compliance Senior Lead.
• Collaborate with and support MEL Senior Coordinator and Project Coordinator/s on embedding and implementing ICM’s MEL approach across donor reporting with specific focus on drawing learning and synergies across different areas of work.
• Develop, maintain, and disseminate donor compliance guidance materials to ICM staff and build their capacity.
• Advise ICM Operations staff on donors’ requirements for procurement and support them in development of procurement plans to ensure internal and donor compliance.
• Ensure that all relevant intelligence pertaining to compliance performance feeds into the donor account management forums.
• Establish and maintain proposal, award, budget and contract records on ICM’s shared drive.
• Provide technical direction and support to ICM staff on grant management and reporting systems, and on donor compliance.
• Identify training needs and provide training to ICM staff and local implementing teams and partners on donor compliance requirements and grant management best practice.

Proposal/Concept Notes

• Work closely with the Senior Lead in producing high quality, tailored concept notes, proposals, and pitches to potential funders/donors, addressing grant-making priorities and requirements as specified by individual donors.

Sub-award Management Systems and Processes

• Provide capacity development support to sub-grantees on developing grant management, reporting and record-keeping systems and process.
• Create sub-grantee contract records and regularly update them.
• Spot-check reporting documents from sub-grantees to ensure quality and compliance.
• Collaborate with Project Accountants and other relevant finance staff in reconciling, checking and approving payments to sub-grantees.
• Provide guidance and support Project Coordinator/s and other relevant staff in closing sub-grantee contracts upon completion.

Grants Information Management

• Build and maintain a central database of all restricted grants.
• Record grant data on internal tools including major compliance requirements.
• Produce reports for the ICM Leadership Team on the performance and progress of grants against agreed targets and objectives.

PERSON SPECIFICATION

The requirements for this role are as follows. These will be measured as part of the assessment and selection process.

Minimum Education & Qualifications

• Master’s degree or equivalent in a related field.

Experience, Skills and Knowledge

• At least 5 years’ experience in project/programme management and coordination and drafting and developing of donor reports.
• At least 5 years’ experience in drafting concept notes and proposals for major bi-lateral and multi-lateral donors and private Foundations.
• In depth knowledge of the grant management cycle, logical frameworks, and MEL concepts.
• Deep expertise in rules, regulations and requirements of major donors such as European donors as applicable to international development context.
• Demonstrable experience in organisational systems development for donor compliance and management of sub-awards.
• Experience in drafting and reporting on project/programme budgets.
• Able to explain complex issues verbally and in writing and to demonstrate expertise in donor compliance requirements.
• Highly developed conceptual, analytical, and innovative problem-solving ability.
• Able to work independently and proactively work, with minimum day-to-day oversight.
• Experienced in working remotely with diverse teams.
• Strong interpersonal, written, and oral presentation skills in English.
• Exceptional attention to detail with specific emphasis on spelling, grammar and proof reading.
• Strong facilitating and influencing skills.
• Excellent time management and organisational skills and, the ability to prioritise a wide variety of work.
• Can work calmly under pressure, meeting multiple deadlines in a fast-paced environment.
• Proactive, “can do” attitude.
• Commitment to working in a gender equal, JEDI supported environment.

Desirable Requirements

• Experience working with membership-based organisations.
• Knowledge of SRHR/public health issues in international development.
• Experience of working with Project Management software such as Click Up and Salesforce or any other Customer Relationship Management software.

MORE INFORMATION

• This role is based in The Hague, The Netherlands. Candidates must be eligible to live and work in The Netherlands to be considered for the role.

Work schedule

This position is a full-time position (40 hours per week), and the general working hours are between 09:00 and 18:00.

As soon as possible.

How to apply

• To apply, please send a cover letter stating how you meet the person specification, highlighting your experience and describing your motivation for application along with your CV in English addressed to Jolanda Girgin at [email protected]. Please ensure that documents are sent with the titles “your name cover letter” and “your name CV” and state “Projects and Grants Coordinator” in the email subject line.
• Applications will be evaluated on a rolling basis and applicants are therefore encouraged to apply as soon as possible. Final deadline for applications is 30 April 2024 .
• For more information about The International Confederation of Midwives, please visit our website at www.internationalmidwives.org .

Latest Updates

oPt + 1 more

Territoire palestinien occupé/Israël : il est vital d’assurer l’aide humanitaire et de protéger les travailleurs humanitaires

Communiqué de presse sur les travailleurs humanitaires et le risque de famine à gaza (sc/15658), april 11 uscentcom conducts humanitarian airdrops into gaza, oxfam: keeping aid to world’s poorest countries at stagnating levels is a “moral failure and betrayal”.