example of problem solving school

10 Problem-Solving Scenarios for High School Students

It is certainly common to come across difficult situations including forgetting an assignment at home or overusing your phone only to miss an important project deadline. We are always surrounded by little difficulties that might become bigger problems if not addressed appropriately.

Whether it is saving your friend from the addiction to social media platforms or communicating your personal boundaries to relatives, problem-solving skills are one of the important skills you need to acquire throughout the journey of life.

Do you think these skills are in-built with other high school students? Certainly not.

It takes innovative learning methodologies just like problem-solving scenarios that help you immerse in the subject matter with precision. With problem-solving scenarios, you come across a range of problems that help you build critical thinking skills, logical reasoning, and analytical techniques.

The article will take you through scenarios that are a combination of various problems that need to be addressed strategically and carefully. As you read ahead, make sure to brainstorm solutions and choose the best one that fits the scenario. 

Helpful scenarios to build a problem-solving attitude in high schoolers

Learning through scenarios helps students look at situations from a completely analytical perspective. Problem-solving scenarios offer a combination of various situations that test the thinking skills and growth mindset of high school students. The below-mentioned scenarios are perfect for implementing problem-solving skills simply by allowing open discussions and contributions by students.

1. Uninvited Guests

You have arranged a party at your home after successfully winning the competition at the Science Fair. You invite everyone involved in the project however, one of your friends brings his cousin’s brother along. However, you have limited soft drink cans considering the number of invited people. How would you manage this situation without making anyone feel left out?

2. Communication Issues

A new teacher has joined the high school to teach about environmental conservation. She often involves students in different agriculture activities and workshops. However, one of your friends, John, is not able to understand the subject matter. He is unable to communicate his doubts to the teachers. How would you motivate him to talk to the teacher without the fear of judgment?

3. Friendship or Personal Choice?

The history teacher announced an exciting assignment opportunity that helps you explore ancient civilizations. You and your friend are pretty interested in doing the project as a team. One of your other friends, Jason, wants to join the team with limited knowledge and interest in the topic. Would you respect the friendship or deny him so you can score better on the assignment?

4. Peer Pressure 

It is common for high schoolers to follow what their friends do. However, lately, your friends have discovered different ways of showing off their skills. While they do all the fun things, there are certain activities you are not interested in doing. It often puts you in trouble whether to go with friends or take a stand for what is right. Would you take the help of peer mentoring activities in school or try to initiate a direct conversation with them?

5. Team Building 

Mr. Jason, the science teacher, assigns different projects and forms teams with random classmates. There are 7 people in each team who need to work towards project completion. As the group starts working, you notice that some members do not contribute at all. How will you ensure that everyone participates and coordinates with the team members?

6. Conflict Resolution 

The drama club and the English club are famous clubs in the school. Both clubs organize various events for the students. This time, both clubs have a tiff because of the event venue. Both clubs need the same auditorium for the venue on the same date. How would you mediate to solve the issue and even make sure that club members are on good terms with each other? 

7. Stress Management 

Your school often conducts different activities or asks students stress survey questions to ensure their happiness and well-being. However, one of your friends always misses them. He gets frustrated and seems stressed throughout the day. What would you do to ensure that your friend gets his issue acknowledged by teachers?

8. Time Management 

Your friend is always enthusiastic about new competitions in high school. He is running here and there to enroll and get certificates. In this case, he often misses important lectures and activities in class. Moreover, his parents complain that he misses swimming class too. How would you explain to him the importance of prioritizing and setting goals to solve this issue?

9. Educational Resources 

You and your friends are avid readers and often take advice from books. While most must-read books for bibliophiles are read by you, it is important to now look for other books. However, you witness that the school library lacks other important books on philosophy and the non-fiction category. How would you escalate this issue to the higher authorities by addressing the needs of students?

10. Financial Planning

Finance is an important factor and that is why your parents help you plan your pocket money and budgeting. Off lately, they have stopped doing so considering that you can manage on your own. However, after a few months, you have started spending more on games and high-end school supplies. You realize that your spending habits are leading to loss of money and reduced savings. How shall you overcome this situation?

Wrapping Up 

Involving students in different learning practices and innovative ways inspires them to think out of the box and make use of imagination skills. With the usage of different problem-solving scenarios, high school students get an opportunity to delve into realistic examples and consequences of different incidents.

Such scenarios offer an excellent way to promote understanding, critical thinking skills and enhance creativity. Ensure to use different activities and games for creating a comprehensive learning environment.

Sananda Bhattacharya, Chief Editor of TheHighSchooler, is dedicated to enhancing operations and growth. With degrees in Literature and Asian Studies from Presidency University, Kolkata, she leverages her educational and innovative background to shape TheHighSchooler into a pivotal resource hub. Providing valuable insights, practical activities, and guidance on school life, graduation, scholarships, and more, Sananda’s leadership enriches the journey of high school students.

Explore a plethora of invaluable resources and insights tailored for high schoolers at TheHighSchooler, under the guidance of Sananda Bhattacharya’s expertise. You can follow her on Linkedin

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Teaching problem solving: Let students get ‘stuck’ and ‘unstuck’

Subscribe to the center for universal education bulletin, kate mills and km kate mills literacy interventionist - red bank primary school helyn kim helyn kim former brookings expert @helyn_kim.

October 31, 2017

This is the second in a six-part  blog series  on  teaching 21st century skills , including  problem solving ,  metacognition , critical thinking , and collaboration , in classrooms.

In the real world, students encounter problems that are complex, not well defined, and lack a clear solution and approach. They need to be able to identify and apply different strategies to solve these problems. However, problem solving skills do not necessarily develop naturally; they need to be explicitly taught in a way that can be transferred across multiple settings and contexts.

Here’s what Kate Mills, who taught 4 th grade for 10 years at Knollwood School in New Jersey and is now a Literacy Interventionist at Red Bank Primary School, has to say about creating a classroom culture of problem solvers:

Helping my students grow to be people who will be successful outside of the classroom is equally as important as teaching the curriculum. From the first day of school, I intentionally choose language and activities that help to create a classroom culture of problem solvers. I want to produce students who are able to think about achieving a particular goal and manage their mental processes . This is known as metacognition , and research shows that metacognitive skills help students become better problem solvers.

I begin by “normalizing trouble” in the classroom. Peter H. Johnston teaches the importance of normalizing struggle , of naming it, acknowledging it, and calling it what it is: a sign that we’re growing. The goal is for the students to accept challenge and failure as a chance to grow and do better.

I look for every chance to share problems and highlight how the students— not the teachers— worked through those problems. There is, of course, coaching along the way. For example, a science class that is arguing over whose turn it is to build a vehicle will most likely need a teacher to help them find a way to the balance the work in an equitable way. Afterwards, I make it a point to turn it back to the class and say, “Do you see how you …” By naming what it is they did to solve the problem , students can be more independent and productive as they apply and adapt their thinking when engaging in future complex tasks.

After a few weeks, most of the class understands that the teachers aren’t there to solve problems for the students, but to support them in solving the problems themselves. With that important part of our classroom culture established, we can move to focusing on the strategies that students might need.

Here’s one way I do this in the classroom:

I show the broken escalator video to the class. Since my students are fourth graders, they think it’s hilarious and immediately start exclaiming, “Just get off! Walk!”

When the video is over, I say, “Many of us, probably all of us, are like the man in the video yelling for help when we get stuck. When we get stuck, we stop and immediately say ‘Help!’ instead of embracing the challenge and trying new ways to work through it.” I often introduce this lesson during math class, but it can apply to any area of our lives, and I can refer to the experience and conversation we had during any part of our day.

Research shows that just because students know the strategies does not mean they will engage in the appropriate strategies. Therefore, I try to provide opportunities where students can explicitly practice learning how, when, and why to use which strategies effectively  so that they can become self-directed learners.

For example, I give students a math problem that will make many of them feel “stuck”. I will say, “Your job is to get yourselves stuck—or to allow yourselves to get stuck on this problem—and then work through it, being mindful of how you’re getting yourselves unstuck.” As students work, I check-in to help them name their process: “How did you get yourself unstuck?” or “What was your first step? What are you doing now? What might you try next?” As students talk about their process, I’ll add to a list of strategies that students are using and, if they are struggling, help students name a specific process. For instance, if a student says he wrote the information from the math problem down and points to a chart, I will say: “Oh that’s interesting. You pulled the important information from the problem out and organized it into a chart.” In this way, I am giving him the language to match what he did, so that he now has a strategy he could use in other times of struggle.

The charts grow with us over time and are something that we refer to when students are stuck or struggling. They become a resource for students and a way for them to talk about their process when they are reflecting on and monitoring what did or did not work.

For me, as a teacher, it is important that I create a classroom environment in which students are problem solvers. This helps tie struggles to strategies so that the students will not only see value in working harder but in working smarter by trying new and different strategies and revising their process. In doing so, they will more successful the next time around.

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20 Problem-Solving Activities for Middle School Students

• Middle School Education

Introduction:

As students progress through middle school, it becomes increasingly important to develop their problem-solving skills. By engaging in problem-solving activities, students can enhance their critical thinking abilities, foster creativity, and become better prepared for the challenges they may face both in and out of the classroom. Here are 20 problem-solving activities that are perfect for middle school students.

1. Brainstorming Sessions: Encourage students to share their ideas on a particular topic or issue, fostering a collaborative environment that promotes creative problem solving.

2. Riddles: Challenge students with riddles that require critical thinking and lateral thinking skills to determine the answers.

3. Sudoku: Introduce sudoku puzzles as a fun and challenging math-based activity.

4. Chess Club: Encourage students to participate in chess clubs or tournaments to practice strategic thinking.

5. Escape Rooms: Plan an age-appropriate escape room activity to develop teamwork and problem-solving skills among the students.

6. Role-Playing Exercises: Use role-playing scenarios to allow students to think critically about real-life situations and practice problem-solving strategies.

7. Science Experiments: Design science experiments that require students to troubleshoot problems and test possible solutions.

8. Word Problems: Incorporate word problems in math lessons, encouraging students to use logic and math skills to solve them.

9. Puzzle Stations: Set up different puzzle stations around the classroom where students can work on spatial reasoning, logic puzzles, and other brain teasers during free time.

10. Debates: Organize debates on controversial topics, allowing students to present and argue their views while developing their critical thinking and persuasion skills.

11. Engineering Challenges: Provide engineering-based challenges such as bridge building or packaging design activities that require teamwork and creative problem solving.

12. Storytelling Workshops: Host a storytelling workshop where students collaborate to create stories from a given prompt and gradually face more complex narrative challenges.

13. Coding Clubs: Support students in learning coding basics and encourage them to develop problem-solving skills through coding projects.

14. Treasure Hunts: Create treasure hunts with clues that require problem solving, reasoning, and collaboration among the students.

15. Cooperative Games: Facilitate games that promote cooperation and communication, such as “human knot” or “cross the lava.”

16. Geocaching: Introduce geocaching as a fun activity where students use GPS devices to locate hidden objects and work as a team to solve puzzle-like tasks.

17. Exploratory Research Projects: Assign open-ended research projects that require students to investigate topics of interest and solve problems or answer questions through their research efforts.

18. Mock Trials: Set up mock trials in which students participate as lawyers, witnesses, or jury members, allowing them to analyze cases and think through legal problem-solving strategies.

19. Creative Writing Prompts: Share creative writing prompts requiring students to think critically about characters’ actions and decisions within fictional scenarios.

20. Invention Convention: Host an invention convention where students present their unique solutions to everyday problems, fostering creativity and innovative thinking.

Conclusion:

Problem-solving activities are essential for middle school students as they help in cultivating valuable life skills necessary to tackle real-world challenges. These 20 activities provide diverse and engaging opportunities for students to develop key problem-solving skills while fostering creativity, communication, critical thinking, and collaboration. Teachers and educators can easily adapt these activities to suit the individual needs of their middle school classrooms.

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Developing Problem-Solving Skills for Kids | Strategies & Tips

We've made teaching problem-solving skills for kids a whole lot easier! Keep reading and comment below with any other tips you have for your classroom!

Problem-Solving Skills for Kids: The Real Deal

Picture this: You've carefully created an assignment for your class. The step-by-step instructions are crystal clear. During class time, you walk through all the directions, and the response is awesome. Your students are ready! It's finally time for them to start working individually and then... 8 hands shoot up with questions. You hear one student mumble in the distance, "Wait, I don't get this" followed by the dreaded, "What are we supposed to be doing again?"

When I was a new computer science teacher, I would have this exact situation happen. As a result, I would end up scrambling to help each individual student with their problems until half the class period was eaten up. I assumed that in order for my students to learn best, I needed to be there to help answer questions immediately so they could move forward and complete the assignment.

Here's what I wish I had known when I started teaching coding to elementary students - the process of grappling with an assignment's content can be more important than completing the assignment's product. That said, not every student knows how to grapple, or struggle, in order to get to the "aha!" moment and solve a problem independently. The good news is, the ability to creatively solve problems is not a fixed skill. It can be learned by students, nurtured by teachers, and practiced by everyone!

Your students are absolutely capable of navigating and solving problems on their own. Here are some strategies, tips, and resources that can help:

Problem-Solving Skills for Kids: Student Strategies

These are strategies your students can use during independent work time to become creative problem solvers.

1. Go Step-By-Step Through The Problem-Solving Sequence 

Post problem-solving anchor charts and references on your classroom wall or pin them to your Google Classroom - anything to make them accessible to students. When they ask for help, invite them to reference the charts first.

2. Revisit Past Problems

If a student gets stuck, they should ask themself, "Have I ever seen a problem like this before? If so, how did I solve it?" Chances are, your students have tackled something similar already and can recycle the same strategies they used before to solve the problem this time around.

3. Document What Doesn’t Work

Sometimes finding the answer to a problem requires the process of elimination. Have your students attempt to solve a problem at least two different ways before reaching out to you for help. Even better, encourage them write down their "Not-The-Answers" so you can see their thought process when you do step in to support. Cool thing is, you likely won't need to! By attempting to solve a problem in multiple different ways, students will often come across the answer on their own.

4. "3 Before Me"

Let's say your students have gone through the Problem Solving Process, revisited past problems, and documented what doesn't work. Now, they know it's time to ask someone for help. Great! But before you jump into save the day, practice "3 Before Me". This means students need to ask 3 other classmates their question before asking the teacher. By doing this, students practice helpful 21st century skills like collaboration and communication, and can usually find the info they're looking for on the way.

Problem-Solving Skills for Kids: Teacher Tips

These are tips that you, the teacher, can use to support students in developing creative problem-solving skills for kids.

1. Ask Open Ended Questions

When a student asks for help, it can be tempting to give them the answer they're looking for so you can both move on. But what this actually does is prevent the student from developing the skills needed to solve the problem on their own. Instead of giving answers, try using open-ended questions and prompts. Here are some examples:

2. Encourage Grappling

Grappling  is everything a student might do when faced with a problem that does not have a clear solution. As explained in this article from Edutopia , this doesn't just mean perseverance! Grappling is more than that - it includes critical thinking, asking questions, observing evidence, asking more questions, forming hypotheses, and constructing a deep understanding of an issue.

There are lots of ways to provide opportunities for grappling. Anything that includes the Engineering Design Process is a good one! Examples include:

• Engineering or Art Projects
• Design-thinking challenges
• Computer science projects
• Science experiments

3. Emphasize Process Over Product

For elementary students, reflecting on the process of solving a problem helps them develop a growth mindset . Getting an answer "wrong" doesn't need to be a bad thing! What matters most are the steps they took to get there and how they might change their approach next time. As a teacher, you can support students in learning this reflection process.

4. Model The Strategies Yourself! 

As creative problem-solving skills for kids are being learned, there will likely be moments where they are frustrated or unsure. Here are some easy ways you can model what creative problem-solving looks and sounds like.

• Ask clarifying questions if you don't understand something
• Admit when don't know the correct answer
• Talk through multiple possible outcomes for different situations 
• Verbalize how you’re feeling when you find a problem

Practicing these strategies with your students will help create a learning environment where grappling, failing, and growing is celebrated!

Problem-Solving Skill for Kids

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Classroom problem-solving activities teach children how to engage problems rather than to become frustrated with them. Teachers have the opportunity to teach children the proper methods for dealing with stressful situations, complex problems, and fast decision-making. While a teacher is unlikely to actually put the child into a difficult or otherwise harmful situation, he or she can use activities to teach the child how to handle such situations later on in life.

Teach the problems

To solve any problem, students must go through a process to do so. The teacher can explore this process with students as a group. The first step is to fully understand the problem. To teach this, ask students to describe the problem in their own words. This ensures the student is able to comprehend and express the concern at hand. Then, they must describe and understand the barriers presented. At this point, it’s a good idea to provide ways for the student to find a solution. That’s where activities come into play.

The following are five activities elementary teachers can use to teach problem-solving to students. Teaching students to identify the possible solutions requires approaching the problem in various ways.

No. 1 – Create a visual image

One option is to teach children to create a visual image of the situation. Many times, this is an effective problem-solving skill. They are able to close their eyes and create a mind picture of the problem. For younger students, it may be helpful to draw out the problem they see on a piece of paper.

Ask the child to then discuss possible solutions to the problem. This could be done by visualizing what would happen if one action is taken or if another action is taken. By creating these mental images, the student is fully engaged and can map out any potential complications to their proposed solution.

No. 2 – Use manipulatives

Another activity that is ideal for children is to use manipulatives. In a situation where the problem is space-related, for example the children can move their desks around in various ways to create a pattern or to better visualize the problem. It’s also possible to use simple objects on a table, such as blocks, to create patterns or to set up a problem. This is an ideal way to teach problem-solving skills for math.

By doing this, it takes a problem, often a word problem that’s hard for some students to visualize, and places it in front of the student in a new way. The child is then able to organize the situation into something he or she understands.

No. 3 – Make a guess

Guessing is a very effective problem-solving skill. For those children who are unlikely to actually take action but are likely to sit and ponder until the right answer hits them, guessing is a critical step in problem-solving. This approach involves trial and error.

Rather than approaching guessing as a solution to problems (you do not want children to think they can always guess), teach that it is a way to gather more data. If, for example, they do not know enough about the situation to make a full decision, by guessing, they can gather more facts from the outcome and use that to find the right answer.

No. 4 – Patterns

No matter if the problem relates to social situations or if it is something that has to do with science, patterns are present. By teaching children to look for patterns, they can see what is happening more fully.

For example, define what a pattern is. Then, have the child look for any type of pattern in the context. If the children are solving a mystery, for example, they can look for patterns in time, place or people to better gather facts.

No. 5 – Making a list

Another effective tool is list making. Teach children how to make a list of all of the ideas they come up with right away. Brainstorming is a fun activity in any subject. Then, the child is able to work through the list to determine which options are problems or not.

Classroom problem-solving activities like these engage a group or a single student. They teach not what the answer is, but how the student can find that answer.

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Don’t Just Tell Students to Solve Problems. Teach Them How.

The positive impact of an innovative uc san diego problem-solving educational curriculum continues to grow.

• Daniel Kane - [email protected]

Published Date

Share this:, article content.

Problem solving is a critical skill for technical education and technical careers of all types. But what are best practices for teaching problem solving to high school and college students? 

The University of California San Diego Jacobs School of Engineering is on the forefront of efforts to improve how problem solving is taught. This UC San Diego approach puts hands-on problem-identification and problem-solving techniques front and center. Over 1,500 students across the San Diego region have already benefited over the last three years from this program. In the 2023-2024 academic year, approximately 1,000 upper-level high school students will be taking the problem solving course in four different school districts in the San Diego region. Based on the positive results with college students, as well as high school juniors and seniors in the San Diego region, the project is getting attention from educators across the state of California, and around the nation and the world.

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In Summer 2023, th e 27 community college students who took the unique problem-solving course developed at the UC San Diego Jacobs School of Engineering thrived, according to Alex Phan PhD, the Executive Director of Student Success at the UC San Diego Jacobs School of Engineering. Phan oversees the project. 

Over the course of three weeks, these students from Southwestern College and San Diego City College poured their enthusiasm into problem solving through hands-on team engineering challenges. The students brimmed with positive energy as they worked together. 

What was noticeably absent from this laboratory classroom: frustration.

“In school, we often tell students to brainstorm, but they don’t often know where to start. This curriculum gives students direct strategies for brainstorming, for identifying problems, for solving problems,” sai d Jennifer Ogo, a teacher from Kearny High School who taught the problem-solving course in summer 2023 at UC San Diego. Ogo was part of group of educators who took the course themselves last summer.

The curriculum has been created, refined and administered over the last three years through a collaboration between the UC San Diego Jacobs School of Engineering and the UC San Diego Division of Extended Studies. The project kicked off in 2020 with a generous gift from a local philanthropist.

Not getting stuck

One of the overarching goals of this project is to teach both problem-identification and problem-solving skills that help students avoid getting stuck during the learning process. Stuck feelings lead to frustration – and when it’s a Science, Technology, Engineering and Math (STEM) project, that frustration can lead students to feel they don’t belong in a STEM major or a STEM career. Instead, the UC San Diego curriculum is designed to give students the tools that lead to reactions like “this class is hard, but I know I can do this!” –  as Ogo, a celebrated high school biomedical sciences and technology teacher, put it. 

Three years into the curriculum development effort, the light-hearted energy of the students combined with their intense focus points to success. On the last day of the class, Mourad Mjahed PhD, Director of the MESA Program at Southwestern College’s School of Mathematics, Science and Engineering came to UC San Diego to see the final project presentations made by his 22 MESA students.

“Industry is looking for students who have learned from their failures and who have worked outside of their comfort zones,” said Mjahed. The UC San Diego problem-solving curriculum, Mjahed noted, is an opportunity for students to build the skills and the confidence to learn from their failures and to work outside their comfort zone. “And from there, they see pathways to real careers,” he said. 

What does it mean to explicitly teach problem solving? 

This approach to teaching problem solving includes a significant focus on learning to identify the problem that actually needs to be solved, in order to avoid solving the wrong problem. The curriculum is organized so that each day is a complete experience. It begins with the teacher introducing the problem-identification or problem-solving strategy of the day. The teacher then presents case studies of that particular strategy in action. Next, the students get introduced to the day’s challenge project. Working in teams, the students compete to win the challenge while integrating the day’s technique. Finally, the class reconvenes to reflect. They discuss what worked and didn't work with their designs as well as how they could have used the day’s problem-identification or problem-solving technique more effectively. 

The challenges are designed to be engaging – and over three years, they have been refined to be even more engaging. But the student engagement is about much more than being entertained. Many of the students recognize early on that the problem-identification and problem-solving skills they are learning can be applied not just in the classroom, but in other classes and in life in general. 

Gabriel from Southwestern College is one of the students who saw benefits outside the classroom almost immediately. In addition to taking the UC San Diego problem-solving course, Gabriel was concurrently enrolled in an online computer science programming class. He said he immediately started applying the UC San Diego problem-identification and troubleshooting strategies to his coding assignments. 

Gabriel noted that he was given a coding-specific troubleshooting strategy in the computer science course, but the more general problem-identification strategies from the UC San Diego class had been extremely helpful. It’s critical to “find the right problem so you can get the right solution. The strategies here,” he said, “they work everywhere.”

Phan echoed this sentiment. “We believe this curriculum can prepare students for the technical workforce. It can prepare students to be impactful for any career path.”

The goal is to be able to offer the course in community colleges for course credit that transfers to the UC, and to possibly offer a version of the course to incoming students at UC San Diego. 

As the team continues to work towards integrating the curriculum in both standardized high school courses such as physics, and incorporating the content as a part of the general education curriculum at UC San Diego, the project is expected to impact thousands more students across San Diego annually. 

Portrait of the Problem-Solving Curriculum

On a sunny Wednesday in July 2023, an experiential-learning classroom was full of San Diego community college students. They were about half-way through the three-week problem-solving course at UC San Diego, held in the campus’ EnVision Arts and Engineering Maker Studio. On this day, the students were challenged to build a contraption that would propel at least six ping pong balls along a kite string spanning the laboratory. The only propulsive force they could rely on was the air shooting out of a party balloon.

A team of three students from Southwestern College – Valeria, Melissa and Alondra – took an early lead in the classroom competition. They were the first to use a plastic bag instead of disposable cups to hold the ping pong balls. Using a bag, their design got more than half-way to the finish line – better than any other team at the time – but there was more work to do. 

As the trio considered what design changes to make next, they returned to the problem-solving theme of the day: unintended consequences. Earlier in the day, all the students had been challenged to consider unintended consequences and ask questions like: When you design to reduce friction, what happens? Do new problems emerge? Did other things improve that you hadn’t anticipated? 

Other groups soon followed Valeria, Melissa and Alondra’s lead and began iterating on their own plastic-bag solutions to the day’s challenge. New unintended consequences popped up everywhere. Switching from cups to a bag, for example, reduced friction but sometimes increased wind drag. 

Over the course of several iterations, Valeria, Melissa and Alondra made their bag smaller, blew their balloon up bigger, and switched to a different kind of tape to get a better connection with the plastic straw that slid along the kite string, carrying the ping pong balls. 

One of the groups on the other side of the room watched the emergence of the plastic-bag solution with great interest. 

“We tried everything, then we saw a team using a bag,” said Alexander, a student from City College. His team adopted the plastic-bag strategy as well, and iterated on it like everyone else. They also chose to blow up their balloon with a hand pump after the balloon was already attached to the bag filled with ping pong balls – which was unique. 

“I don’t want to be trying to put the balloon in place when it's about to explode,” Alexander explained. 

Asked about whether the structured problem solving approaches were useful, Alexander’s teammate Brianna, who is a Southwestern College student, talked about how the problem-solving tools have helped her get over mental blocks. “Sometimes we make the most ridiculous things work,” she said. “It’s a pretty fun class for sure.” 

Yoshadara, a City College student who is the third member of this team, described some of the problem solving techniques this way: “It’s about letting yourself be a little absurd.”

Alexander jumped back into the conversation. “The value is in the abstraction. As students, we learn to look at the problem solving that worked and then abstract out the problem solving strategy that can then be applied to other challenges. That’s what mathematicians do all the time,” he said, adding that he is already thinking about how he can apply the process of looking at unintended consequences to improve both how he plays chess and how he goes about solving math problems.

Looking ahead, the goal is to empower as many students as possible in the San Diego area and  beyond to learn to problem solve more enjoyably. It’s a concrete way to give students tools that could encourage them to thrive in the growing number of technical careers that require sharp problem-solving skills, whether or not they require a four-year degree. 

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39 Best Problem-Solving Examples

Problem-solving is a process where you’re tasked with identifying an issue and coming up with the most practical and effective solution.

This indispensable skill is necessary in several aspects of life, from personal relationships to education to business decisions.

Problem-solving aptitude boosts rational thinking, creativity, and the ability to cooperate with others. It’s also considered essential in 21st Century workplaces.

If explaining your problem-solving skills in an interview, remember that the employer is trying to determine your ability to handle difficulties. Focus on explaining exactly how you solve problems, including by introducing your thoughts on some of the following frameworks and how you’ve applied them in the past.

Problem-Solving Examples

1. divergent thinking.

Divergent thinking refers to the process of coming up with multiple different answers to a single problem. It’s the opposite of convergent thinking, which would involve coming up with a singular answer .

The benefit of a divergent thinking approach is that it can help us achieve blue skies thinking – it lets us generate several possible solutions that we can then critique and analyze .

In the realm of problem-solving, divergent thinking acts as the initial spark. You’re working to create an array of potential solutions, even those that seem outwardly unrelated or unconventional, to get your brain turning and unlock out-of-the-box ideas.

This process paves the way for the decision-making stage, where the most promising ideas are selected and refined.

Go Deeper: Divervent Thinking Examples

2. Convergent Thinking

Next comes convergent thinking, the process of narrowing down multiple possibilities to arrive at a single solution.

This involves using your analytical skills to identify the best, most practical, or most economical solution from the pool of ideas that you generated in the divergent thinking stage.

In a way, convergent thinking shapes the “roadmap” to solve a problem after divergent thinking has supplied the “destinations.”

Have a think about which of these problem-solving skills you’re more adept at: divergent or convergent thinking?

Go Deeper: Convergent Thinking Examples

3. Brainstorming

Brainstorming is a group activity designed to generate a multitude of ideas regarding a specific problem. It’s divergent thinking as a group , which helps unlock even more possibilities.

A typical brainstorming session involves uninhibited and spontaneous ideation, encouraging participants to voice any possible solutions, no matter how unconventional they might appear.

It’s important in a brainstorming session to suspend judgment and be as inclusive as possible, allowing all participants to get involved.

By widening the scope of potential solutions, brainstorming allows better problem definition, more creative solutions, and helps to avoid thinking “traps” that might limit your perspective.

Go Deeper: Brainstorming Examples

4. Thinking Outside the Box

The concept of “thinking outside the box” encourages a shift in perspective, urging you to approach problems from an entirely new angle.

Rather than sticking to traditional methods and processes, it involves breaking away from conventional norms to cultivate unique solutions.

In problem-solving, this mindset can bypass established hurdles and bring you to fresh ideas that might otherwise remain undiscovered.

Think of it as going off the beaten track when regular routes present roadblocks to effective resolution.

5. Case Study Analysis

Analyzing case studies involves a detailed examination of real-life situations that bear relevance to the current problem at hand.

For example, if you’re facing a problem, you could go to another environment that has faced a similar problem and examine how they solved it. You’d then bring the insights from that case study back to your own problem.

This approach provides a practical backdrop against which theories and assumptions can be tested, offering valuable insights into how similar problems have been approached and resolved in the past.

See a Broader Range of Analysis Examples Here

6. Action Research

Action research involves a repetitive process of identifying a problem, formulating a plan to address it, implementing the plan, and then analyzing the results. It’s common in educational research contexts.

The objective is to promote continuous learning and improvement through reflection and action. You conduct research into your problem, attempt to apply a solution, then assess how well the solution worked. This becomes an iterative process of continual improvement over time.

For problem-solving, this method offers a way to test solutions in real-time and allows for changes and refinements along the way, based on feedback or observed outcomes. It’s a form of active problem-solving that integrates lessons learned into the next cycle of action.

Go Deeper: Action Research Examples

7. Information Gathering

Fundamental to solving any problem is the process of information gathering.

This involves collecting relevant data , facts, and details about the issue at hand, significantly aiding in the understanding and conceptualization of the problem.

In problem-solving, information gathering underpins every decision you make.

This process ensures your actions are based on concrete information and evidence, allowing for an informed approach to tackle the problem effectively.

8. Seeking Advice

Seeking advice implies turning to knowledgeable and experienced individuals or entities to gain insights on problem-solving.

It could include mentors, industry experts, peers, or even specialized literature.

The value in this process lies in leveraging different perspectives and proven strategies when dealing with a problem. Moreover, it aids you in avoiding pitfalls, saving time, and learning from others’ experiences.

9. Creative Thinking

Creative thinking refers to the ability to perceive a problem in a new way, identify unconventional patterns, or produce original solutions.

It encourages innovation and uniqueness, often leading to the most effective results.

When applied to problem-solving, creative thinking can help you break free from traditional constraints, ideal for potentially complex or unusual problems.

Go Deeper: Creative Thinking Examples

10. Conflict Resolution

Conflict resolution is a strategy developed to resolve disagreements and arguments, often involving communication, negotiation, and compromise.

When employed as a problem-solving technique, it can diffuse tension, clear bottlenecks, and create a collaborative environment.

Effective conflict resolution ensures that differing views or disagreements do not become roadblocks in the process of problem-solving.

Go Deeper: Conflict Resolution Examples

11. Addressing Bottlenecks

Bottlenecks refer to obstacles or hindrances that slow down or even halt a process.

In problem-solving, addressing bottlenecks involves identifying these impediments and finding ways to eliminate them.

This effort not only smooths the path to resolution but also enhances the overall efficiency of the problem-solving process.

For example, if your workflow is not working well, you’d go to the bottleneck – that one point that is most time consuming – and focus on that. Once you ‘break’ this bottleneck, the entire process will run more smoothly.

12. Market Research

Market research involves gathering and analyzing information about target markets, consumers, and competitors.

In sales and marketing, this is one of the most effective problem-solving methods. The research collected from your market (e.g. from consumer surveys) generates data that can help identify market trends, customer preferences, and competitor strategies.

In this sense, it allows a company to make informed decisions, solve existing problems, and even predict and prevent future ones.

13. Root Cause Analysis

Root cause analysis is a method used to identify the origin or the fundamental reason for a problem.

Once the root cause is determined, you can implement corrective actions to prevent the problem from recurring.

As a problem-solving procedure, root cause analysis helps you to tackle the problem at its source, rather than dealing with its surface symptoms.

Go Deeper: Root Cause Analysis Examples

14. Mind Mapping

Mind mapping is a visual tool used to structure information, helping you better analyze, comprehend and generate new ideas.

By laying out your thoughts visually, it can lead you to solutions that might not have been apparent with linear thinking.

In problem-solving, mind mapping helps in organizing ideas and identifying connections between them, providing a holistic view of the situation and potential solutions.

15. Trial and Error

The trial and error method involves attempting various solutions until you find one that resolves the problem.

It’s an empirical technique that relies on practical actions instead of theories or rules.

In the context of problem-solving, trial and error allows you the flexibility to test different strategies in real situations, gaining insights about what works and what doesn’t.

16. SWOT Analysis

SWOT is an acronym standing for Strengths, Weaknesses, Opportunities, and Threats.

It’s an analytic framework used to evaluate these aspects in relation to a particular objective or problem.

In problem-solving, SWOT Analysis helps you to identify favorable and unfavorable internal and external factors. It helps to craft strategies that make best use of your strengths and opportunities, whilst addressing weaknesses and threats.

Go Deeper: SWOT Analysis Examples

17. Scenario Planning

Scenario planning is a strategic planning method used to make flexible long-term plans.

It involves imagining, and then planning for, multiple likely future scenarios.

By forecasting various directions a problem could take, scenario planning helps manage uncertainty and is an effective tool for problem-solving in volatile conditions.

18. Six Thinking Hats

The Six Thinking Hats is a concept devised by Edward de Bono that proposes six different directions or modes of thinking, symbolized by six different hat colors.

Each hat signifies a different perspective, encouraging you to switch ‘thinking modes’ as you switch hats. This method can help remove bias and broaden perspectives when dealing with a problem.

19. Decision Matrix Analysis

Decision Matrix Analysis is a technique that allows you to weigh different factors when faced with several possible solutions.

After listing down the options and determining the factors of importance, each option is scored based on each factor.

Revealing a clear winner that both serves your objectives and reflects your values, Decision Matrix Analysis grounds your problem-solving process in objectivity and comprehensiveness.

20. Pareto Analysis

Also known as the 80/20 rule, Pareto Analysis is a decision-making technique.

It’s based on the principle that 80% of problems are typically caused by 20% of the causes, making it a handy tool for identifying the most significant issues in a situation.

Using this analysis, you’re likely to direct your problem-solving efforts more effectively, tackling the root causes producing most of the problem’s impact.

21. Critical Thinking

Critical thinking refers to the ability to analyze facts to form a judgment objectively.

It involves logical, disciplined thinking that is clear, rational, open-minded, and informed by evidence.

For problem-solving, critical thinking helps evaluate options and decide the most effective solution. It ensures your decisions are grounded in reason and facts, and not biased or irrational assumptions.

Go Deeper: Critical Thinking Examples

22. Hypothesis Testing

Hypothesis testing usually involves formulating a claim, testing it against actual data, and deciding whether to accept or reject the claim based on the results.

In problem-solving, hypotheses often represent potential solutions. Hypothesis testing provides verification, giving a statistical basis for decision-making and problem resolution.

Usually, this will require research methods and a scientific approach to see whether the hypothesis stands up or not.

Go Deeper: Types of Hypothesis Testing

23. Cost-Benefit Analysis

A cost-benefit analysis (CBA) is a systematic process of weighing the pros and cons of different solutions in terms of their potential costs and benefits.

It allows you to measure the positive effects against the negatives and informs your problem-solving strategy.

By using CBA, you can identify which solution offers the greatest benefit for the least cost, significantly improving efficacy and efficiency in your problem-solving process.

Go Deeper: Cost-Benefit Analysis Examples

24. Simulation and Modeling

Simulations and models allow you to create a simplified replica of real-world systems to test outcomes under controlled conditions.

In problem-solving, you can broadly understand potential repercussions of different solutions before implementation.

It offers a cost-effective way to predict the impacts of your decisions, minimizing potential risks associated with various solutions.

25. Delphi Method

The Delphi Method is a structured communication technique used to gather expert opinions.

The method involves a group of experts who respond to questionnaires about a problem. The responses are aggregated and shared with the group, and the process repeats until a consensus is reached.

This method of problem solving can provide a diverse range of insights and solutions, shaped by the wisdom of a collective expert group.

26. Cross-functional Team Collaboration

Cross-functional team collaboration involves individuals from different departments or areas of expertise coming together to solve a common problem or achieve a shared goal.

When you bring diverse skills, knowledge, and perspectives to a problem, it can lead to a more comprehensive and innovative solution.

In problem-solving, this promotes communal thinking and ensures that solutions are inclusive and holistic, with various aspects of the problem being addressed.

27. Benchmarking

Benchmarking involves comparing one’s business processes and performance metrics to the best practices from other companies or industries.

In problem-solving, it allows you to identify gaps in your own processes, determine how others have solved similar problems, and apply those solutions that have proven to be successful.

It also allows you to compare yourself to the best (the benchmark) and assess where you’re not as good.

28. Pros-Cons Lists

A pro-con analysis aids in problem-solving by weighing the advantages (pros) and disadvantages (cons) of various possible solutions.

This simple but powerful tool helps in making a balanced, informed decision.

When confronted with a problem, a pro-con analysis can guide you through the decision-making process, ensuring all possible outcomes and implications are scrutinized before arriving at the optimal solution. Thus, it helps to make the problem-solving process both methodical and comprehensive.

29. 5 Whys Analysis

The 5 Whys Analysis involves repeatedly asking the question ‘why’ (around five times) to peel away the layers of an issue and discover the root cause of a problem.

As a problem-solving technique, it enables you to delve into details that you might otherwise overlook and offers a simple, yet powerful, approach to uncover the origin of a problem.

For example, if your task is to find out why a product isn’t selling your first answer might be: “because customers don’t want it”, then you ask why again – “they don’t want it because it doesn’t solve their problem”, then why again – “because the product is missing a certain feature” … and so on, until you get to the root “why”.

30. Gap Analysis

Gap analysis entails comparing current performance with potential or desired performance.

You’re identifying the ‘gaps’, or the differences, between where you are and where you want to be.

In terms of problem-solving, a Gap Analysis can help identify key areas for improvement and design a roadmap of how to get from the current state to the desired one.

31. Design Thinking

Design thinking is a problem-solving approach that involves empathy, experimentation, and iteration.

The process focuses on understanding user needs, challenging assumptions , and redefining problems from a user-centric perspective.

In problem-solving, design thinking uncovers innovative solutions that may not have been initially apparent and ensures the solution is tailored to the needs of those affected by the issue.

32. Analogical Thinking

Analogical thinking involves the transfer of information from a particular subject (the analogue or source) to another particular subject (the target).

In problem-solving, you’re drawing parallels between similar situations and applying the problem-solving techniques used in one situation to the other.

Thus, it allows you to apply proven strategies to new, but related problems.

33. Lateral Thinking

Lateral thinking requires looking at a situation or problem from a unique, sometimes abstract, often non-sequential viewpoint.

Unlike traditional logical thinking methods, lateral thinking encourages you to employ creative and out-of-the-box techniques.

In solving problems, this type of thinking boosts ingenuity and drives innovation, often leading to novel and effective solutions.

Go Deeper: Lateral Thinking Examples

34. Flowcharting

Flowcharting is the process of visually mapping a process or procedure.

This form of diagram can show every step of a system, process, or workflow, enabling an easy tracking of the progress.

As a problem-solving tool, flowcharts help identify bottlenecks or inefficiencies in a process, guiding improved strategies and providing clarity on task ownership and process outcomes.

35. Multivoting

Multivoting, or N/3 voting, is a method where participants reduce a large list of ideas to a prioritized shortlist by casting multiple votes.

This voting system elevates the most preferred options for further consideration and decision-making.

As a problem-solving technique, multivoting allows a group to narrow options and focus on the most promising solutions, ensuring more effective and democratic decision-making.

36. Force Field Analysis

Force Field Analysis is a decision-making technique that identifies the forces for and against change when contemplating a decision.

The ‘forces’ represent the differing factors that can drive or hinder change.

In problem-solving, Force Field Analysis allows you to understand the entirety of the context, favoring a balanced view over a one-sided perspective. A comprehensive view of all the forces at play can lead to better-informed problem-solving decisions.

TRIZ, which stands for “The Theory of Inventive Problem Solving,” is a problem-solving, analysis, and forecasting methodology.

It focuses on finding contradictions inherent in a scenario. Then, you work toward eliminating the contraditions through finding innovative solutions.

So, when you’re tackling a problem, TRIZ provides a disciplined, systematic approach that aims for ideal solutions and not just acceptable ones. Using TRIZ, you can leverage patterns of problem-solving that have proven effective in different cases, pivoting them to solve the problem at hand.

38. A3 Problem Solving

A3 Problem Solving, derived from Lean Management, is a structured method that uses a single sheet of A3-sized paper to document knowledge from a problem-solving process.

Named after the international paper size standard of A3 (or 11-inch by 17-inch paper), it succinctly records all key details of the problem-solving process from problem description to the root cause and corrective actions.

Used in problem-solving, this provides a straightforward and logical structure for addressing the problem, facilitating communication between team members, ensuring all critical details are included, and providing a record of decisions made.

39. Scenario Analysis

Scenario Analysis is all about predicting different possible future events depending upon your decision.

To do this, you look at each course of action and try to identify the most likely outcomes or scenarios down the track if you take that course of action.

This technique helps forecast the impacts of various strategies, playing each out to their (logical or potential) end. It’s a good strategy for project managers who need to keep a firm eye on the horizon at all times.

When solving problems, Scenario Analysis assists in preparing for uncertainties, making sure your solution remains viable, regardless of changes in circumstances.

How to Answer “Demonstrate Problem-Solving Skills” in an Interview

When asked to demonstrate your problem-solving skills in an interview, the STAR method often proves useful. STAR stands for Situation, Task, Action, and Result.

Situation: Begin by describing a specific circumstance or challenge you encountered. Make sure to provide enough detail to allow the interviewer a clear understanding. You should select an event that adequately showcases your problem-solving abilities.

For instance, “In my previous role as a project manager, we faced a significant issue when our key supplier abruptly went out of business.”

Task: Explain what your responsibilities were in that situation. This serves to provide context, allowing the interviewer to understand your role and the expectations placed upon you.

For instance, “It was my task to ensure the project remained on track despite this setback. Alternative suppliers needed to be found without sacrificing quality or significantly increasing costs.”

Action: Describe the steps you took to manage the problem. Highlight your problem-solving process. Mention any creative approaches or techniques that you used.

For instance, “I conducted thorough research to identify potential new suppliers. After creating a shortlist, I initiated contact, negotiated terms, assessed samples for quality and made a selection. I also worked closely with the team to re-adjust the project timeline.”

Result: Share the outcomes of your actions. How did the situation end? Did your actions lead to success? It’s particularly effective if you can quantify these results.

For instance, “As a result of my active problem solving, we were able to secure a new supplier whose costs were actually 10% cheaper and whose quality was comparable. We adjusted the project plan and managed to complete the project just two weeks later than originally planned, despite the major vendor setback.”

Remember, when you’re explaining your problem-solving skills to an interviewer, what they’re really interested in is your approach to handling difficulties, your creativity and persistence in seeking a resolution, and your ability to carry your solution through to fruition. Tailoring your story to highlight these aspects will help exemplify your problem-solving prowess.

Go Deeper: STAR Interview Method Examples

Benefits of Problem-Solving

Problem-solving is beneficial for the following reasons (among others):

• It can help you to overcome challenges, roadblocks, and bottlenecks in your life.
• It can save a company money.
• It can help you to achieve clarity in your thinking.
• It can make procedures more efficient and save time.
• It can strengthen your decision-making capacities.
• It can lead to better risk management.

Whether for a job interview or school, problem-solving helps you to become a better thinking, solve your problems more effectively, and achieve your goals. Build up your problem-solving frameworks (I presented over 40 in this piece for you!) and work on applying them in real-life situations.

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Self-Actualization Examples (Maslow's Hierarchy)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ Forest Schools Philosophy & Curriculum, Explained!
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ Montessori's 4 Planes of Development, Explained!
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ Montessori vs Reggio Emilia vs Steiner-Waldorf vs Froebel

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• Collaborative Problem Solving in Schools »

Collaborative Problem Solving in Schools

Collaborative Problem Solving ® (CPS) is an evidence-based, trauma-informed practice that helps students meet expectations, reduces concerning behavior, builds students’ skills, and strengthens their relationships with educators.

Collaborative Problem Solving is designed to meet the needs of all children, including those with social, emotional, and behavioral challenges. It promotes the understanding that students who have trouble meeting expectations or managing their behavior lack the skill—not the will—to do so. These students struggle with skills related to problem-solving, flexibility, and frustration tolerance. Collaborative Problem Solving has been shown to help build these skills.

Collaborative Problem Solving avoids using power, control, and motivational procedures. Instead, it focuses on collaborating with students to solve the problems leading to them not meeting expectations and displaying concerning behavior. This trauma-informed approach provides staff with actionable strategies for trauma-sensitive education and aims to mitigate implicit bias’s impact on school discipline . It integrates with MTSS frameworks, PBIS, restorative practices, and SEL approaches, such as RULER. Collaborative Problem Solving reduces challenging behavior and teacher stress while building future-ready skills and relationships between educators and students.

Transform School Discipline

Traditional school discipline is broken, it doesn’t result in improved behavior or improved relationships between educators and students. In addition, it has been shown to be disproportionately applied to students of color. The Collaborative Problem Solving approach is an equitable and effective form of relational discipline that reduces concerning behavior and teacher stress while building skills and relationships between educators and students. Learn more >>

A Client’s Story

Collaborative Problem Solving and SEL

Collaborative Problem Solving aligns with CASEL’s five core competencies by building relationships between teachers and students using everyday situations. Students develop the skills they need to prepare for the real world, including problem-solving, collaboration and communication, flexibility, perspective-taking, and empathy. Collaborative Problem Solving makes social-emotional learning actionable.

Collaborative Problem Solving and MTSS

The Collaborative Problem Solving approach integrates with Multi-Tiered Systems of Support (MTSS) in educational settings. CPS benefits all students and can be implemented across the three tiers of support within an MTSS framework to effectively identify and meet the diverse social emotional and behavioral needs of students in schools. Learn More >>

The Results

Our research has shown that the Collaborative Problem Solving approach helps kids and adults build crucial social-emotional skills and leads to dramatic decreases in behavior problems across various settings. Results in schools include remarkable reductions in time spent out of class, detentions, suspensions, injuries, teacher stress, and alternative placements as well as increases in emotional safety, attendance, academic growth, and family participation.

Educators, join us in this introductory course and develop your behavioral growth mindset!

This 2-hour, self-paced course introduces the principles of Collaborative Problem Solving ®  while outlining how the approach is uniquely suited to the needs of today's educators and students. Tuition: $39 Enroll Now

Bring CPS to Your School

We can help you bring a more accurate, compassionate, and effective approach to working with children to your school or district.

What Our Clients Say

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26 Expert-Backed Problem Solving Examples – Interview Answers

Published: February 13, 2023

Interview Questions and Answers

Actionable advice from real experts:

Biron Clark

Former Recruiter

Contributor

Dr. Kyle Elliott

Career Coach

Hayley Jukes

Editor-in-Chief

Biron Clark , Former Recruiter

Kyle Elliott , Career Coach

Hayley Jukes , Editor

As a recruiter , I know employers like to hire people who can solve problems and work well under pressure.

 A job rarely goes 100% according to plan, so hiring managers are more likely to hire you if you seem like you can handle unexpected challenges while staying calm and logical.

But how do they measure this?

Hiring managers will ask you interview questions about your problem-solving skills, and they might also look for examples of problem-solving on your resume and cover letter. 

In this article, I’m going to share a list of problem-solving examples and sample interview answers to questions like, “Give an example of a time you used logic to solve a problem?” and “Describe a time when you had to solve a problem without managerial input. How did you handle it, and what was the result?”

• Problem-solving involves identifying, prioritizing, analyzing, and solving problems using a variety of skills like critical thinking, creativity, decision making, and communication.
• Describe the Situation, Task, Action, and Result ( STAR method ) when discussing your problem-solving experiences.
• Tailor your interview answer with the specific skills and qualifications outlined in the job description.
• Provide numerical data or metrics to demonstrate the tangible impact of your problem-solving efforts.

What are Problem Solving Skills? 

Problem-solving is the ability to identify a problem, prioritize based on gravity and urgency, analyze the root cause, gather relevant information, develop and evaluate viable solutions, decide on the most effective and logical solution, and plan and execute implementation. 

Problem-solving encompasses other skills that can be showcased in an interview response and your resume. Problem-solving skills examples include:

• Critical thinking
• Analytical skills
• Decision making
• Research skills
• Technical skills
• Communication skills
• Adaptability and flexibility

Why is Problem Solving Important in the Workplace?

Problem-solving is essential in the workplace because it directly impacts productivity and efficiency. Whenever you encounter a problem, tackling it head-on prevents minor issues from escalating into bigger ones that could disrupt the entire workflow. 

Beyond maintaining smooth operations, your ability to solve problems fosters innovation. It encourages you to think creatively, finding better ways to achieve goals, which keeps the business competitive and pushes the boundaries of what you can achieve. 

Effective problem-solving also contributes to a healthier work environment; it reduces stress by providing clear strategies for overcoming obstacles and builds confidence within teams. 

Examples of Problem-Solving in the Workplace

• Correcting a mistake at work, whether it was made by you or someone else
• Overcoming a delay at work through problem solving and communication
• Resolving an issue with a difficult or upset customer
• Overcoming issues related to a limited budget, and still delivering good work through the use of creative problem solving
• Overcoming a scheduling/staffing shortage in the department to still deliver excellent work
• Troubleshooting and resolving technical issues
• Handling and resolving a conflict with a coworker
• Solving any problems related to money, customer billing, accounting and bookkeeping, etc.
• Taking initiative when another team member overlooked or missed something important
• Taking initiative to meet with your superior to discuss a problem before it became potentially worse
• Solving a safety issue at work or reporting the issue to those who could solve it
• Using problem solving abilities to reduce/eliminate a company expense
• Finding a way to make the company more profitable through new service or product offerings, new pricing ideas, promotion and sale ideas, etc.
• Changing how a process, team, or task is organized to make it more efficient
• Using creative thinking to come up with a solution that the company hasn’t used before
• Performing research to collect data and information to find a new solution to a problem
• Boosting a company or team’s performance by improving some aspect of communication among employees
• Finding a new piece of data that can guide a company’s decisions or strategy better in a certain area

Problem-Solving Examples for Recent Grads/Entry-Level Job Seekers

• Coordinating work between team members in a class project
• Reassigning a missing team member’s work to other group members in a class project
• Adjusting your workflow on a project to accommodate a tight deadline
• Speaking to your professor to get help when you were struggling or unsure about a project
• Asking classmates, peers, or professors for help in an area of struggle
• Talking to your academic advisor to brainstorm solutions to a problem you were facing
• Researching solutions to an academic problem online, via Google or other methods
• Using problem solving and creative thinking to obtain an internship or other work opportunity during school after struggling at first

How To Answer “Tell Us About a Problem You Solved”

When you answer interview questions about problem-solving scenarios, or if you decide to demonstrate your problem-solving skills in a cover letter (which is a good idea any time the job description mentions problem-solving as a necessary skill), I recommend using the STAR method.

STAR stands for:

It’s a simple way of walking the listener or reader through the story in a way that will make sense to them. 

Start by briefly describing the general situation and the task at hand. After this, describe the course of action you chose and why. Ideally, show that you evaluated all the information you could given the time you had, and made a decision based on logic and fact. Finally, describe the positive result you achieved.

Note: Our sample answers below are structured following the STAR formula. Be sure to check them out!

EXPERT ADVICE

Dr. Kyle Elliott , MPA, CHES Tech & Interview Career Coach caffeinatedkyle.com

How can I communicate complex problem-solving experiences clearly and succinctly?

Before answering any interview question, it’s important to understand why the interviewer is asking the question in the first place.

When it comes to questions about your complex problem-solving experiences, for example, the interviewer likely wants to know about your leadership acumen, collaboration abilities, and communication skills, not the problem itself.

Therefore, your answer should be focused on highlighting how you excelled in each of these areas, not diving into the weeds of the problem itself, which is a common mistake less-experienced interviewees often make.

Tailoring Your Answer Based on the Skills Mentioned in the Job Description

As a recruiter, one of the top tips I can give you when responding to the prompt “Tell us about a problem you solved,” is to tailor your answer to the specific skills and qualifications outlined in the job description. 

Once you’ve pinpointed the skills and key competencies the employer is seeking, craft your response to highlight experiences where you successfully utilized or developed those particular abilities. 

For instance, if the job requires strong leadership skills, focus on a problem-solving scenario where you took charge and effectively guided a team toward resolution. 

By aligning your answer with the desired skills outlined in the job description, you demonstrate your suitability for the role and show the employer that you understand their needs.

Amanda Augustine expands on this by saying:

“Showcase the specific skills you used to solve the problem. Did it require critical thinking, analytical abilities, or strong collaboration? Highlight the relevant skills the employer is seeking.”  

Interview Answers to “Tell Me About a Time You Solved a Problem”

Now, let’s look at some sample interview answers to, “Give me an example of a time you used logic to solve a problem,” or “Tell me about a time you solved a problem,” since you’re likely to hear different versions of this interview question in all sorts of industries.

The example interview responses are structured using the STAR method and are categorized into the top 5 key problem-solving skills recruiters look for in a candidate.

1. Analytical Thinking

Situation: In my previous role as a data analyst , our team encountered a significant drop in website traffic.

Task: I was tasked with identifying the root cause of the decrease.

Action: I conducted a thorough analysis of website metrics, including traffic sources, user demographics, and page performance. Through my analysis, I discovered a technical issue with our website’s loading speed, causing users to bounce. 

Result: By optimizing server response time, compressing images, and minimizing redirects, we saw a 20% increase in traffic within two weeks.

2. Critical Thinking

Situation: During a project deadline crunch, our team encountered a major technical issue that threatened to derail our progress.

Task: My task was to assess the situation and devise a solution quickly.

Action: I immediately convened a meeting with the team to brainstorm potential solutions. Instead of panicking, I encouraged everyone to think outside the box and consider unconventional approaches. We analyzed the problem from different angles and weighed the pros and cons of each solution.

Result: By devising a workaround solution, we were able to meet the project deadline, avoiding potential delays that could have cost the company $100,000 in penalties for missing contractual obligations.

3. Decision Making

Situation: As a project manager , I was faced with a dilemma when two key team members had conflicting opinions on the project direction.

Task: My task was to make a decisive choice that would align with the project goals and maintain team cohesion.

Action: I scheduled a meeting with both team members to understand their perspectives in detail. I listened actively, asked probing questions, and encouraged open dialogue. After carefully weighing the pros and cons of each approach, I made a decision that incorporated elements from both viewpoints.

Result: The decision I made not only resolved the immediate conflict but also led to a stronger sense of collaboration within the team. By valuing input from all team members and making a well-informed decision, we were able to achieve our project objectives efficiently.

4. Communication (Teamwork)

Situation: During a cross-functional project, miscommunication between departments was causing delays and misunderstandings.

Task: My task was to improve communication channels and foster better teamwork among team members.

Action: I initiated regular cross-departmental meetings to ensure that everyone was on the same page regarding project goals and timelines. I also implemented a centralized communication platform where team members could share updates, ask questions, and collaborate more effectively.

Result: Streamlining workflows and improving communication channels led to a 30% reduction in project completion time, saving the company $25,000 in operational costs.

5. Persistence 

Situation: During a challenging sales quarter, I encountered numerous rejections and setbacks while trying to close a major client deal.

Task: My task was to persistently pursue the client and overcome obstacles to secure the deal.

Action: I maintained regular communication with the client, addressing their concerns and demonstrating the value proposition of our product. Despite facing multiple rejections, I remained persistent and resilient, adjusting my approach based on feedback and market dynamics.

Result: After months of perseverance, I successfully closed the deal with the client. By closing the major client deal, I exceeded quarterly sales targets by 25%, resulting in a revenue increase of $250,000 for the company.

Tips to Improve Your Problem-Solving Skills

Throughout your career, being able to showcase and effectively communicate your problem-solving skills gives you more leverage in achieving better jobs and earning more money .

So to improve your problem-solving skills, I recommend always analyzing a problem and situation before acting.

 When discussing problem-solving with employers, you never want to sound like you rush or make impulsive decisions. They want to see fact-based or data-based decisions when you solve problems.

Don’t just say you’re good at solving problems. Show it with specifics. How much did you boost efficiency? Did you save the company money? Adding numbers can really make your achievements stand out.

To get better at solving problems, analyze the outcomes of past solutions you came up with. You can recognize what works and what doesn’t.

Think about how you can improve researching and analyzing a situation, how you can get better at communicating, and deciding on the right people in the organization to talk to and “pull in” to help you if needed, etc.

Finally, practice staying calm even in stressful situations. Take a few minutes to walk outside if needed. Step away from your phone and computer to clear your head. A work problem is rarely so urgent that you cannot take five minutes to think (with the possible exception of safety problems), and you’ll get better outcomes if you solve problems by acting logically instead of rushing to react in a panic.

You can use all of the ideas above to describe your problem-solving skills when asked interview questions about the topic. If you say that you do the things above, employers will be impressed when they assess your problem-solving ability.

More Interview Resources

• 3 Answers to “How Do You Handle Stress?”
• How to Answer “How Do You Handle Conflict?” (Interview Question)
• Sample Answers to “Tell Me About a Time You Failed”

About the Author

Biron Clark is a former executive recruiter who has worked individually with hundreds of job seekers, reviewed thousands of resumes and LinkedIn profiles, and recruited for top venture-backed startups and Fortune 500 companies. He has been advising job seekers since 2012 to think differently in their job search and land high-paying, competitive positions. Follow on Twitter and LinkedIn .

Read more articles by Biron Clark

About the Contributor

Kyle Elliott , career coach and mental health advocate, transforms his side hustle into a notable practice, aiding Silicon Valley professionals in maximizing potential. Follow Kyle on LinkedIn .

About the Editor

Hayley Jukes is the Editor-in-Chief at CareerSidekick with five years of experience creating engaging articles, books, and transcripts for diverse platforms and audiences.

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Promising Practices in Undergraduate Science, Technology, Engineering, and Mathematics Education: Summary of Two Workshops (2011)

Chapter: 4 scenario-, problem-, and case-based teaching and learning, 4 scenario-, problem-, and case-based teaching and learning.

The primary purpose of the October workshop was to thoughtfully examine the evidence behind a select set of promising practices that came to light during the June workshop. Susan Singer opened the October workshop by linking its agenda to key themes of the June workshop (see Chapter 3 ). Although these practices are not perfect and do not represent the universe of evidence-based innovations, she said, they are recognized by experts as promising, and each is supported by some evidence.

The promising practices discussed include scenario-, problem-, and case-based teaching and learning (this chapter); assessments to guide teaching and learning ( Chapter 5 ); efforts to restructure the learning environment ( Chapter 6 ); and faculty professional development ( Chapter 7 ). Singer explained that the presentations were based on papers prepared following a template the steering committee developed after the June workshop. 1 The authors were asked to describe the context in which the promising practice was implemented, identify examples of how the practice was used, and provide evidence to support the claim that the practice was promising, including evidence of its impact or efficacy.

FIGURE 4-1 Problem-based learning.

SOURCE: Gijbels (2008). Reprinted with permission. Problem

PROBLEM-BASED LEARNING

David Gijbels (University of Antwerp) described the cycle of problem-based learning (see Figure 4-1 ). After the instructors present a problem to the class, students meet in small groups to discuss what they know about it and what they need to learn. During a short period of independent self-study, students gather the needed resources to solve the problem. They then reconvene their small groups to re-assess their collective understanding of the problem. When they solve the problem, the instructor provides a different problem and the cycle begins anew.

Noting that problem-based learning has many possible definitions and permutations, Gijbels nonetheless stressed the importance of identifying a core set of principles that characterize this type of learning. Having a core definition enables researchers to compare problem-based learning with other types of learning environments. In his research, Gijbels uses a model developed by Howard Barrows (1996) that identifies six characteristics of problem-based learning:

Student-centered learning.

Small groups.

Tutor as a facilitator or guide.

Problems first.

The problem is the tool to achieve knowledge and problem-solving skills.

Self-directed learning.

Gijbels then described a meta-analysis conducted to examine the effects of problem-based learning on students’ knowledge and their application of knowledge, and to identify factors that mediated those effects (Dochy et al., 2003). The meta-analysis focused on empirical studies that compared problem-based learning with lecture-based education in postsecondary classrooms in Europe, and almost all of the studies that met the criteria focused on medical education. 2 Through the analysis, Gijbels and his colleagues found the following:

Students’ content knowledge was slightly lower in problem-based learning courses than in traditional lecture courses.

Although students in problem-based learning environments demonstrated less knowledge in the short term, they retained more knowledge over the long term.

Students in problem-based learning settings were better able to apply their knowledge than students in traditional courses.

These findings prompted Gijbels and his colleagues to undertake a deeper analysis of the assessment of problem-based learning (Gijbels et al., 2005). That analysis focused on three levels of knowledge that were assessed in the selected studies: (1) knowledge of concepts, (2) understanding of principles that link concepts, and (3) the application of knowledge. Gijbels noted that of the 56 studies in the analysis, 31 focused on concepts, 17 focused on principles, and 8 focused on the application of knowledge. The analysis revealed the following:

Students in problem-based learning environments and traditional lecture-based learning environments exhibited no differences in the understanding of concepts.

Students in problem-based learning environments had a deeper understanding of principles that link concepts together.

Students in problem-based learning environments demonstrated a slightly better ability to apply their knowledge than students in lecture-based classes.

Gijbels concluded by stating that problem-based learning has not completely fulfilled its potential. He suggested that students might become better problem solvers if faculty members assessed them more on problem solving. Noting that students often do not develop a sense of shared cognition when working in teams in problem-based learning environments, he also stressed the importance of attending to group developmental processes when implementing problem-based learning.

CASE-BASED TEACHING

Mary Lundeberg (Michigan State University) defined some key elements of case-based teaching. In the paper she wrote for the workshop (Lundeberg, 2008, p. 1), she said:

Cases involve an authentic portrayal of a person(s) in a complex situation(s) constructed for particular pedagogical purposes. Two features are essential: interactions involving explanations, and challenges to student thinking. Interactions involving explanations could occur among student teams, the instructor and a class; among distant colleagues; or students constructing interpretations in a multimedia environment. Cases may challenge students’ thinking in many ways, e.g., applying concepts to a real life situation; connecting concepts [and/or] interdisciplinary ideas; examining a situation from multiple perspectives; reflecting on how one approaches or solves a problem; making decisions; designing projects; considering ethical dimensions of situations. Brief vignettes, quick examples, or unedited documents are not cases.

She presented four examples to illustrate the wide range of cases that might be used in undergraduate science, technology, engineering, and mathematics (STEM) education: 3

The Deforestation of the Amazon: A Case Study in Understanding Ecosystems and Their Value, a problem-based case used in a biology seminar for nonmajors.

Cross-Dressing or Crossing-Over: Sex Testing of Women Athletes, a historical case used in large lecture courses with clicker technology (handheld wireless devices through which students register their responses to multiple-choice questions that are projected on a screen).

Case It!, in-depth problem-based multimedia cases used in biology labs.

Project-based scenarios used in engineering.

Citing the National Research Council (2002), Lundeberg identified three types of research questions often investigated in studies of educational activities—those that focus on description, cause, and process. She explained that there is much more descriptive research (i.e., faculty and student perceptions of what is happening) than research showing causal effects or describing the process of learning.

Lundeberg described the research that she and her colleagues have conducted on case-based learning. The descriptive aspects of their research involved surveys of 101 faculty members in 23 states and Canada who were using cases from the National Center on Case Study Teaching and Science (see http://library.buffalo.edu/libraries/projects/cases/case.html ). On the surveys, faculty members reported that cases make students more engaged and active learners and help them to develop multiple perspectives, gain deeper conceptual understanding, engage in critical thinking, enhance their communications skills, and develop positive peer relationships (Lundeberg, 2008). Lundeberg also reported that faculty members cited the increased time needed to prepare lessons and assess students as obstacles to implementing case-based learning.

To identify the systematic effects of case-based learning, Lundeberg and her colleagues conducted a year-long study of the use of cases in large undergraduate biology classes equipped with clickers. The study combined a design involving random assignment to experimental and control groups with an A-B-A-B design in which 12 participating faculty members alternated the use of cases and lectures systematically across two semesters. They found that “students (n = 4,366) who responded to cases using ‘clicker’ technology performed significantly better than their peers on five of the eight biology topics (cells, Mendelian genetics, cellular division, scientific method, and cancer), and in five of the eight areas in which they were asked to transfer information (cells, cellular division, scientific method, microevolution and DNA)” (Lundeberg, 2008, p. 8).

Students in the clicker classes also performed significantly better on tests of data interpretation than students in lecture classes. However, students who used cases with clicker technology showed no difference or lower effects on standardized tests measuring accumulated medical knowledge, on one topic in biology (characteristics of life), and on standardized tests of critical thinking.

Lundeberg argued that cases are effective for several reasons. First, stories are a powerful mechanism for organizing and storing information. In addition, the real-life context engages students. Cases also challenge students’ thinking and require them to integrate knowledge, reflect on their ideas, and articulate them. Lundeberg noted that role-playing during case-based education engages students and enables them to consider multiple perspectives.

In closing, Lundeberg reiterated that cases have an impact on understanding, scientific thinking, and engagement. She cited the need for more multiyear, mixed-methods studies on the effectiveness of case-based teaching, particularly classroom experiments that do not confound instructor or student effects. She also identified several gaps in the knowledge base at the undergraduate level: Which students benefit from cases? What content is most suitable? What benefits do different types of cases afford? What kinds of interaction between students and faculty matter? Do cases promote scientific literacy?

USE OF COMPLEX PROBLEMS IN TEACHING PHYSICS

Tom Foster (Southern Illinois University) discussed the use of complex problems in teaching physics. He explained that complex problems are rooted in cooperative group problem solving, which is characterized by the following traits (Foster, 2008):

positive interdependence among group members;

individual accountability;

monitoring of interpersonal skills;

frequent processing of group interactions and functioning; and

aspects of the task or learning activity that require ongoing conversation, dialogue, exchange, and support.

Foster emphasized the importance of designing the appropriate task in using this teaching method. He noted that if the problems are simple enough to be solved moderately well alone, students will not abandon their independence to work in a group. Students also will not abandon their independence if the problems are too complex for the group to initially succeed in solving them.

Context-rich problems are one example of an appropriate task for group problem solving. Foster creates such problems by converting traditional end-of-chapter problems into complex problems that students solve cooperatively, placing students in the problem by using the word “you.” Foster and his colleagues prefer not to include pictures in the problem, as a way of encouraging the group to decide whether and how to illustrate it. According to Foster, context-rich problems also provide many other decision points to foster ongoing interaction among group members. For example, problems might include extra information, omit information, or leave variables unnamed. These problems also “hide the physics” by avoiding technical terms and focusing on real-world settings. By hiding the physics, the problems demonstrate that the world is rich in physics and require students to determine which fundamental physical principles to apply (Foster, 2008).

In physics, context-rich problems are closed-ended, meaning that there is essentially one correct answer that is dictated by the rules of mathematics and physics. Even though they are closed-ended, the problems still require creativity to define and apply the correct principles and equations. Citing Schwartz, Bransford, and Sears (2005), Foster said that this balance between effectiveness and innovation is vital to the transfer of knowledge from one situation to another.

Foster noted that context-rich problems are an excellent way to challenge students’ misconceptions about problem solving. For example, students often believe that the aim of solving a physics problem is to reduce it to a mathematical exercise, and that it is always necessary to use all the information in a problem. Faculty members can address these misconceptions by structuring the problems differently, as described in previous paragraphs.

In Foster’s experience, it is easy to make context-rich problems too difficult. He and his colleagues have developed a set of 21 “difficulty traits” that fall into the broad categories of approach, analysis of the problem, and mathematical solution. Faculty members can use the traits as a checklist to design context-rich problems and to assess and adjust their level of difficulty.

Turning to the evidence, Foster explained that he uses traditional instruments, such as the Force Concept Inventory and conceptual surveys on electricity and magnetism, to measure students’ concept development. He has found that students who solve context-rich problems in cooperative group settings score as well on these measures as their peers who are taught using other interactive methods. To assess problem solving, Foster uses a rubric developed at the University of Minnesota that includes five dimensions: (1) description of the problem, (2) physics approach (i.e., whether students used the correct physics), (3) specific application of the physics, (4) mathematical procedures, and (5) logical progression. Foster reported that students’ problem-solving abilities improve through the use of context-rich problems, but he cautioned that the method does not result in quantum leaps in problem-solving abilities. Foster called his evidence on students’ attitudes and behaviors about context-rich problems anecdotal but positive.

He closed by identifying future directions for this method of physics instruction. Citing the need to create more context-rich problems in physics, he mentioned problems that begin with an answer and require the formulation of a question (such as on the television show “Jeopardy!”) as well as problems in which students identify and correct errors. He also stressed the importance of developing context-rich problems outside physics to assess the transfer of knowledge from one domain to another.

Remarking on the differences in terminology across disciplines, Karen Cummings (Southern Connecticut State University) observed that these differences pose a challenge for researchers. She asked Gijbels how he distinguished between knowledge of concepts and application of knowledge in his study. Gijbels agreed and explained that for his review of the literature he examined actual assessment questions to determine what type of knowledge they were assessing. Lundeberg added that it was a challenge for the faculty members in her study to develop assessments that measure higher order thinking, because it is easier for them to write questions that focus on definitions and conceptual knowledge.

Martha Narro (University of Arizona) asked Gijbels to clarify some of the findings that he discussed in his presentation. He explained that, across studies that assessed student learning of concepts, there was no significant difference between students in problem-based and traditional settings. Across studies that assessed student learning of principles and application of conceptual knowledge, however, students in problem-based environments performed better. He also pointed out that the findings varied depending on the context (specifically, whether the students were in their first or last year of medical school) and the curriculum, and that he was reporting on the overall trends in the data.

Responding to another question, Lundeberg and Foster discussed the issue of relevance when constructing scenarios, problems, and cases. They agreed that there is very little research on what it means to be relevant. Lundeberg related several examples of cases that faculty members designed to be relevant but that did not resonate with students. In her experience, allowing students to design their own cases is a powerful way to make the cases relevant. Foster added that many college students are still developing their identities, which makes the notion of relevance more challenging. An audience member, referring to a paper by Mayberry (1998) about pedagogies that encourage students to develop their own sense of science, cautioned faculty members to be careful about coming across as knowing more than students about what is relevant.

Following another question, the speakers engaged in a discussion about the importance of longitudinal research to understand the longer term impact of these pedagogical strategies. Lundeberg mentioned some examples of longitudinal studies of innovative instructional strategies that show mixed results. Foster added that it is difficult to measure long-term knowledge or to trace it back to its origins. As an example, he said that although students might not demonstrate understanding of a concept after a certain

course, the exposure they gained to that concept might facilitate later learning. In that situation, the initial course had an effect that is impossible to measure. The panelists noted that longitudinal research is important, difficult to conduct, difficult to fund, and relatively rare.

Numerous teaching, learning, assessment, and institutional innovations in undergraduate science, technology, engineering, and mathematics (STEM) education have emerged in the past decade. Because virtually all of these innovations have been developed independently of one another, their goals and purposes vary widely. Some focus on making science accessible and meaningful to the vast majority of students who will not pursue STEM majors or careers; others aim to increase the diversity of students who enroll and succeed in STEM courses and programs; still other efforts focus on reforming the overall curriculum in specific disciplines. In addition to this variation in focus, these innovations have been implemented at scales that range from individual classrooms to entire departments or institutions.

By 2008, partly because of this wide variability, it was apparent that little was known about the feasibility of replicating individual innovations or about their potential for broader impact beyond the specific contexts in which they were created. The research base on innovations in undergraduate STEM education was expanding rapidly, but the process of synthesizing that knowledge base had not yet begun. If future investments were to be informed by the past, then the field clearly needed a retrospective look at the ways in which earlier innovations had influenced undergraduate STEM education.

To address this need, the National Research Council (NRC) convened two public workshops to examine the impact and effectiveness of selected STEM undergraduate education innovations. This volume summarizes the workshops, which addressed such topics as the link between learning goals and evidence; promising practices at the individual faculty and institutional levels; classroom-based promising practices; and professional development for graduate students, new faculty, and veteran faculty. The workshops concluded with a broader examination of the barriers and opportunities associated with systemic change.

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Designing for Equity Collaborative Problem-Solving Around Challenging Behaviors in Middle School

Jeff Heyck-Williams, Ama Teasdel

Together, educators are doing the reimagining and reinvention work necessary to make true educational equity possible. Student-centered learning advances equity when it values social and emotional growth alongside academic achievement, takes a cultural lens on strengths and competencies, and equips students with the power and skills to address injustice in their schools and communities.

Providing Agency for Our Most Challenging Students, Part 2

Teachers can employ Collaborative Problem Solving to empower students with persistently challenging behaviors to change.

In part one of this two-part series, we explored how the school-to-prison pipeline is an insidious problem that suggests that we need to be doing something differently to help students who exhibit persistent challenging behavior at school. At Two Rivers, we are using a collaborative problem solving model to help all students work with teachers to find solutions to this problem. The heart of the model is in empowering students to articulate their own perspective on potential problems and working with their teachers to come up with mutually acceptable solutions that address both underlying concerns on both sides.

Using the same five steps with students in Kindergarten through eighth grade, we’ve found that all students can start to take ownership of their challenges around empathy, relationship building, and collaboration.

Once we as educators have identified a challenging behavior that we would need to work on with a student, the steps we use to solve the problem with the student is as follows:

• Listen : where we listen empathetically to hear the student’s concern about the persistent problem;
• Share : where we share our concerns about the persistent problem;
• Problem Solve : where we invite the student to come up with solutions with us that both address their concern and our concern and can realistically be implemented;
• Implement : where we put the plan into effect; and
• Reflect : where we evaluate the effectiveness of the plan with the student.

In the first post, Rachel Owens described how this can work in a Kindergarten classroom. Today’s story from Ama Teasdel explains what this looks like with students in middle school.

A Seventh Grade Example from Ama Teasdel

When we problem solve with students rather than for students, we empower them to take ownership of their learning. As a veteran special educator, I initially believed I was well versed in building relationships with students and working with them to address persistent challenging behavior. However, participating for two months in our school’s professional development training on collaborative problem solving conversations has proven me wrong. I’ve learned to become more humble and much more collaborative in my approach to problem-solving.

Henry, the first student I chose to engage in a collaborative problem solving conversation, is a student who has often been pegged as ‘unmotivated,’ or that he doesn’t care about school. I saw him as a hyperactive, disruptive, and disrespectful student who didn’t care about his academics and didn’t value what his classroom teachers, including myself, had to offer him. His classroom work completion was abysmal, and his negative behavior incidents caused him to lose anywhere from five to six instructional hours per week. Surprisingly, by opening up to collaboratively problem solve with a student, I learned three invaluable lessons from Henry.

Lesson One: Asking Before Assuming is at the Heart of Collaboration

I thought I had a generally positive rapport with Henry, so I believed that inviting him to the conversation wouldn’t be difficult. However, I was proven wrong. When I first approached him, he didn’t want to talk to me and he avoided having the conversation that I knew we needed to have. I assumed he wanted to avoid talking about a difficult topic. What I didn’t realize at the time was that I was asking him to join me for a conversation during lunch which was the only time he had to socialize with his friends. When I slowed down and asked him when a good time would be to meet, we identified a time right after he arrived to school so that he wouldn’t miss out on time spent with friends.

Lesson Two: Students’ Perceptions are Their Reality, and Successful Solutions Must Take Their Perspectives Into Account.

Once we were able to have the initial conversation, I sat with Henry in a time and space of his choosing and really listened to him. I went in thinking that I already knew what Henry’s issues were. To be collaborative, I had to be humble and realize that I needed to hear from my students to truly understand their concerns. What I learned was that Henry had a lot of adult responsibilities caring for siblings before school. This impacted his ability to focus and stay on task. In addition, he shared that he wanted to do well, but as he said “I think they (teachers) don’t like me because they always say bad stuff to me and tell me what I am doing wrong.” He felt that any time an adult approached him that they would always have something negative to say. From my perspective this was an over-generalization; however, I had to humble myself and seek to understand the truth in what Henry was saying.

Lesson Three: Share Concerns in a Variety of Ways and Invite Students to Help Define Concerns with You.

Once I had actually taken the time to listen without using preconceived notions as a barrier, I had a better, albeit not perfect, understanding of Henry. This enabled me to take the next step of sharing my perspective. I shared with Henry that I had seen him in the hallways a lot when he was supposed to be in class; that his off-task behaviors in class distracted others; and that when he is redirected, his response is not the most appropriate. As I was sharing with him, it was clear from his body language that he was tuning me out. Thinking about what he had just shared with me, I realized that he was likely feeling overwhelmed by all the negative things I was sharing and I was feeding the perception that teachers only had negative things to say to him. So, I invited him in to think about how he responds to redirection, and that we could revisit that later.

Based on my conversations with Henry, my mindset and practices have shifted. I no longer take my experience for granted. Each student is a different and dynamic person. Even with 15 years of experience as a special educator, I still need to hear and understand the daily experiences and realities of my seventh graders. Problem solving does not only center around a problem I have defined, but the ways that we define the problem together. The beauty of collaborative problem solving conversations is that they empower both the student and teacher to define what success means. By giving middle school students autonomy to define and solve those problems collaboratively with their teachers, they take ownership and transfer critical skills.

Within the past few weeks, Henry’s negative incidents have decreased, and he is completing more classwork. Yes, he is still coming into class sleepy, hungry and sometimes ‘irritable.’ However, we are all equipped with a better understanding and tools to combat his challenges. We as staff are more cognizant of our interactions with him to make sure we are highlighting the positive with every chance we get. Just being aware of how we perceive his responses, Henry has also accepted redirection by responding in a more positive way and following directions and advocating for himself.

Using collaborative problem solving to address challenging behaviors has not only improved student behavior, but it has improved staff and student relationships while also building essential skills to help students take ownership of their learning.

Providing Agency for Our Most Challenging Students

As the two examples in this and in the previous post highlight, we have discovered that providing opportunities for students in Kindergarten through middle school to share their concerns and to collaboratively approach ways to overcome challenges with a teacher empowers them to be their best selves. They are learning the life skills of empathy, collaboration, and problem solving. Building these skills in the safe environment of schools with caring adults equips all of our students to better navigate challenges in their lives outside of school and on into adulthood. As a result, we are working to break the school-to-prison pipeline.

Read Part 1 of Providing Agency for Our Most Challenging Students: Collaborative Problem Solving around Challenging Behaviors in Kindergarten .

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NEW: Classroom Clean-Up/Set-Up Email Course! 🧽

44 Powerful Instructional Strategies Examples for Every Classroom

So many ways to help students learn!

Looking for some new ways to teach and learn in your classroom? This roundup of instructional strategies examples includes methods that will appeal to all learners and work for any teacher.

What are instructional strategies?

In the simplest of terms, instructional strategies are the methods teachers use to achieve learning objectives. In other words, pretty much every learning activity you can think of is an example of an instructional strategy. They’re also known as teaching strategies and learning strategies.

The more instructional strategies a teacher has in their tool kit, the more they’re able to reach all of their students. Different types of learners respond better to various strategies, and some topics are best taught with one strategy over another. Usually, teachers use a wide array of strategies across a single lesson. This gives all students a chance to play to their strengths and ensures they have a deeper connection to the material.

There are a lot of different ways of looking at instructional strategies. One of the most common breaks them into five basic types. It’s important to remember that many learning activities fall into more than one of these categories, and teachers rarely use one type of strategy alone. The key is to know when a strategy can be most effective, for the learners or for the learning objective. Here’s a closer look at the five basic types, with instructional strategies examples for each.

Direct Instruction Instructional Strategies Examples

Direct instruction can also be called “teacher-led instruction,” and it’s exactly what it sounds like. The teacher provides the information, while the students watch, listen, and learn. Students may participate by answering questions asked by the teacher or practicing a skill under their supervision. This is a very traditional form of teaching, and one that can be highly effective when you need to provide information or teach specific skills.

This method gets a lot of flack these days for being “boring” or “old-fashioned.” It’s true that you don’t want it to be your only instructional strategy, but short lectures are still very effective learning tools. This type of direct instruction is perfect for imparting specific detailed information or teaching a step-by-step process. And lectures don’t have to be boring—just look at the success of TED Talks .

Didactic Questioning

These are often paired with other direct instruction methods like lecturing. The teacher asks questions to determine student understanding of the material. They’re often questions that start with “who,” “what,” “where,” and “when.”

Demonstration

In this direct instruction method, students watch as a teacher demonstrates an action or skill. This might be seeing a teacher solving a math problem step-by-step, or watching them demonstrate proper handwriting on the whiteboard. Usually, this is followed by having students do hands-on practice or activities in a similar manner.

Drill & Practice

If you’ve ever used flash cards to help kids practice math facts or had your whole class chant the spelling of a word out loud, you’ve used drill & practice. It’s another one of those traditional instructional strategies examples. When kids need to memorize specific information or master a step-by-step skill, drill & practice really works.

Indirect Instruction Instructional Strategies Examples

This form of instruction is learner-led and helps develop higher-order thinking skills. Teachers guide and support, but students drive the learning through reading, research, asking questions, formulating ideas and opinions, and more. This method isn’t ideal when you need to teach detailed information or a step-by-step process. Instead, use it to develop critical thinking skills , especially when more than one solution or opinion is valid.

Problem-Solving

In this indirect learning method, students work their way through a problem to find a solution. Along the way, they must develop the knowledge to understand the problem and use creative thinking to solve it. STEM challenges are terrific examples of problem-solving instructional strategies.

Project-Based Learning

When kids participate in true project-based learning, they’re learning through indirect and experiential strategies. As they work to find solutions to a real-world problem, they develop critical thinking skills and learn by research, trial and error, collaboration, and other experiences.

Learn more: What Is Project-Based Learning?

Concept Mapping

Students use concept maps to break down a subject into its main points and draw connections between these points. They brainstorm the big-picture ideas, then draw lines to connect terms, details, and more to help them visualize the topic.

Case Studies

When you think of case studies, law school is probably the first thing that jumps to mind. But this method works at any age, for a variety of topics. This indirect learning method teaches students to use material to draw conclusions, make connections, and advance their existing knowledge.

Reading for Meaning

This is different than learning to read. Instead, it’s when students use texts (print or digital) to learn about a topic. This traditional strategy works best when students already have strong reading comprehension skills. Try our free reading comprehension bundle to give students the ability to get the most out of reading for meaning.

Flipped Classroom

In a flipped classroom, students read texts or watch prerecorded lectures at home. Classroom time is used for deeper learning activities, like discussions, labs, and one-on-one time for teachers and students.

Learn more: What Is a Flipped Classroom?

Experiential Learning Instructional Strategies Examples

In experiential learning, students learn by doing. Rather than following a set of instructions or listening to a lecture, they dive right into an activity or experience. Once again, the teacher is a guide, there to answer questions and gently keep learning on track if necessary. At the end, and often throughout, the learners reflect on their experience, drawing conclusions about the skills and knowledge they’ve gained. Experiential learning values the process over the product.

Science Experiments

This is experiential learning at its best. Hands-on experiments let kids learn to establish expectations, create sound methodology, draw conclusions, and more.

Learn more: Hundreds of science experiment ideas for kids and teens

Field Trips

Heading out into the real world gives kids a chance to learn indirectly, through experiences. They may see concepts they already know put into practice or learn new information or skills from the world around them.

Learn more: The Big List of PreK-12 Field Trip Ideas

Games and Gamification

Teachers have long known that playing games is a fun (and sometimes sneaky) way to get kids to learn. You can use specially designed educational games for any subject. Plus, regular board games often involve a lot of indirect learning about math, reading, critical thinking, and more.

Learn more: Classic Classroom Games and Best Online Educational Games

Service Learning

This is another instructional strategies example that takes students out into the real world. It often involves problem-solving skills and gives kids the opportunity for meaningful social-emotional learning.

Learn more: What Is Service Learning?

Interactive Instruction Instructional Strategies Examples

As you might guess, this strategy is all about interaction between the learners and often the teacher. The focus is on discussion and sharing. Students hear other viewpoints, talk things out, and help each other learn and understand the material. Teachers can be a part of these discussions, or they can oversee smaller groups or pairings and help guide the interactions as needed. Interactive instruction helps students develop interpersonal skills like listening and observation.

Peer Instruction

It’s often said the best way to learn something is to teach it to others. Studies into the so-called “ protégé effect ” seem to prove it too. In order to teach, you first must understand the information yourself. Then, you have to find ways to share it with others—sometimes more than one way. This deepens your connection to the material, and it sticks with you much longer. Try having peers instruct one another in your classroom, and see the magic in action.

Reciprocal Teaching

This method is specifically used in reading instruction, as a cooperative learning strategy. Groups of students take turns acting as the teacher, helping students predict, clarify, question, and summarize. Teachers model the process initially, then observe and guide only as needed.

Some teachers shy away from debate in the classroom, afraid it will become too adversarial. But learning to discuss and defend various points of view is an important life skill. Debates teach students to research their topic, make informed choices, and argue effectively using facts instead of emotion.

Learn more: High School Debate Topics To Challenge Every Student

Class or Small-Group Discussion

Class, small-group, and pair discussions are all excellent interactive instructional strategies examples. As students discuss a topic, they clarify their own thinking and learn from the experiences and opinions of others. Of course, in addition to learning about the topic itself, they’re also developing valuable active listening and collaboration skills.

Learn more: Strategies To Improve Classroom Discussions

Socratic Seminar and Fishbowl

Take your classroom discussions one step further with the fishbowl method. A small group of students sits in the middle of the class. They discuss and debate a topic, while their classmates listen silently and make notes. Eventually, the teacher opens the discussion to the whole class, who offer feedback and present their own assertions and challenges.

Learn more: How I Use Fishbowl Discussions To Engage Every Student

Brainstorming

Rather than having a teacher provide examples to explain a topic or solve a problem, students do the work themselves. Remember the one rule of brainstorming: Every idea is welcome. Ensure everyone gets a chance to participate, and form diverse groups to generate lots of unique ideas.

Role-Playing

Role-playing is sort of like a simulation but less intense. It’s perfect for practicing soft skills and focusing on social-emotional learning . Put a twist on this strategy by having students model bad interactions as well as good ones and then discussing the difference.

Think-Pair-Share

This structured discussion technique is simple: First, students think about a question posed by the teacher. Pair students up, and let them talk about their answer. Finally open it up to whole-class discussion. This helps kids participate in discussions in a low-key way and gives them a chance to “practice” before they talk in front of the whole class.

Learn more: Think-Pair-Share and Fun Alternatives

Independent Learning Instructional Strategies Examples

Also called independent study, this form of learning is almost entirely student-led. Teachers take a backseat role, providing materials, answering questions, and guiding or supervising. It’s an excellent way to allow students to dive deep into topics that really interest them, or to encourage learning at a pace that’s comfortable for each student.

Learning Centers

Foster independent learning strategies with centers just for math, writing, reading, and more. Provide a variety of activities, and let kids choose how they spend their time. They often learn better from activities they enjoy.

Learn more: The Big List of K-2 Literacy Centers

Computer-Based Instruction

Once a rarity, now a daily fact of life, computer-based instruction lets students work independently. They can go at their own pace, repeating sections without feeling like they’re holding up the class. Teach students good computer skills at a young age so you’ll feel comfortable knowing they’re focusing on the work and doing it safely.

Writing an essay encourages kids to clarify and organize their thinking. Written communication has become more important in recent years, so being able to write clearly and concisely is a skill every kid needs. This independent instructional strategy has stood the test of time for good reason.

Learn more: The Big List of Essay Topics for High School

Research Projects

Here’s another oldie-but-goodie! When kids work independently to research and present on a topic, their learning is all up to them. They set the pace, choose a focus, and learn how to plan and meet deadlines. This is often a chance for them to show off their creativity and personality too.

Personal journals give kids a chance to reflect and think critically on topics. Whether responding to teacher prompts or simply recording their daily thoughts and experiences, this independent learning method strengthens writing and intrapersonal skills.

Learn more: The Benefits of Journaling in the Classroom

Play-Based Learning

In play-based learning programs, children learn by exploring their own interests. Teachers identify and help students pursue their interests by asking questions, creating play opportunities, and encouraging students to expand their play.

Learn more: What Is Play-Based Learning?

More Instructional Strategies Examples

Don’t be afraid to try new strategies from time to time—you just might find a new favorite! Here are some of the most common instructional strategies examples.

Simulations

This strategy combines experiential, interactive, and indirect learning all in one. The teacher sets up a simulation of a real-world activity or experience. Students take on roles and participate in the exercise, using existing skills and knowledge or developing new ones along the way. At the end, the class reflects separately and together on what happened and what they learned.

Storytelling

Ever since Aesop’s fables, we’ve been using storytelling as a way to teach. Stories grab students’ attention right from the start and keep them engaged throughout the learning process. Real-life stories and fiction both work equally well, depending on the situation.

Learn more: Teaching as Storytelling

Scaffolding

Scaffolding is defined as breaking learning into bite-sized chunks so students can more easily tackle complex material. It builds on old ideas and connects them to new ones. An educator models or demonstrates how to solve a problem, then steps back and encourages the students to solve the problem independently. Scaffolding teaching gives students the support they need by breaking learning into achievable sizes while they progress toward understanding and independence.

Learn more: What Is Scaffolding in Education?

Spaced Repetition

Often paired with direct or independent instruction, spaced repetition is a method where students are asked to recall certain information or skills at increasingly longer intervals. For instance, the day after discussing the causes of the American Civil War in class, the teacher might return to the topic and ask students to list the causes. The following week, the teacher asks them once again, and then a few weeks after that. Spaced repetition helps make knowledge stick, and it is especially useful when it’s not something students practice each day but will need to know in the long term (such as for a final exam).

Graphic Organizers

Graphic organizers are a way of organizing information visually to help students understand and remember it. A good organizer simplifies complex information and lays it out in a way that makes it easier for a learner to digest. Graphic organizers may include text and images, and they help students make connections in a meaningful way.

Learn more: Graphic Organizers 101: Why and How To Use Them

Jigsaw combines group learning with peer teaching. Students are assigned to “home groups.” Within that group, each student is given a specialized topic to learn about. They join up with other students who were given the same topic, then research, discuss, and become experts. Finally, students return to their home group and teach the other members about the topic they specialized in.

Multidisciplinary Instruction

As the name implies, this instructional strategy approaches a topic using techniques and aspects from multiple disciplines, helping students explore it more thoroughly from a variety of viewpoints. For instance, to learn more about a solar eclipse, students might explore scientific explanations, research the history of eclipses, read literature related to the topic, and calculate angles, temperatures, and more.

Interdisciplinary Instruction

This instructional strategy takes multidisciplinary instruction a step further, using it to synthesize information and viewpoints from a variety of disciplines to tackle issues and problems. Imagine a group of students who want to come up with ways to improve multicultural relations at their school. They might approach the topic by researching statistical information about the school population, learning more about the various cultures and their history, and talking with students, teachers, and more. Then, they use the information they’ve uncovered to present possible solutions.

Differentiated Instruction

Differentiated instruction means tailoring your teaching so all students, regardless of their ability, can learn the classroom material. Teachers can customize the content, process, product, and learning environment to help all students succeed. There are lots of differentiated instructional strategies to help educators accommodate various learning styles, backgrounds, and more.

Learn more: What Is Differentiated Instruction?

Culturally Responsive Teaching

Culturally responsive teaching is based on the understanding that we learn best when we can connect with the material. For culturally responsive teachers, that means weaving their students’ various experiences, customs, communication styles, and perspectives throughout the learning process.

Learn more: What Is Culturally Responsive Teaching?

Response to Intervention

Response to Intervention, or RTI, is a way to identify and support students who need extra academic or behavioral help to succeed in school. It’s a tiered approach with various “levels” students move through depending on how much support they need.

Learn more: What Is Response to Intervention?

Inquiry-Based Learning

Inquiry-based learning means tailoring your curriculum to what your students are interested in rather than having a set agenda that you can’t veer from—it means letting children’s curiosity take the lead and then guiding that interest to explore, research, and reflect upon their own learning.

Learn more: What Is Inquiry-Based Learning?

Growth Mindset

Growth mindset is key for learners. They must be open to new ideas and processes and believe they can learn anything with enough effort. It sounds simplistic, but when students really embrace the concept, it can be a real game-changer. Teachers can encourage a growth mindset by using instructional strategies that allow students to learn from their mistakes, rather than punishing them for those mistakes.

Learn more: Growth Mindset vs. Fixed Mindset and 25 Growth Mindset Activities

Blended Learning

This strategy combines face-to-face classroom learning with online learning, in a mix of self-paced independent learning and direct instruction. It’s incredibly common in today’s schools, where most students spend at least part of their day completing self-paced lessons and activities via online technology. Students may also complete their online instructional time at home.

Asynchronous (Self-Paced) Learning

This fancy term really just describes strategies that allow each student to work at their own pace using a flexible schedule. This method became a necessity during the days of COVID lockdowns, as families did their best to let multiple children share one device. All students in an asynchronous class setting learn the same material using the same activities, but do so on their own timetable.

Learn more: Synchronous vs. Asynchronous Learning

Essential Questions

Essential questions are the big-picture questions that inspire inquiry and discussion. Teachers give students a list of several essential questions to consider as they begin a unit or topic. As they dive deeper into the information, teachers ask more specific essential questions to help kids make connections to the “essential” points of a text or subject.

Learn more: Questions That Set a Purpose for Reading

How do I choose the right instructional strategies for my classroom?

When it comes to choosing instructional strategies, there are several things to consider:

• Learning objectives: What will students be able to do as a result of this lesson or activity? If you are teaching specific skills or detailed information, a direct approach may be best. When you want students to develop their own methods of understanding, consider experiential learning. To encourage critical thinking skills, try indirect or interactive instruction.
• Assessments : How will you be measuring whether students have met the learning objectives? The strategies you use should prepare them to succeed. For instance, if you’re teaching spelling, direct instruction is often the best method, since drill-and-practice simulates the experience of taking a spelling test.
• Learning styles : What types of learners do you need to accommodate? Most classrooms (and most students) respond best to a mix of instructional strategies. Those who have difficulty speaking in class might not benefit as much from interactive learning, and students who have trouble staying on task might struggle with independent learning.
• Learning environment: Every classroom looks different, and the environment can vary day by day. Perhaps it’s testing week for other grades in your school, so you need to keep things quieter in your classroom. This probably isn’t the time for experiments or lots of loud discussions. Some activities simply aren’t practical indoors, and the weather might not allow you to take learning outside.

Come discuss instructional strategies and ask for advice in the We Are Teachers HELPLINE group on Facebook !

Plus, check out the things the best instructional coaches do, according to teachers ..

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What Are Problem-Solving Skills? Definition and Examples

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Forage puts students first. Our blog articles are written independently by our editorial team. They have not been paid for or sponsored by our partners. See our full  editorial guidelines .

Why do employers hire employees? To help them solve problems. Whether you’re a financial analyst deciding where to invest your firm’s money, or a marketer trying to figure out which channel to direct your efforts, companies hire people to help them find solutions. Problem-solving is an essential and marketable soft skill in the workplace. 

So, how can you improve your problem-solving and show employers you have this valuable skill? In this guide, we’ll cover:

Problem-Solving Skills Definition

Why are problem-solving skills important, problem-solving skills examples, how to include problem-solving skills in a job application, how to improve problem-solving skills, problem-solving: the bottom line.

Problem-solving skills are the ability to identify problems, brainstorm and analyze answers, and implement the best solutions. An employee with good problem-solving skills is both a self-starter and a collaborative teammate; they are proactive in understanding the root of a problem and work with others to consider a wide range of solutions before deciding how to move forward. 

Examples of using problem-solving skills in the workplace include:

• Researching patterns to understand why revenue decreased last quarter
• Experimenting with a new marketing channel to increase website sign-ups
• Brainstorming content types to share with potential customers
• Testing calls to action to see which ones drive the most product sales
• Implementing a new workflow to automate a team process and increase productivity

Problem-solving skills are the most sought-after soft skill of 2022. In fact, 86% of employers look for problem-solving skills on student resumes, according to the National Association of Colleges and Employers Job Outlook 2022 survey . 

It’s unsurprising why employers are looking for this skill: companies will always need people to help them find solutions to their problems. Someone proactive and successful at problem-solving is valuable to any team.

“Employers are looking for employees who can make decisions independently, especially with the prevalence of remote/hybrid work and the need to communicate asynchronously,” Eric Mochnacz, senior HR consultant at Red Clover, says. “Employers want to see individuals who can make well-informed decisions that mitigate risk, and they can do so without suffering from analysis paralysis.”

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Problem-solving includes three main parts: identifying the problem, analyzing possible solutions, and deciding on the best course of action.

>>MORE: Discover the right career for you based on your skills with a career aptitude test .

Research is the first step of problem-solving because it helps you understand the context of a problem. Researching a problem enables you to learn why the problem is happening. For example, is revenue down because of a new sales tactic? Or because of seasonality? Is there a problem with who the sales team is reaching out to? 

Research broadens your scope to all possible reasons why the problem could be happening. Then once you figure it out, it helps you narrow your scope to start solving it. 

Analysis is the next step of problem-solving. Now that you’ve identified the problem, analytical skills help you look at what potential solutions there might be.

“The goal of analysis isn’t to solve a problem, actually — it’s to better understand it because that’s where the real solution will be found,” Gretchen Skalka, owner of Career Insights Consulting, says. “Looking at a problem through the lens of impartiality is the only way to get a true understanding of it from all angles.”

Decision-Making

Once you’ve figured out where the problem is coming from and what solutions are, it’s time to decide on the best way to go forth. Decision-making skills help you determine what resources are available, what a feasible action plan entails, and what solution is likely to lead to success.

On a Resume

Employers looking for problem-solving skills might include the word “problem-solving” or other synonyms like “ critical thinking ” or “analytical skills” in the job description.

“I would add ‘buzzwords’ you can find from the job descriptions or LinkedIn endorsements section to filter into your resume to comply with the ATS,” Matthew Warzel, CPRW resume writer, advises. Warzel recommends including these skills on your resume but warns to “leave the soft skills as adjectives in the summary section. That is the only place soft skills should be mentioned.”

On the other hand, you can list hard skills separately in a skills section on your resume .

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In a Cover Letter or an Interview

Explaining your problem-solving skills in an interview can seem daunting. You’re required to expand on your process — how you identified a problem, analyzed potential solutions, and made a choice. As long as you can explain your approach, it’s okay if that solution didn’t come from a professional work experience.

“Young professionals shortchange themselves by thinking only paid-for solutions matter to employers,” Skalka says. “People at the genesis of their careers don’t have a wealth of professional experience to pull from, but they do have relevant experience to share.”

Aaron Case, career counselor and CPRW at Resume Genius, agrees and encourages early professionals to share this skill. “If you don’t have any relevant work experience yet, you can still highlight your problem-solving skills in your cover letter,” he says. “Just showcase examples of problems you solved while completing your degree, working at internships, or volunteering. You can even pull examples from completely unrelated part-time jobs, as long as you make it clear how your problem-solving ability transfers to your new line of work.”

Learn How to Identify Problems

Problem-solving doesn’t just require finding solutions to problems that are already there. It’s also about being proactive when something isn’t working as you hoped it would. Practice questioning and getting curious about processes and activities in your everyday life. What could you improve? What would you do if you had more resources for this process? If you had fewer? Challenge yourself to challenge the world around you.

Think Digitally

“Employers in the modern workplace value digital problem-solving skills, like being able to find a technology solution to a traditional issue,” Case says. “For example, when I first started working as a marketing writer, my department didn’t have the budget to hire a professional voice actor for marketing video voiceovers. But I found a perfect solution to the problem with an AI voiceover service that cost a fraction of the price of an actor.”

Being comfortable with new technology — even ones you haven’t used before — is a valuable skill in an increasingly hybrid and remote world. Don’t be afraid to research new and innovative technologies to help automate processes or find a more efficient technological solution.

Collaborate

Problem-solving isn’t done in a silo, and it shouldn’t be. Use your collaboration skills to gather multiple perspectives, help eliminate bias, and listen to alternative solutions. Ask others where they think the problem is coming from and what solutions would help them with your workflow. From there, try to compromise on a solution that can benefit everyone.

If we’ve learned anything from the past few years, it’s that the world of work is constantly changing — which means it’s crucial to know how to adapt . Be comfortable narrowing down a solution, then changing your direction when a colleague provides a new piece of information. Challenge yourself to get out of your comfort zone, whether with your personal routine or trying a new system at work.

Put Yourself in the Middle of Tough Moments

Just like adapting requires you to challenge your routine and tradition, good problem-solving requires you to put yourself in challenging situations — especially ones where you don’t have relevant experience or expertise to find a solution. Because you won’t know how to tackle the problem, you’ll learn new problem-solving skills and how to navigate new challenges. Ask your manager or a peer if you can help them work on a complicated problem, and be proactive about asking them questions along the way.

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Step 1 of 3

Companies always need people to help them find solutions — especially proactive employees who have practical analytical skills and can collaborate to decide the best way to move forward. Whether or not you have experience solving problems in a professional workplace, illustrate your problem-solving skills by describing your research, analysis, and decision-making process — and make it clear that you’re the solution to the employer’s current problems. 

Looking to learn more workplace professional skills? Check out Two Sigma’s Professional Skills Development Virtual Experience Program .

Image Credit: Christina Morillo / Pexels 

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Principals and Problem-Solving

• Posted November 13, 2014
• By Bari Walsh

If you’re a school principal, how does context matter when you’re facing a difficult problem? Where do you find your source of support, and do the people you turn to actually help you to reach effective solutions? Ebony Bridwell-Mitchell explores these questions in a paper published in Organization Science with co-author Theresa Lant, finding that the type of people principals surround themselves with, and to whom they turn for counsel, has a lot to do with how they think about their role and their challenges in the first place. This “cognitive context,” she found, helps determine their social context and is predictive of how they’ll go about solving problems or advancing their agenda.

Bridwell-Mitchell studies educational leadership, management, and organizations, often exploring the tension between structure and agency — “how we make choices within constraints,” as she describes it. “A lot of education policy is focused on what we can do to get people to make better choices — how we can spur them to be more gritty, or how we can incentivize them. But all the choices people make — even if they’re properly incentivized, even if they’re extra gritty — are constrained in some way by context. It turns out that when you look at differences across individuals, what best explains the variation is context. People in one context tend to think and do things a certain way, and very differently than people in another context.”

How Context Matters

In the recent paper, she set out to explore just how context matters when school principals are faced with decisions. She wanted to understand not only how principals’ social networks mattered, but also how cognitive context mattered — how they thought about or framed their problems.

She investigated two different ways in which principals might frame a pressing problem: as political, having to do with influence or power, or as strategic, having to do with performance and resources. She wanted to see whether that framing had an effect on the kinds of people they chose to go to for help.

She found that when people frame their problems politically, they are more likely to turn to advisors they think are trustworthy and have influence. But when they frame problems as being strategic, they are more likely to turn to people they think are accessible and have resources.

The Takeaway

What does all this mean in terms of helping principals solve problems? “If people have persistent patterns in how they see problems, then they have a tendency to choose certain kinds of people, irrespective of whether that’s what the problem actually is or those are the people they actually need,” says Bridwell-Mitchell. “You can imagine that people might be thinking about the problem in the wrong way and choosing the wrong people and not ending up with the solutions they need.”

“It really gives us an incentive to invest in what people often call shared decision making or shared leadership,” she continues. “What this is saying is, you need people to help you think carefully about these problems, so you can make sure you’re conceptualizing them in ways that will get you to the right people for help.”

Bridwell-Mitchell is doing a follow-up study to assess which cognitive contexts and social contexts may be more effective at solving which types of problems. She’s asking groups of principals to work through the issues involved in two randomly assigned scenarios, one about bullying and one about increasing achievement in middle-performing students, and then to come up with a solution. A set of experts — other principals and field experts — will assess and rate the solutions. The goal is to shed light on which factors were more helpful in arriving at effective solutions — cognitive framing, social context, or a combination of the two.

The bottom line is that context matters — perhaps more than any other factor — in effective leadership, says Bridwell-Mitchell. “If we’re not thinking about how much context matters, and how to change context, we’re losing most of the leverage that we have to actually get people to behave differently.”

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What is Problem Solving? (Steps, Techniques, Examples)

By Status.net Editorial Team on May 7, 2023 — 5 minutes to read

What Is Problem Solving?

Definition and importance.

Problem solving is the process of finding solutions to obstacles or challenges you encounter in your life or work. It is a crucial skill that allows you to tackle complex situations, adapt to changes, and overcome difficulties with ease. Mastering this ability will contribute to both your personal and professional growth, leading to more successful outcomes and better decision-making.

Problem-Solving Steps

The problem-solving process typically includes the following steps:

• Identify the issue : Recognize the problem that needs to be solved.
• Analyze the situation : Examine the issue in depth, gather all relevant information, and consider any limitations or constraints that may be present.
• Generate potential solutions : Brainstorm a list of possible solutions to the issue, without immediately judging or evaluating them.
• Evaluate options : Weigh the pros and cons of each potential solution, considering factors such as feasibility, effectiveness, and potential risks.
• Select the best solution : Choose the option that best addresses the problem and aligns with your objectives.
• Implement the solution : Put the selected solution into action and monitor the results to ensure it resolves the issue.
• Review and learn : Reflect on the problem-solving process, identify any improvements or adjustments that can be made, and apply these learnings to future situations.

Defining the Problem

To start tackling a problem, first, identify and understand it. Analyzing the issue thoroughly helps to clarify its scope and nature. Ask questions to gather information and consider the problem from various angles. Some strategies to define the problem include:

• Brainstorming with others
• Asking the 5 Ws and 1 H (Who, What, When, Where, Why, and How)
• Analyzing cause and effect
• Creating a problem statement

Generating Solutions

Once the problem is clearly understood, brainstorm possible solutions. Think creatively and keep an open mind, as well as considering lessons from past experiences. Consider:

• Creating a list of potential ideas to solve the problem
• Grouping and categorizing similar solutions
• Prioritizing potential solutions based on feasibility, cost, and resources required
• Involving others to share diverse opinions and inputs

Evaluating and Selecting Solutions

Evaluate each potential solution, weighing its pros and cons. To facilitate decision-making, use techniques such as:

• SWOT analysis (Strengths, Weaknesses, Opportunities, Threats)
• Decision-making matrices
• Pros and cons lists
• Risk assessments

After evaluating, choose the most suitable solution based on effectiveness, cost, and time constraints.

Implementing and Monitoring the Solution

Implement the chosen solution and monitor its progress. Key actions include:

• Communicating the solution to relevant parties
• Setting timelines and milestones
• Assigning tasks and responsibilities
• Monitoring the solution and making adjustments as necessary
• Evaluating the effectiveness of the solution after implementation

Utilize feedback from stakeholders and consider potential improvements. Remember that problem-solving is an ongoing process that can always be refined and enhanced.

Problem-Solving Techniques

During each step, you may find it helpful to utilize various problem-solving techniques, such as:

• Brainstorming : A free-flowing, open-minded session where ideas are generated and listed without judgment, to encourage creativity and innovative thinking.
• Root cause analysis : A method that explores the underlying causes of a problem to find the most effective solution rather than addressing superficial symptoms.
• SWOT analysis : A tool used to evaluate the strengths, weaknesses, opportunities, and threats related to a problem or decision, providing a comprehensive view of the situation.
• Mind mapping : A visual technique that uses diagrams to organize and connect ideas, helping to identify patterns, relationships, and possible solutions.

Brainstorming

When facing a problem, start by conducting a brainstorming session. Gather your team and encourage an open discussion where everyone contributes ideas, no matter how outlandish they may seem. This helps you:

• Generate a diverse range of solutions
• Encourage all team members to participate
• Foster creative thinking

When brainstorming, remember to:

• Reserve judgment until the session is over
• Encourage wild ideas
• Combine and improve upon ideas

Root Cause Analysis

For effective problem-solving, identifying the root cause of the issue at hand is crucial. Try these methods:

• 5 Whys : Ask “why” five times to get to the underlying cause.
• Fishbone Diagram : Create a diagram representing the problem and break it down into categories of potential causes.
• Pareto Analysis : Determine the few most significant causes underlying the majority of problems.

SWOT Analysis

SWOT analysis helps you examine the Strengths, Weaknesses, Opportunities, and Threats related to your problem. To perform a SWOT analysis:

• List your problem’s strengths, such as relevant resources or strong partnerships.
• Identify its weaknesses, such as knowledge gaps or limited resources.
• Explore opportunities, like trends or new technologies, that could help solve the problem.
• Recognize potential threats, like competition or regulatory barriers.

SWOT analysis aids in understanding the internal and external factors affecting the problem, which can help guide your solution.

Mind Mapping

A mind map is a visual representation of your problem and potential solutions. It enables you to organize information in a structured and intuitive manner. To create a mind map:

• Write the problem in the center of a blank page.
• Draw branches from the central problem to related sub-problems or contributing factors.
• Add more branches to represent potential solutions or further ideas.

Mind mapping allows you to visually see connections between ideas and promotes creativity in problem-solving.

Examples of Problem Solving in Various Contexts

In the business world, you might encounter problems related to finances, operations, or communication. Applying problem-solving skills in these situations could look like:

• Identifying areas of improvement in your company’s financial performance and implementing cost-saving measures
• Resolving internal conflicts among team members by listening and understanding different perspectives, then proposing and negotiating solutions
• Streamlining a process for better productivity by removing redundancies, automating tasks, or re-allocating resources

In educational contexts, problem-solving can be seen in various aspects, such as:

• Addressing a gap in students’ understanding by employing diverse teaching methods to cater to different learning styles
• Developing a strategy for successful time management to balance academic responsibilities and extracurricular activities
• Seeking resources and support to provide equal opportunities for learners with special needs or disabilities

Everyday life is full of challenges that require problem-solving skills. Some examples include:

• Overcoming a personal obstacle, such as improving your fitness level, by establishing achievable goals, measuring progress, and adjusting your approach accordingly
• Navigating a new environment or city by researching your surroundings, asking for directions, or using technology like GPS to guide you
• Dealing with a sudden change, like a change in your work schedule, by assessing the situation, identifying potential impacts, and adapting your plans to accommodate the change.
• How to Resolve Employee Conflict at Work [Steps, Tips, Examples]
• How to Write Inspiring Core Values? 5 Steps with Examples
• 30 Employee Feedback Examples (Positive & Negative)

35 problem-solving techniques and methods for solving complex problems

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All teams and organizations encounter challenges as they grow. There are problems that might occur for teams when it comes to miscommunication or resolving business-critical issues . You may face challenges around growth , design , user engagement, and even team culture and happiness. In short, problem-solving techniques should be part of every team’s skillset.

Problem-solving methods are primarily designed to help a group or team through a process of first identifying problems and challenges , ideating possible solutions , and then evaluating the most suitable .

Finding effective solutions to complex problems isn’t easy, but by using the right process and techniques, you can help your team be more efficient in the process.

So how do you develop strategies that are engaging, and empower your team to solve problems effectively?

In this blog post, we share a series of problem-solving tools you can use in your next workshop or team meeting. You’ll also find some tips for facilitating the process and how to enable others to solve complex problems.

Let’s get started! 

How do you identify problems?

How do you identify the right solution.

• Tips for more effective problem-solving

Complete problem-solving methods

• Problem-solving techniques to identify and analyze problems
• Problem-solving techniques for developing solutions

Problem-solving warm-up activities

Closing activities for a problem-solving process.

Before you can move towards finding the right solution for a given problem, you first need to identify and define the problem you wish to solve. 

Here, you want to clearly articulate what the problem is and allow your group to do the same. Remember that everyone in a group is likely to have differing perspectives and alignment is necessary in order to help the group move forward. 

Identifying a problem accurately also requires that all members of a group are able to contribute their views in an open and safe manner. It can be scary for people to stand up and contribute, especially if the problems or challenges are emotive or personal in nature. Be sure to try and create a psychologically safe space for these kinds of discussions.

Remember that problem analysis and further discussion are also important. Not taking the time to fully analyze and discuss a challenge can result in the development of solutions that are not fit for purpose or do not address the underlying issue.

Successfully identifying and then analyzing a problem means facilitating a group through activities designed to help them clearly and honestly articulate their thoughts and produce usable insight.

With this data, you might then produce a problem statement that clearly describes the problem you wish to be addressed and also state the goal of any process you undertake to tackle this issue.  

Finding solutions is the end goal of any process. Complex organizational challenges can only be solved with an appropriate solution but discovering them requires using the right problem-solving tool.

After you’ve explored a problem and discussed ideas, you need to help a team discuss and choose the right solution. Consensus tools and methods such as those below help a group explore possible solutions before then voting for the best. They’re a great way to tap into the collective intelligence of the group for great results!

Remember that the process is often iterative. Great problem solvers often roadtest a viable solution in a measured way to see what works too. While you might not get the right solution on your first try, the methods below help teams land on the most likely to succeed solution while also holding space for improvement.

Every effective problem solving process begins with an agenda . A well-structured workshop is one of the best methods for successfully guiding a group from exploring a problem to implementing a solution.

In SessionLab, it’s easy to go from an idea to a complete agenda . Start by dragging and dropping your core problem solving activities into place . Add timings, breaks and necessary materials before sharing your agenda with your colleagues.

The resulting agenda will be your guide to an effective and productive problem solving session that will also help you stay organized on the day!

Tips for more effective problem solving

Problem-solving activities are only one part of the puzzle. While a great method can help unlock your team’s ability to solve problems, without a thoughtful approach and strong facilitation the solutions may not be fit for purpose.

Let’s take a look at some problem-solving tips you can apply to any process to help it be a success!

Clearly define the problem

Jumping straight to solutions can be tempting, though without first clearly articulating a problem, the solution might not be the right one. Many of the problem-solving activities below include sections where the problem is explored and clearly defined before moving on.

This is a vital part of the problem-solving process and taking the time to fully define an issue can save time and effort later. A clear definition helps identify irrelevant information and it also ensures that your team sets off on the right track.

Don’t jump to conclusions

It’s easy for groups to exhibit cognitive bias or have preconceived ideas about both problems and potential solutions. Be sure to back up any problem statements or potential solutions with facts, research, and adequate forethought.

The best techniques ask participants to be methodical and challenge preconceived notions. Make sure you give the group enough time and space to collect relevant information and consider the problem in a new way. By approaching the process with a clear, rational mindset, you’ll often find that better solutions are more forthcoming.  

Try different approaches  

Problems come in all shapes and sizes and so too should the methods you use to solve them. If you find that one approach isn’t yielding results and your team isn’t finding different solutions, try mixing it up. You’ll be surprised at how using a new creative activity can unblock your team and generate great solutions.

Don’t take it personally 

Depending on the nature of your team or organizational problems, it’s easy for conversations to get heated. While it’s good for participants to be engaged in the discussions, ensure that emotions don’t run too high and that blame isn’t thrown around while finding solutions.

You’re all in it together, and even if your team or area is seeing problems, that isn’t necessarily a disparagement of you personally. Using facilitation skills to manage group dynamics is one effective method of helping conversations be more constructive.

Get the right people in the room

Your problem-solving method is often only as effective as the group using it. Getting the right people on the job and managing the number of people present is important too!

If the group is too small, you may not get enough different perspectives to effectively solve a problem. If the group is too large, you can go round and round during the ideation stages.

Creating the right group makeup is also important in ensuring you have the necessary expertise and skillset to both identify and follow up on potential solutions. Carefully consider who to include at each stage to help ensure your problem-solving method is followed and positioned for success.

Document everything

The best solutions can take refinement, iteration, and reflection to come out. Get into a habit of documenting your process in order to keep all the learnings from the session and to allow ideas to mature and develop. Many of the methods below involve the creation of documents or shared resources. Be sure to keep and share these so everyone can benefit from the work done!

Bring a facilitator 

Facilitation is all about making group processes easier. With a subject as potentially emotive and important as problem-solving, having an impartial third party in the form of a facilitator can make all the difference in finding great solutions and keeping the process moving. Consider bringing a facilitator to your problem-solving session to get better results and generate meaningful solutions!

Develop your problem-solving skills

It takes time and practice to be an effective problem solver. While some roles or participants might more naturally gravitate towards problem-solving, it can take development and planning to help everyone create better solutions.

You might develop a training program, run a problem-solving workshop or simply ask your team to practice using the techniques below. Check out our post on problem-solving skills to see how you and your group can develop the right mental process and be more resilient to issues too!

Design a great agenda

Workshops are a great format for solving problems. With the right approach, you can focus a group and help them find the solutions to their own problems. But designing a process can be time-consuming and finding the right activities can be difficult.

Check out our workshop planning guide to level-up your agenda design and start running more effective workshops. Need inspiration? Check out templates designed by expert facilitators to help you kickstart your process!

In this section, we’ll look at in-depth problem-solving methods that provide a complete end-to-end process for developing effective solutions. These will help guide your team from the discovery and definition of a problem through to delivering the right solution.

If you’re looking for an all-encompassing method or problem-solving model, these processes are a great place to start. They’ll ask your team to challenge preconceived ideas and adopt a mindset for solving problems more effectively.

• Six Thinking Hats
• Lightning Decision Jam
• Problem Definition Process
• Discovery & Action Dialogue

Design Sprint 2.0

• Open Space Technology

1. Six Thinking Hats

Individual approaches to solving a problem can be very different based on what team or role an individual holds. It can be easy for existing biases or perspectives to find their way into the mix, or for internal politics to direct a conversation.

Six Thinking Hats is a classic method for identifying the problems that need to be solved and enables your team to consider them from different angles, whether that is by focusing on facts and data, creative solutions, or by considering why a particular solution might not work.

Like all problem-solving frameworks, Six Thinking Hats is effective at helping teams remove roadblocks from a conversation or discussion and come to terms with all the aspects necessary to solve complex problems.

2. Lightning Decision Jam

Featured courtesy of Jonathan Courtney of AJ&Smart Berlin, Lightning Decision Jam is one of those strategies that should be in every facilitation toolbox. Exploring problems and finding solutions is often creative in nature, though as with any creative process, there is the potential to lose focus and get lost.

Unstructured discussions might get you there in the end, but it’s much more effective to use a method that creates a clear process and team focus.

In Lightning Decision Jam, participants are invited to begin by writing challenges, concerns, or mistakes on post-its without discussing them before then being invited by the moderator to present them to the group.

From there, the team vote on which problems to solve and are guided through steps that will allow them to reframe those problems, create solutions and then decide what to execute on. 

By deciding the problems that need to be solved as a team before moving on, this group process is great for ensuring the whole team is aligned and can take ownership over the next stages. 

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

3. Problem Definition Process

While problems can be complex, the problem-solving methods you use to identify and solve those problems can often be simple in design. 

By taking the time to truly identify and define a problem before asking the group to reframe the challenge as an opportunity, this method is a great way to enable change.

Begin by identifying a focus question and exploring the ways in which it manifests before splitting into five teams who will each consider the problem using a different method: escape, reversal, exaggeration, distortion or wishful. Teams develop a problem objective and create ideas in line with their method before then feeding them back to the group.

This method is great for enabling in-depth discussions while also creating space for finding creative solutions too!

Problem Definition   #problem solving   #idea generation   #creativity   #online   #remote-friendly   A problem solving technique to define a problem, challenge or opportunity and to generate ideas.

4. The 5 Whys 

Sometimes, a group needs to go further with their strategies and analyze the root cause at the heart of organizational issues. An RCA or root cause analysis is the process of identifying what is at the heart of business problems or recurring challenges. 

The 5 Whys is a simple and effective method of helping a group go find the root cause of any problem or challenge and conduct analysis that will deliver results. 

By beginning with the creation of a problem statement and going through five stages to refine it, The 5 Whys provides everything you need to truly discover the cause of an issue.

The 5 Whys   #hyperisland   #innovation   This simple and powerful method is useful for getting to the core of a problem or challenge. As the title suggests, the group defines a problems, then asks the question “why” five times, often using the resulting explanation as a starting point for creative problem solving.

5. World Cafe

World Cafe is a simple but powerful facilitation technique to help bigger groups to focus their energy and attention on solving complex problems.

World Cafe enables this approach by creating a relaxed atmosphere where participants are able to self-organize and explore topics relevant and important to them which are themed around a central problem-solving purpose. Create the right atmosphere by modeling your space after a cafe and after guiding the group through the method, let them take the lead!

Making problem-solving a part of your organization’s culture in the long term can be a difficult undertaking. More approachable formats like World Cafe can be especially effective in bringing people unfamiliar with workshops into the fold. 

World Cafe   #hyperisland   #innovation   #issue analysis   World Café is a simple yet powerful method, originated by Juanita Brown, for enabling meaningful conversations driven completely by participants and the topics that are relevant and important to them. Facilitators create a cafe-style space and provide simple guidelines. Participants then self-organize and explore a set of relevant topics or questions for conversation.

6. Discovery & Action Dialogue (DAD)

One of the best approaches is to create a safe space for a group to share and discover practices and behaviors that can help them find their own solutions.

With DAD, you can help a group choose which problems they wish to solve and which approaches they will take to do so. It’s great at helping remove resistance to change and can help get buy-in at every level too!

This process of enabling frontline ownership is great in ensuring follow-through and is one of the methods you will want in your toolbox as a facilitator.

Discovery & Action Dialogue (DAD)   #idea generation   #liberating structures   #action   #issue analysis   #remote-friendly   DADs make it easy for a group or community to discover practices and behaviors that enable some individuals (without access to special resources and facing the same constraints) to find better solutions than their peers to common problems. These are called positive deviant (PD) behaviors and practices. DADs make it possible for people in the group, unit, or community to discover by themselves these PD practices. DADs also create favorable conditions for stimulating participants’ creativity in spaces where they can feel safe to invent new and more effective practices. Resistance to change evaporates as participants are unleashed to choose freely which practices they will adopt or try and which problems they will tackle. DADs make it possible to achieve frontline ownership of solutions.

7. Design Sprint 2.0

Want to see how a team can solve big problems and move forward with prototyping and testing solutions in a few days? The Design Sprint 2.0 template from Jake Knapp, author of Sprint, is a complete agenda for a with proven results.

Developing the right agenda can involve difficult but necessary planning. Ensuring all the correct steps are followed can also be stressful or time-consuming depending on your level of experience.

Use this complete 4-day workshop template if you are finding there is no obvious solution to your challenge and want to focus your team around a specific problem that might require a shortcut to launching a minimum viable product or waiting for the organization-wide implementation of a solution.

8. Open space technology

Open space technology- developed by Harrison Owen – creates a space where large groups are invited to take ownership of their problem solving and lead individual sessions. Open space technology is a great format when you have a great deal of expertise and insight in the room and want to allow for different takes and approaches on a particular theme or problem you need to be solved.

Start by bringing your participants together to align around a central theme and focus their efforts. Explain the ground rules to help guide the problem-solving process and then invite members to identify any issue connecting to the central theme that they are interested in and are prepared to take responsibility for.

Once participants have decided on their approach to the core theme, they write their issue on a piece of paper, announce it to the group, pick a session time and place, and post the paper on the wall. As the wall fills up with sessions, the group is then invited to join the sessions that interest them the most and which they can contribute to, then you’re ready to begin!

Everyone joins the problem-solving group they’ve signed up to, record the discussion and if appropriate, findings can then be shared with the rest of the group afterward.

Open Space Technology   #action plan   #idea generation   #problem solving   #issue analysis   #large group   #online   #remote-friendly   Open Space is a methodology for large groups to create their agenda discerning important topics for discussion, suitable for conferences, community gatherings and whole system facilitation

Techniques to identify and analyze problems

Using a problem-solving method to help a team identify and analyze a problem can be a quick and effective addition to any workshop or meeting.

While further actions are always necessary, you can generate momentum and alignment easily, and these activities are a great place to get started.

We’ve put together this list of techniques to help you and your team with problem identification, analysis, and discussion that sets the foundation for developing effective solutions.

Let’s take a look!

• The Creativity Dice
• Fishbone Analysis
• Problem Tree
• SWOT Analysis
• Agreement-Certainty Matrix
• The Journalistic Six
• LEGO Challenge
• What, So What, Now What?
• Journalists

Individual and group perspectives are incredibly important, but what happens if people are set in their minds and need a change of perspective in order to approach a problem more effectively?

Flip It is a method we love because it is both simple to understand and run, and allows groups to understand how their perspectives and biases are formed. 

Participants in Flip It are first invited to consider concerns, issues, or problems from a perspective of fear and write them on a flip chart. Then, the group is asked to consider those same issues from a perspective of hope and flip their understanding.  

No problem and solution is free from existing bias and by changing perspectives with Flip It, you can then develop a problem solving model quickly and effectively.

Flip It!   #gamestorming   #problem solving   #action   Often, a change in a problem or situation comes simply from a change in our perspectives. Flip It! is a quick game designed to show players that perspectives are made, not born.

10. The Creativity Dice

One of the most useful problem solving skills you can teach your team is of approaching challenges with creativity, flexibility, and openness. Games like The Creativity Dice allow teams to overcome the potential hurdle of too much linear thinking and approach the process with a sense of fun and speed. 

In The Creativity Dice, participants are organized around a topic and roll a dice to determine what they will work on for a period of 3 minutes at a time. They might roll a 3 and work on investigating factual information on the chosen topic. They might roll a 1 and work on identifying the specific goals, standards, or criteria for the session.

Encouraging rapid work and iteration while asking participants to be flexible are great skills to cultivate. Having a stage for idea incubation in this game is also important. Moments of pause can help ensure the ideas that are put forward are the most suitable. 

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

11. Fishbone Analysis

Organizational or team challenges are rarely simple, and it’s important to remember that one problem can be an indication of something that goes deeper and may require further consideration to be solved.

Fishbone Analysis helps groups to dig deeper and understand the origins of a problem. It’s a great example of a root cause analysis method that is simple for everyone on a team to get their head around. 

Participants in this activity are asked to annotate a diagram of a fish, first adding the problem or issue to be worked on at the head of a fish before then brainstorming the root causes of the problem and adding them as bones on the fish. 

Using abstractions such as a diagram of a fish can really help a team break out of their regular thinking and develop a creative approach.

Fishbone Analysis   #problem solving   ##root cause analysis   #decision making   #online facilitation   A process to help identify and understand the origins of problems, issues or observations.

12. Problem Tree 

Encouraging visual thinking can be an essential part of many strategies. By simply reframing and clarifying problems, a group can move towards developing a problem solving model that works for them. 

In Problem Tree, groups are asked to first brainstorm a list of problems – these can be design problems, team problems or larger business problems – and then organize them into a hierarchy. The hierarchy could be from most important to least important or abstract to practical, though the key thing with problem solving games that involve this aspect is that your group has some way of managing and sorting all the issues that are raised.

Once you have a list of problems that need to be solved and have organized them accordingly, you’re then well-positioned for the next problem solving steps.

Problem tree   #define intentions   #create   #design   #issue analysis   A problem tree is a tool to clarify the hierarchy of problems addressed by the team within a design project; it represents high level problems or related sublevel problems.

13. SWOT Analysis

Chances are you’ve heard of the SWOT Analysis before. This problem-solving method focuses on identifying strengths, weaknesses, opportunities, and threats is a tried and tested method for both individuals and teams.

Start by creating a desired end state or outcome and bare this in mind – any process solving model is made more effective by knowing what you are moving towards. Create a quadrant made up of the four categories of a SWOT analysis and ask participants to generate ideas based on each of those quadrants.

Once you have those ideas assembled in their quadrants, cluster them together based on their affinity with other ideas. These clusters are then used to facilitate group conversations and move things forward. 

SWOT analysis   #gamestorming   #problem solving   #action   #meeting facilitation   The SWOT Analysis is a long-standing technique of looking at what we have, with respect to the desired end state, as well as what we could improve on. It gives us an opportunity to gauge approaching opportunities and dangers, and assess the seriousness of the conditions that affect our future. When we understand those conditions, we can influence what comes next.

14. Agreement-Certainty Matrix

Not every problem-solving approach is right for every challenge, and deciding on the right method for the challenge at hand is a key part of being an effective team.

The Agreement Certainty matrix helps teams align on the nature of the challenges facing them. By sorting problems from simple to chaotic, your team can understand what methods are suitable for each problem and what they can do to ensure effective results. 

If you are already using Liberating Structures techniques as part of your problem-solving strategy, the Agreement-Certainty Matrix can be an invaluable addition to your process. We’ve found it particularly if you are having issues with recurring problems in your organization and want to go deeper in understanding the root cause. 

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

Organizing and charting a team’s progress can be important in ensuring its success. SQUID (Sequential Question and Insight Diagram) is a great model that allows a team to effectively switch between giving questions and answers and develop the skills they need to stay on track throughout the process. 

Begin with two different colored sticky notes – one for questions and one for answers – and with your central topic (the head of the squid) on the board. Ask the group to first come up with a series of questions connected to their best guess of how to approach the topic. Ask the group to come up with answers to those questions, fix them to the board and connect them with a line. After some discussion, go back to question mode by responding to the generated answers or other points on the board.

It’s rewarding to see a diagram grow throughout the exercise, and a completed SQUID can provide a visual resource for future effort and as an example for other teams.

SQUID   #gamestorming   #project planning   #issue analysis   #problem solving   When exploring an information space, it’s important for a group to know where they are at any given time. By using SQUID, a group charts out the territory as they go and can navigate accordingly. SQUID stands for Sequential Question and Insight Diagram.

16. Speed Boat

To continue with our nautical theme, Speed Boat is a short and sweet activity that can help a team quickly identify what employees, clients or service users might have a problem with and analyze what might be standing in the way of achieving a solution.

Methods that allow for a group to make observations, have insights and obtain those eureka moments quickly are invaluable when trying to solve complex problems.

In Speed Boat, the approach is to first consider what anchors and challenges might be holding an organization (or boat) back. Bonus points if you are able to identify any sharks in the water and develop ideas that can also deal with competitors!   

Speed Boat   #gamestorming   #problem solving   #action   Speedboat is a short and sweet way to identify what your employees or clients don’t like about your product/service or what’s standing in the way of a desired goal.

17. The Journalistic Six

Some of the most effective ways of solving problems is by encouraging teams to be more inclusive and diverse in their thinking.

Based on the six key questions journalism students are taught to answer in articles and news stories, The Journalistic Six helps create teams to see the whole picture. By using who, what, when, where, why, and how to facilitate the conversation and encourage creative thinking, your team can make sure that the problem identification and problem analysis stages of the are covered exhaustively and thoughtfully. Reporter’s notebook and dictaphone optional.

The Journalistic Six – Who What When Where Why How   #idea generation   #issue analysis   #problem solving   #online   #creative thinking   #remote-friendly   A questioning method for generating, explaining, investigating ideas.

18. LEGO Challenge

Now for an activity that is a little out of the (toy) box. LEGO Serious Play is a facilitation methodology that can be used to improve creative thinking and problem-solving skills. 

The LEGO Challenge includes giving each member of the team an assignment that is hidden from the rest of the group while they create a structure without speaking.

What the LEGO challenge brings to the table is a fun working example of working with stakeholders who might not be on the same page to solve problems. Also, it’s LEGO! Who doesn’t love LEGO! 

LEGO Challenge   #hyperisland   #team   A team-building activity in which groups must work together to build a structure out of LEGO, but each individual has a secret “assignment” which makes the collaborative process more challenging. It emphasizes group communication, leadership dynamics, conflict, cooperation, patience and problem solving strategy.

19. What, So What, Now What?

If not carefully managed, the problem identification and problem analysis stages of the problem-solving process can actually create more problems and misunderstandings.

The What, So What, Now What? problem-solving activity is designed to help collect insights and move forward while also eliminating the possibility of disagreement when it comes to identifying, clarifying, and analyzing organizational or work problems. 

Facilitation is all about bringing groups together so that might work on a shared goal and the best problem-solving strategies ensure that teams are aligned in purpose, if not initially in opinion or insight.

Throughout the three steps of this game, you give everyone on a team to reflect on a problem by asking what happened, why it is important, and what actions should then be taken. 

This can be a great activity for bringing our individual perceptions about a problem or challenge and contextualizing it in a larger group setting. This is one of the most important problem-solving skills you can bring to your organization.

W³ – What, So What, Now What?   #issue analysis   #innovation   #liberating structures   You can help groups reflect on a shared experience in a way that builds understanding and spurs coordinated action while avoiding unproductive conflict. It is possible for every voice to be heard while simultaneously sifting for insights and shaping new direction. Progressing in stages makes this practical—from collecting facts about What Happened to making sense of these facts with So What and finally to what actions logically follow with Now What . The shared progression eliminates most of the misunderstandings that otherwise fuel disagreements about what to do. Voila!

20. Journalists  

Problem analysis can be one of the most important and decisive stages of all problem-solving tools. Sometimes, a team can become bogged down in the details and are unable to move forward.

Journalists is an activity that can avoid a group from getting stuck in the problem identification or problem analysis stages of the process.

In Journalists, the group is invited to draft the front page of a fictional newspaper and figure out what stories deserve to be on the cover and what headlines those stories will have. By reframing how your problems and challenges are approached, you can help a team move productively through the process and be better prepared for the steps to follow.

Journalists   #vision   #big picture   #issue analysis   #remote-friendly   This is an exercise to use when the group gets stuck in details and struggles to see the big picture. Also good for defining a vision.

Problem-solving techniques for developing solutions 

The success of any problem-solving process can be measured by the solutions it produces. After you’ve defined the issue, explored existing ideas, and ideated, it’s time to narrow down to the correct solution.

Use these problem-solving techniques when you want to help your team find consensus, compare possible solutions, and move towards taking action on a particular problem.

• Improved Solutions
• Four-Step Sketch
• 15% Solutions
• How-Now-Wow matrix
• Impact Effort Matrix

21. Mindspin  

Brainstorming is part of the bread and butter of the problem-solving process and all problem-solving strategies benefit from getting ideas out and challenging a team to generate solutions quickly. 

With Mindspin, participants are encouraged not only to generate ideas but to do so under time constraints and by slamming down cards and passing them on. By doing multiple rounds, your team can begin with a free generation of possible solutions before moving on to developing those solutions and encouraging further ideation. 

This is one of our favorite problem-solving activities and can be great for keeping the energy up throughout the workshop. Remember the importance of helping people become engaged in the process – energizing problem-solving techniques like Mindspin can help ensure your team stays engaged and happy, even when the problems they’re coming together to solve are complex. 

MindSpin   #teampedia   #idea generation   #problem solving   #action   A fast and loud method to enhance brainstorming within a team. Since this activity has more than round ideas that are repetitive can be ruled out leaving more creative and innovative answers to the challenge.

22. Improved Solutions

After a team has successfully identified a problem and come up with a few solutions, it can be tempting to call the work of the problem-solving process complete. That said, the first solution is not necessarily the best, and by including a further review and reflection activity into your problem-solving model, you can ensure your group reaches the best possible result. 

One of a number of problem-solving games from Thiagi Group, Improved Solutions helps you go the extra mile and develop suggested solutions with close consideration and peer review. By supporting the discussion of several problems at once and by shifting team roles throughout, this problem-solving technique is a dynamic way of finding the best solution. 

Improved Solutions   #creativity   #thiagi   #problem solving   #action   #team   You can improve any solution by objectively reviewing its strengths and weaknesses and making suitable adjustments. In this creativity framegame, you improve the solutions to several problems. To maintain objective detachment, you deal with a different problem during each of six rounds and assume different roles (problem owner, consultant, basher, booster, enhancer, and evaluator) during each round. At the conclusion of the activity, each player ends up with two solutions to her problem.

23. Four Step Sketch

Creative thinking and visual ideation does not need to be confined to the opening stages of your problem-solving strategies. Exercises that include sketching and prototyping on paper can be effective at the solution finding and development stage of the process, and can be great for keeping a team engaged. 

By going from simple notes to a crazy 8s round that involves rapidly sketching 8 variations on their ideas before then producing a final solution sketch, the group is able to iterate quickly and visually. Problem-solving techniques like Four-Step Sketch are great if you have a group of different thinkers and want to change things up from a more textual or discussion-based approach.

Four-Step Sketch   #design sprint   #innovation   #idea generation   #remote-friendly   The four-step sketch is an exercise that helps people to create well-formed concepts through a structured process that includes: Review key information Start design work on paper,  Consider multiple variations , Create a detailed solution . This exercise is preceded by a set of other activities allowing the group to clarify the challenge they want to solve. See how the Four Step Sketch exercise fits into a Design Sprint

24. 15% Solutions

Some problems are simpler than others and with the right problem-solving activities, you can empower people to take immediate actions that can help create organizational change. 

Part of the liberating structures toolkit, 15% solutions is a problem-solving technique that focuses on finding and implementing solutions quickly. A process of iterating and making small changes quickly can help generate momentum and an appetite for solving complex problems.

Problem-solving strategies can live and die on whether people are onboard. Getting some quick wins is a great way of getting people behind the process.   

It can be extremely empowering for a team to realize that problem-solving techniques can be deployed quickly and easily and delineate between things they can positively impact and those things they cannot change. 

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

25. How-Now-Wow Matrix

The problem-solving process is often creative, as complex problems usually require a change of thinking and creative response in order to find the best solutions. While it’s common for the first stages to encourage creative thinking, groups can often gravitate to familiar solutions when it comes to the end of the process. 

When selecting solutions, you don’t want to lose your creative energy! The How-Now-Wow Matrix from Gamestorming is a great problem-solving activity that enables a group to stay creative and think out of the box when it comes to selecting the right solution for a given problem.

Problem-solving techniques that encourage creative thinking and the ideation and selection of new solutions can be the most effective in organisational change. Give the How-Now-Wow Matrix a go, and not just for how pleasant it is to say out loud. 

How-Now-Wow Matrix   #gamestorming   #idea generation   #remote-friendly   When people want to develop new ideas, they most often think out of the box in the brainstorming or divergent phase. However, when it comes to convergence, people often end up picking ideas that are most familiar to them. This is called a ‘creative paradox’ or a ‘creadox’. The How-Now-Wow matrix is an idea selection tool that breaks the creadox by forcing people to weigh each idea on 2 parameters.

26. Impact and Effort Matrix

All problem-solving techniques hope to not only find solutions to a given problem or challenge but to find the best solution. When it comes to finding a solution, groups are invited to put on their decision-making hats and really think about how a proposed idea would work in practice. 

The Impact and Effort Matrix is one of the problem-solving techniques that fall into this camp, empowering participants to first generate ideas and then categorize them into a 2×2 matrix based on impact and effort.

Activities that invite critical thinking while remaining simple are invaluable. Use the Impact and Effort Matrix to move from ideation and towards evaluating potential solutions before then committing to them. 

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

27. Dotmocracy

If you’ve followed each of the problem-solving steps with your group successfully, you should move towards the end of your process with heaps of possible solutions developed with a specific problem in mind. But how do you help a group go from ideation to putting a solution into action? 

Dotmocracy – or Dot Voting -is a tried and tested method of helping a team in the problem-solving process make decisions and put actions in place with a degree of oversight and consensus. 

One of the problem-solving techniques that should be in every facilitator’s toolbox, Dot Voting is fast and effective and can help identify the most popular and best solutions and help bring a group to a decision effectively. 

Dotmocracy   #action   #decision making   #group prioritization   #hyperisland   #remote-friendly   Dotmocracy is a simple method for group prioritization or decision-making. It is not an activity on its own, but a method to use in processes where prioritization or decision-making is the aim. The method supports a group to quickly see which options are most popular or relevant. The options or ideas are written on post-its and stuck up on a wall for the whole group to see. Each person votes for the options they think are the strongest, and that information is used to inform a decision.

All facilitators know that warm-ups and icebreakers are useful for any workshop or group process. Problem-solving workshops are no different.

Use these problem-solving techniques to warm up a group and prepare them for the rest of the process. Activating your group by tapping into some of the top problem-solving skills can be one of the best ways to see great outcomes from your session.

• Check-in/Check-out
• Doodling Together
• Show and Tell
• Constellations
• Draw a Tree

28. Check-in / Check-out

Solid processes are planned from beginning to end, and the best facilitators know that setting the tone and establishing a safe, open environment can be integral to a successful problem-solving process.

Check-in / Check-out is a great way to begin and/or bookend a problem-solving workshop. Checking in to a session emphasizes that everyone will be seen, heard, and expected to contribute. 

If you are running a series of meetings, setting a consistent pattern of checking in and checking out can really help your team get into a groove. We recommend this opening-closing activity for small to medium-sized groups though it can work with large groups if they’re disciplined!

Check-in / Check-out   #team   #opening   #closing   #hyperisland   #remote-friendly   Either checking-in or checking-out is a simple way for a team to open or close a process, symbolically and in a collaborative way. Checking-in/out invites each member in a group to be present, seen and heard, and to express a reflection or a feeling. Checking-in emphasizes presence, focus and group commitment; checking-out emphasizes reflection and symbolic closure.

29. Doodling Together  

Thinking creatively and not being afraid to make suggestions are important problem-solving skills for any group or team, and warming up by encouraging these behaviors is a great way to start. 

Doodling Together is one of our favorite creative ice breaker games – it’s quick, effective, and fun and can make all following problem-solving steps easier by encouraging a group to collaborate visually. By passing cards and adding additional items as they go, the workshop group gets into a groove of co-creation and idea development that is crucial to finding solutions to problems. 

Doodling Together   #collaboration   #creativity   #teamwork   #fun   #team   #visual methods   #energiser   #icebreaker   #remote-friendly   Create wild, weird and often funny postcards together & establish a group’s creative confidence.

30. Show and Tell

You might remember some version of Show and Tell from being a kid in school and it’s a great problem-solving activity to kick off a session.

Asking participants to prepare a little something before a workshop by bringing an object for show and tell can help them warm up before the session has even begun! Games that include a physical object can also help encourage early engagement before moving onto more big-picture thinking.

By asking your participants to tell stories about why they chose to bring a particular item to the group, you can help teams see things from new perspectives and see both differences and similarities in the way they approach a topic. Great groundwork for approaching a problem-solving process as a team! 

Show and Tell   #gamestorming   #action   #opening   #meeting facilitation   Show and Tell taps into the power of metaphors to reveal players’ underlying assumptions and associations around a topic The aim of the game is to get a deeper understanding of stakeholders’ perspectives on anything—a new project, an organizational restructuring, a shift in the company’s vision or team dynamic.

31. Constellations

Who doesn’t love stars? Constellations is a great warm-up activity for any workshop as it gets people up off their feet, energized, and ready to engage in new ways with established topics. It’s also great for showing existing beliefs, biases, and patterns that can come into play as part of your session.

Using warm-up games that help build trust and connection while also allowing for non-verbal responses can be great for easing people into the problem-solving process and encouraging engagement from everyone in the group. Constellations is great in large spaces that allow for movement and is definitely a practical exercise to allow the group to see patterns that are otherwise invisible. 

Constellations   #trust   #connection   #opening   #coaching   #patterns   #system   Individuals express their response to a statement or idea by standing closer or further from a central object. Used with teams to reveal system, hidden patterns, perspectives.

32. Draw a Tree

Problem-solving games that help raise group awareness through a central, unifying metaphor can be effective ways to warm-up a group in any problem-solving model.

Draw a Tree is a simple warm-up activity you can use in any group and which can provide a quick jolt of energy. Start by asking your participants to draw a tree in just 45 seconds – they can choose whether it will be abstract or realistic. 

Once the timer is up, ask the group how many people included the roots of the tree and use this as a means to discuss how we can ignore important parts of any system simply because they are not visible.

All problem-solving strategies are made more effective by thinking of problems critically and by exposing things that may not normally come to light. Warm-up games like Draw a Tree are great in that they quickly demonstrate some key problem-solving skills in an accessible and effective way.

Draw a Tree   #thiagi   #opening   #perspectives   #remote-friendly   With this game you can raise awarness about being more mindful, and aware of the environment we live in.

Each step of the problem-solving workshop benefits from an intelligent deployment of activities, games, and techniques. Bringing your session to an effective close helps ensure that solutions are followed through on and that you also celebrate what has been achieved.

Here are some problem-solving activities you can use to effectively close a workshop or meeting and ensure the great work you’ve done can continue afterward.

• One Breath Feedback
• Who What When Matrix
• Response Cards

How do I conclude a problem-solving process?

All good things must come to an end. With the bulk of the work done, it can be tempting to conclude your workshop swiftly and without a moment to debrief and align. This can be problematic in that it doesn’t allow your team to fully process the results or reflect on the process.

At the end of an effective session, your team will have gone through a process that, while productive, can be exhausting. It’s important to give your group a moment to take a breath, ensure that they are clear on future actions, and provide short feedback before leaving the space. 

The primary purpose of any problem-solving method is to generate solutions and then implement them. Be sure to take the opportunity to ensure everyone is aligned and ready to effectively implement the solutions you produced in the workshop.

Remember that every process can be improved and by giving a short moment to collect feedback in the session, you can further refine your problem-solving methods and see further success in the future too.

33. One Breath Feedback

Maintaining attention and focus during the closing stages of a problem-solving workshop can be tricky and so being concise when giving feedback can be important. It’s easy to incur “death by feedback” should some team members go on for too long sharing their perspectives in a quick feedback round. 

One Breath Feedback is a great closing activity for workshops. You give everyone an opportunity to provide feedback on what they’ve done but only in the space of a single breath. This keeps feedback short and to the point and means that everyone is encouraged to provide the most important piece of feedback to them. 

One breath feedback   #closing   #feedback   #action   This is a feedback round in just one breath that excels in maintaining attention: each participants is able to speak during just one breath … for most people that’s around 20 to 25 seconds … unless of course you’ve been a deep sea diver in which case you’ll be able to do it for longer.

34. Who What When Matrix 

Matrices feature as part of many effective problem-solving strategies and with good reason. They are easily recognizable, simple to use, and generate results.

The Who What When Matrix is a great tool to use when closing your problem-solving session by attributing a who, what and when to the actions and solutions you have decided upon. The resulting matrix is a simple, easy-to-follow way of ensuring your team can move forward. 

Great solutions can’t be enacted without action and ownership. Your problem-solving process should include a stage for allocating tasks to individuals or teams and creating a realistic timeframe for those solutions to be implemented or checked out. Use this method to keep the solution implementation process clear and simple for all involved. 

Who/What/When Matrix   #gamestorming   #action   #project planning   With Who/What/When matrix, you can connect people with clear actions they have defined and have committed to.

35. Response cards

Group discussion can comprise the bulk of most problem-solving activities and by the end of the process, you might find that your team is talked out! 

Providing a means for your team to give feedback with short written notes can ensure everyone is head and can contribute without the need to stand up and talk. Depending on the needs of the group, giving an alternative can help ensure everyone can contribute to your problem-solving model in the way that makes the most sense for them.

Response Cards is a great way to close a workshop if you are looking for a gentle warm-down and want to get some swift discussion around some of the feedback that is raised. 

Response Cards   #debriefing   #closing   #structured sharing   #questions and answers   #thiagi   #action   It can be hard to involve everyone during a closing of a session. Some might stay in the background or get unheard because of louder participants. However, with the use of Response Cards, everyone will be involved in providing feedback or clarify questions at the end of a session.

Save time and effort discovering the right solutions

A structured problem solving process is a surefire way of solving tough problems, discovering creative solutions and driving organizational change. But how can you design for successful outcomes?

With SessionLab, it’s easy to design engaging workshops that deliver results. Drag, drop and reorder blocks  to build your agenda. When you make changes or update your agenda, your session  timing   adjusts automatically , saving you time on manual adjustments.

Collaborating with stakeholders or clients? Share your agenda with a single click and collaborate in real-time. No more sending documents back and forth over email.

Explore  how to use SessionLab  to design effective problem solving workshops or  watch this five minute video  to see the planner in action!

Over to you

The problem-solving process can often be as complicated and multifaceted as the problems they are set-up to solve. With the right problem-solving techniques and a mix of creative exercises designed to guide discussion and generate purposeful ideas, we hope we’ve given you the tools to find the best solutions as simply and easily as possible.

Is there a problem-solving technique that you are missing here? Do you have a favorite activity or method you use when facilitating? Let us know in the comments below, we’d love to hear from you! 

thank you very much for these excellent techniques

Certainly wonderful article, very detailed. Shared!

Your list of techniques for problem solving can be helpfully extended by adding TRIZ to the list of techniques. TRIZ has 40 problem solving techniques derived from methods inventros and patent holders used to get new patents. About 10-12 are general approaches. many organization sponsor classes in TRIZ that are used to solve business problems or general organiztational problems. You can take a look at TRIZ and dwonload a free internet booklet to see if you feel it shound be included per your selection process.

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Unit 1: Algebra foundations

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• Our Mission

Guiding Students to Be Independent Problem-Solvers in STEM Classrooms

Teaching high school students how to plan to solve a problem in science, technology, engineering, and math is a crucial step.

Teaching students to become independent problem-solvers can be a challenging task, especially with virtual teaching during the pandemic. For some students, solving problems is not intuitive, and they need to learn how to think about solving problems from a general perspective. As experts, teachers often do not realize that there are implicit skills and ways of thinking that may not be obvious or known to our students.

5 Strategies to Explicitly Model and Teach Problem-Solving Skills

1. Model hidden thinking involved in solving a problem. When solving a problem, I talk about every aspect of what I am doing out loud. In fact, I over-talk, providing reasoning for every step. For example, when solving a dimensional-analysis problem, I will include descriptions like, “OK, I am going to look for any numbers that I can cancel. I know I can cancel or reduce if I see a number in the numerator and another number in the denominator that have a common factor.”

I will even include moments of vulnerability and model the fact that I don’t always know what to do, but I will discuss my options and my decision process. I sometimes intentionally make mistakes and then use methods to check my work to correct my errors. It’s essential that we explicitly show students this internal dialogue to model problem-solving.

2. Facilitate student talk during problem-solving. I do my best to never solve problems for students, even if they ask me. This includes whole-class lessons and working with students in small groups or individually. Using the Socratic method, I ask many questions of the students. The questions can be as simple as “What do we do next?” or “What are options of what we can do?”

Once during a classroom observation, I was told that in a span of 10 minutes, I asked more than 72 questions. This models the questions that the students can use in self-talk to guide them in the problem-solving process. After the first test, many students say that they could hear my voice asking them the same questions over and over, but what they’re really learning are advanced problem-solving skills they can extend to future contexts.

We can also provide deeper understanding with questions such as “Why do we do that?” These provide reasoning and value to the actions of each step in the problem-solving process, further solidifying the students’ understanding of the concepts and skills.

3. Include discussion for planning for each problem. Teachers instinctively plan problems. Students, as novice learners, often do not know how to plan a problem. They look at a problem, see it as foreign, and don’t know where to begin. They give up.

Research shows that planning how to solve the problem is an essential step for novice learners. Provide a structure or protocol for students. It can include the following: identify and write the data with units for a problem, identify equations to be used, identify and write what they’re trying to solve for, draw a relevant vector diagram, and brainstorm possible steps.

4. Emphasize the process, not final answers. Often, when checking individual work, we ask for the final answers. But what if instead of asking who has the answer, we ask who has the method to solve it? When students ask for correct answers, it’s natural to provide an immediate response. Instead, we should reply with guiding questions to facilitate the process of their solving the problems for themselves.

Often, I don’t even calculate the answer in the final step and ask if we all agree on the steps. The conversation is especially valuable when different methods are volunteered, and we can analyze the advantages of each. I want the students to check our work and not look at a simple result at the end of the problem to confirm their work. This shifts students’ attention to look at the details of the steps and not glance at the end of the work for the final answer. Further, grading can include points for steps and not the final solution.

5. Teach explicitly problem solving. After solving problems, students can create their own problem-solving strategy that they write on a note card. Collect responses from students and create a class protocol that you post on your learning management system or in your physical classroom space. Scaffold further with a two-column approach. In the left column, students show the work, and in the right column, they explain and justify what they did and why. The act of adding a justification will make students think about their actions. This will improve the connection between conceptual ideas and the problem-solving itself.

These are only a few strategies to get your students intentionally thinking about problem-solving from a general perspective beyond focusing on specific problems and memorizing steps. There are many ways to model and teach the skill of problem-solving that encourage them to think about the process explicitly.

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• Behavioral Interviews

Answering Problem-Solving Interview Questions: Tips and Examples

Problem-solving skills are difficult to describe and quantify: they’re a combination of different hard and soft skills such as logical inference, technical knowledge, adaptability and innovation, leadership potential, decision-making, productivity, and collaboration.

All are crucial for developing expertise and delivering results at work — especially when the going gets tough.

And because problem-solving is so important, you’re almost guaranteed to get asked about it in a job interview. Read on, and make sure no problem-solving question catches you off guard.

In this article, you’ll learn:

• How to answer problem-solving job interview questions
• Types of problem-solving questions
• Why recruiters ask these questions and what your answers might reveal
• Sample answers for the main types of problem-solving questions

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How to Answer Problem-Solving Job Interview Questions

Here’s how to understand the intention behind problem-solving interview questions and create an informative answer that will highlight your expertise and potential.

Understand the problem-solving question and why recruiters ask it

Hiring managers and recruiters want to know how you identify roadblocks, analyze information, and overcome challenges. These challenges can vary from specific, technical issues to more general issues like improving company processes or handling interpersonal relationships.

To put these skills to the test, recruiters use “problem-solving” job interview questions, also known as analytical questions. Here are some common ones:

• Tell me about a situation where you had to solve a difficult problem.
• Give me a specific example of a time when you used good judgment and logic in solving a problem.
• Describe a time when you didn’t know how to solve a problem. What did you do?
• Describe how you approach a complex or difficult problem.

Here’s what these questions help recruiters discover:

Your adaptability and innovation

Are you an out-of-the-box thinker who’s open to new ideas and who can handle uncharted waters easily?

Efficiency and productivity

Are your problem-solving skills contributing to the team’s performance, removing bottlenecks, smoothing out processes, and keeping projects on track?

Collaboration and communication

Are you successfully collaborating with others to find solutions? Are you handling people-related problems effectively?

Decision-making

Can you efficiently evaluate different options and reach a decision independently? Can you make sound decisions to minimize risks and maximize benefits and opportunities?

Leadership potential

Are your problem-solving skills so good that they open up new opportunities for you to move in the leadership direction ?

Problem-solving interview questions are not tied to a specific role and industry. Mastering your problem-solving skills will help you stand out from the competition and be more successful in your role, whatever it may be.

And if you need help with answering other common interview questions, sign up for our free course !

Reflect on your thought process

Be mindful of your thought processes when you face a difficult problem.

Is your initial reaction to panic or are you calm and enthusiastic to tackle it? Is the problem stopping you from focusing on everything else you’re working on? Do you look at the problem as a whole or do you break it down?

Understanding how you think and approach the problem will help you know yourself and improve your problem-solving skills, but it’ll also make it easier to answer these tricky questions during an interview.

Be specific

Tailor your answers to problem-solving interview questions so that you cover specific details, actions, and skills relevant to the position. If possible, list the results and share lessons learned from an experience you’re describing.

We’re not saying you should lie and make up a story about your problem-solving skills for each position you apply for; remember that this is a broad set of skills and you surely have something relevant from your past experience that you can bring up.

💡 For example, if you’re a Customer Service Representative applying for the same role in another company, you can speak about how you solved a customer’s problem or how you helped the team switch to a new CRM tool and transfer all the data.

💡 If you’re applying for a leadership role in the customer service field, you can speak about how you handled an interpersonal problem within a team or how you spotted bottlenecks and modified processes to make the team more efficient.

💡 If you’re moving to a Sales position, you can highlight your selling experience and talk about a time when you had to solve a customer’s problem and you managed to upsell them in the process.

Follow up with clear outcomes

Prove you have outstanding problem-solving skills by listing clear outcomes for every problem you solved. They can be quantitative or qualitative.

💡 Fixed a process? Say that it improved team productivity by X%.

💡 Handled a difficult client? If they became a VIP customer later on, mention it.

💡 Resolved a conflict? Describe how the experience helped you strengthen the bonds in a team.

💡 Solved a complex technical problem? Say that you got a bonus for it, or that you expanded and improved the existing documentation to help coworkers in the future.

Use the STAR method

Whenever possible, use the STAR (situation-task-action-result) method in your answer:

• (S) ituation: Describe the situation and provide context.
• (T) ask: What tasks you planned on doing to tackle the issue, your contribution.
• (A) ction you took (step-by-step).
• (R) esult of your efforts.

It’ll help you create a well-rounded answer that’s informative and engaging. Plus, using this method to prepare answers in advance will help you memorize the story quickly and easily.

✅ Bear in mind that not every problem-solving interview question can be answered with a STAR method. Some questions will be very specific and will ask for quick and short information about a certain tool or similar. Other questions, the ones beginning with “Give me an example when…” or “Tell me about a time when…” will be the perfect opportunity to use the STAR method.

Also, remember that there’s never a single correct answer to a problem-solving question, just like there usually are multiple solutions to a given problem — a study on the hospitality industry revealed that the most successful problem-solving strategies applied in the workplace were always very specific to given circumstances.

Questions about your problem-solving skills are just one group of the standard interview questions, you can be almost sure you will get asked. Prepare for other interview “classics” with our dedicated guides:

• Tell Me About Yourself: Sample Answers
• Where Do You See Yourself in 5 Years?
• Why Did You Leave Your Last Job?
• What Are Your Strenghts?
• What Is Your Greatest Weakness?
• How Do You Handle Conflict?
• Why Should We Hire You?
• Why Do You Want to Work Here?

If prepping for a video interview, learn what to expect from this guide: Video Interviewing Tips & Tricks

And if you’re interested in interviewing for specific positions, see:

• Sales Interview Questions and Answers
• Customer Service Interview Questions and Answers
• Customer Service Manager Interview Questions and Answers
• Behavioral Interview Questions for Customer Service

Types of Problem-Solving Job Interview Questions

1. general problem-solving questions.

These questions aim to discover your general approach to problems and challenges.

How do you approach complex problems?

Interviewers want to know how you approach the process of solving complex problems. Do you jump straight into it or do you take a step back, break the problem down into manageable components, analyze the info you have, and then dive in?

Can you provide an example of a challenging issue you’ve encountered and how you resolved it?

Can you assess a situation and find the most appropriate solution? Can you handle the pressure? Do you take the lead during difficult times? Are you able to take responsibility for the outcomes?

This question is more specific than the previous one, so make sure you think about a situation in advance and prepare your answer using the STAR method.

Big Interview’s Answer Builder can help you shape your answer. You’ll be able to list and filter the points you’d like to mention, add details and rearrange the order to create a compelling story.

Plus, you’ll get bite-sized tips on how to answer the most common interview questions while you’re in the Builder.

How do you prioritize multiple tasks when faced with tight deadlines?

Recruiters want to know how you set criteria based on which you’ll set priorities, how and if you juggle between multiple tasks, and how you communicate and collaborate with other people involved.

General problem-solving sample answer

“Tell me about a time when you faced a difficult problem at work. How did you solve it?”

Behavioral questions about problem-solving

Behavioral questions ask for specific situations from your past in which you displayed a certain behavior. Based on it, recruiters hope to predict how you’ll perform in the future.

Tell me about a time when your team faced a problem and you helped to find a solution

This one’s asked to assess your teamwork and cooperation skills in tough situations.

Interestingly, a 2015 study on problem-solving in the workplace showed that when it comes to expertise-related problems, employees rarely relied on trial-and-error or information retrieval as modes of problem-solving.

Instead, they mostly relied on help from others, that is, their coworkers who they believed were experts on the subject matter.

This puts emphasis on the importance of teamwork and collaboration in problem-solving. And you certainly noticed how easier it gets to solve a problem (or brainstorm a new idea) as a group, when different individuals bring fresh, unique ideas to the table.

So, recruiters want to know if you’d be cooperative and open to a teamwork experience, and these factors might hint at how you’ll fit in with the team.

Describe a situation in which you received criticism for your solution to a problem. How did you handle that?

This one checks how you handle feedback and criticism — it’s challenging, but it’s essential for growth.

In your answer, make sure you depict a situation in which you demonstrated that growth mindset and the ability to see that taking criticism is not a sign of weakness (or a personal attack on you) but a unique opportunity to learn something new.

Can you provide an example of when you had to collaborate with a team to solve a work-related problem?

Similarly to the first question in this group, this one aims to see how you perform in a team and solve problems collectively.

According to a study , in a team, task completion can be independent , when each team member completes their own activities, sequential , when activities go from one team member to another, reciprocal , when activities are done back-and-forth between team members, or intensive , when all team members work on activities and problem-solving simultaneously.

Recruiters want to get to know more about your ideal teamwork process model and how you connect with others to solve problems.

Your answer will tell them if you’re a good team problem-solver, team player, and if you’re able to give and share credit, as well as take responsibility if something goes wrong.

Behavioral problem-solving sample answer

“Can you describe a situation where you had to use your problem-solving skills to make a decision?”

Situational problem-solving questions

Situational problem-solving questions put you in a hypothetical situation, present a problem, and ask for your opinion/solution.

Even if you haven’t encountered a similar situation in the past, it will help you to draw parallels from your experience to create answers to these questions.

How would you respond if a high-priority project was suddenly delayed, jeopardizing the deadline?

Your answer to this question will tell recruiters about your flexibility, time and task organization, prioritization, as well as how you handle pressure.

An ideal employee will be able to think quickly and adapt to unforeseen circumstances, all the while remaining calm and composed. You’ll want to aim at displaying these qualities in your answer.

Imagine a scenario where your manager was unavailable, but a client had an urgent issue – what would you do?

Taking the lead and taking calculated risks shows that a person has outstanding problem-solving skills and is not afraid to take initiative, which shows leadership potential.

Your answer to this question needs to demonstrate your ability to quickly analyze information, weigh pros and cons of a situation, and make decisions on the spot. This is especially important if you’re applying for leadership positions, like a team leader or a project manager.

If you encountered a high-stress situation that required you to stay calm and focused, how would you handle it?

Recruiters and hiring managers want to assess your ability to handle stress, make rational decisions, and maintain a focused approach in tricky, high-pressure situations.

Make sure to provide them with relevant examples from your past that will paint a picture of your skills and abilities. This is especially relevant for high-pressure positions such as police officers, lawyers, financial analysts, and similar.

Situational problem-solving sample answer

“Imagine you’re faced with a tight deadline, but you’ve encountered a significant roadblock. How would you handle this situation?”

Technical questions about problem-solving

Technical problem-solving questions are based on the technical knowledge that underlies each role. They aim to check your expertise or the means by which you connect the dots or obtain information if you don’t possess it.

Will you sort through the documentation to find a solution? Or is your first reaction to recall a past experience? Perhaps you prefer connecting with an expert or a coworker with more experience than you. Or you’re the type of person to synthesize your existing knowledge and try to find a solution through trial and error. Maybe you’ll turn to a book or a course? Whatever it is, recruiters would like to know.

There are many ways to solve these problems and your preferred strategies will give recruiters insight into how you think and act.

Examples of technical questions about problem-solving are:

• How would you assess and resolve a performance issue in a web application?
• Describe your approach to troubleshooting a networking issue that spans multiple devices.
• How would you approach debugging a piece of software with limited documentation?
• How would you deal with an angry VIP customer if your boss was away?
• What would you do if you noticed a decline in the ROI of your team?

💡 Bear in mind that, with the rapid development of AI, the majority of technical tasks might be overtaken by robots in the future. That’s why it’s important that you work on your non-technical skills, too. Employers are already admitting that problem-solving skills are the second most important skill they’re looking for. For this reason, researchers are working hard to find and develop frameworks for helping people improve their problem-solving capabilities — you can read more about it in this paper on problem-solving skills among graduate engineers .

Technical problem-solving sample answer

“How would you troubleshoot an error in a software product that has been released to customers?”

✅ Pro tip: Practicing in advance is the only way to make sure your answer is flawless! The Mock Interview Tool will help you record your answer and get instant feedback on its quality and delivery. From power words and your pace of speech to “ummm” counter and eye contact, you’ll get help on how to improve in no time!

Our tool helped AJ land his first job in tech and get 7 job offers in the process . “I think Big Interview was super helpful in that aspect of having canned answers for every possible scenario and being in the moment of answering those questions.”, said AJ.

Problem-Solving Interview Questions: Popular Opinions vs. Expert Advice

Now that we covered different types of problem-solving questions and how to answer them, we decided to dive into popular forums and see what job-seekers have to say on this topic. We picked pieces of advice that resonated with the community and confronted them with expert-backed best practices. Let’s see where we stand.

IndianaJones Jr on Reddit said : “If I was an interviewer asking this question, I would expect a personalized answer relevant to yourself, not to specific projects. At least that’s my interpretation.

“What are your experiences in problem-solving?” 

Sample answer: Generally, when I’m working on a project I find it’s easier to start at the end and work backwards. I use that to get a broad strokes idea of where my work needs to take me on any particular project and then I head in that direction. I find that when I get to specific problems I can get too stuck on using tried and true methods so I try to encourage myself to use out-of-the-box solutions. For example [your example here]…”

Career expert comments:

The “bones” of this sample answer are solid. It puts emphasis on breaking down the candidate’s thought process and displays patterns through which the candidate solves problems and learns along the way. However, the most important part of the answer — the actual example of a candidate’s problem-solving skills put to practice — remains a placeholder. Remember, the more specific you get in your answer, the better the impression you make on the interviewer. So here, I recommend paying equal attention to a specific situation in which you solved a problem and using the STAR method to tell that story.

Ambitious_Tell_4852 , when discussing the question “Give an example of a challenge you faced and how you overcame it,” said: 

“Clearly, that is the standard trick question designed for a prospective new hire to tell a prospective employer about his/her professional weaknesses. Oldest “negative Nelli’’ question imaginable during the interview process. Always keep your answer thorough and positive albeit sickeningly sugar-coated! 😁”

This is, straight-out, a bad piece of advice. If an interviewer wants to hear about your weaknesses, they will ask “What is your greatest weakness?” 

A question about overcoming a challenge isn’t a trick question at all. I’d argue it’s actually an opportunity to share some of your proudest wins. But when it comes to answering this question, it’s true that your answers do need to be thorough and positive. This doesn’t mean you need to sugar-coat anything, though. Interviewers don’t want to hear you downplaying your challenges. On the contrary, they want to hear you speak about them honestly and explain what you learned from them. And being able to do so puts a healthy, positive spin on the situation. To put it shortly: provide a real example from your past, answer this question honestly, and emphasize the results and lessons learned. 

Here’s an opinion from a hiring manager, Hugh on Quora, about how to answer a question about a time you needed to solve a problem:

“It really doesn’t matter what the problem you describe is or how you solved it. What I am looking/listening for is 1) the size of the problem (the bigger, the better, a broken shoelace before going out on a date is not an impressive problem) and 2) a step-by-step process to a satisfactory solution (if suddenly all variables fell into place does not show me that you solved the problem — you were just there when it solved itself).

I am also looking/listening for an example of how you solve a problem after you are hired. I may have to explain it to my superiors, and I would like to know that I have a complete and accurate story to tell.”

Career expert comments:  

A good piece of advice from someone who has first-hand hiring experience. When talking about problem-solving, a detailed description of your process is key. The only thing I wouldn’t agree with is having to choose a “big” problem. If you do have experience solving a big problem, that’s great. But sometimes you won’t have a major problem to talk about, and it largely depends on your level of experience and your position. So pick a relevant difficulty, even if it’s not that big, in which you displayed skills relevant to the role you’re applying for.

• Problem-solving skills encompass your logical inference, technical knowledge, adaptability and innovation, leadership potential, decision-making, productivity, and collaboration.
• Because these skills are important in the workplace, there’s a variety of problem-solving interview questions recruiters will ask to assess you.
• Some of them include behavioral, situational, or technical problem-solving questions.
• In order to answer these questions, you need to be aware of your thought processes when faced with a problem.
• In your answer, be as specific as you can and use the STAR format whenever possible.
• Make sure to highlight outcomes, results, or lessons learned.
• As always, the best strategy is to anticipate these questions and prepare rough answers in advance. Including practicing your answer so you’re confident for your interview.

____________________

Need help with your job search? There are 3 ways we can help you:

• Tired of interviewing and not landing the job? Discover actionable lessons and interview practice here (Rated with 4.9/5 by 1,000,000 users).
• Learn how to talk about your proudest accomplishments without bragging or underselling yourself.
• Learn how to answer tricky questions about conflict resolution in the workplace.

How can I improve my problem-solving skills?

Stay in the loop with new technologies and trends. Accept challenges and problems as a way to grow, don’t panic over them. Acquire a systematic approach to analyzing problems, break them down into smaller components which will help you discover root causes and devise a solution plan. Practice logical thinking, evaluating evidence, and staying objective. And give yourself time. Perhaps not surprisingly, studies suggest that the more business experience you have, the better you become at problem-solving.

Are there specific resources available to practice problem-solving interview questions?

There’s a variety of resources available to you, such as courses and Youtube tutorials, Facebook/LinkedIn groups, forums such as Reddit and Quora, books, or online platforms like Big Interview. If you’re trying to develop technical problem-solving skills, you might benefit from relevant platforms’ knowledge bases or YT channels; but if you’re looking specifically for how to answer interview questions, platforms like Big Interview are the way to go.

How should I handle a question about a problem-solving scenario I have not encountered before?

Don’t be afraid to ask additional questions for clarification. If you’ve never dealt with this problem before, be honest about it but answer how you would solve the problem if you were faced with it today. Break the problem down into manageable steps, try to recall a similar situation from your own experience that could help you draw parallels, and propose several different solutions.

Can I talk about my problem-solving experiences derived from non-professional settings such as student projects?

Yes, especially if you’re a recent graduate or a candidate with limited experience. You can use experiences and examples from student projects, extracurricular activities, and you can even use examples from your personal life, as long as you present them in a professional manner and connect them to the position you’re applying for. Remember to highlight the results, as well as the skills that helped you solve the problem and that are relevant to the position you’re applying for.

Are there any common mistakes to avoid when answering problem-solving questions during an interview?

The most common mistake is not preparing in advance which causes rambling. You need to make sure that your answer is informative and well-structured, and that you’re not only presenting a solution but also laying down the steps to display your logical reasoning. Make sure not to forget to give credit to teammates if they contributed to solving the problem you chose to talk about. Finally, for a coherent and informative presentation, make sure you use the STAR method.

What can I do if I don’t know the answer to a technical problem-solving question in an interview?

Handle it professionally. You can always try to reach a conclusion by breaking down the problem and thinking out loud to show your thinking mechanism. Draw parallels between the problem at hand and another similar problem you encountered before. Lay down possible solutions, even if you’re not sure they’ll work, and be transparent — feel free to tell the recruiter you’re not sure how to answer it, but make sure you emphasize that you’re open to learning.

Can I ask for help or guidance from the interviewer during a problem-solving question?

Avoid asking for help directly, but ask for clarification in case something is unclear or if you need additional information. Sometimes, the interviewer will take the initiative and provide you with hints to encourage you and see how you think.

How can I demonstrate creativity and resourcefulness when answering problem-solving questions?

It’s all about storytelling! Preparing in advance will provide some space for displaying your creativity. You can do it by making fun analogies or drawing parallels from well-known situations; or making pop-culture references.

Maja Stojanovic

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