what is real life problem solving

• Bipolar Disorder
• Therapy Center
• When To See a Therapist
• Types of Therapy
• Best Online Therapy
• Best Couples Therapy
• Best Family Therapy
• Managing Stress
• Sleep and Dreaming
• Understanding Emotions
• Self-Improvement
• Healthy Relationships
• Student Resources
• Personality Types
• Guided Meditations
• Verywell Mind Insights
• 2023 Verywell Mind 25
• Mental Health in the Classroom
• Editorial Process
• Meet Our Review Board
• Crisis Support

Overview of the Problem-Solving Mental Process

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Rachel Goldman, PhD FTOS, is a licensed psychologist, clinical assistant professor, speaker, wellness expert specializing in eating behaviors, stress management, and health behavior change.

• Identify the Problem
• Define the Problem
• Form a Strategy
• Organize Information
• Allocate Resources
• Monitor Progress
• Evaluate the Results

Frequently Asked Questions

Problem-solving is a mental process that involves discovering, analyzing, and solving problems. The ultimate goal of problem-solving is to overcome obstacles and find a solution that best resolves the issue.

The best strategy for solving a problem depends largely on the unique situation. In some cases, people are better off learning everything they can about the issue and then using factual knowledge to come up with a solution. In other instances, creativity and insight are the best options.

It is not necessary to follow problem-solving steps sequentially, It is common to skip steps or even go back through steps multiple times until the desired solution is reached.

In order to correctly solve a problem, it is often important to follow a series of steps. Researchers sometimes refer to this as the problem-solving cycle. While this cycle is portrayed sequentially, people rarely follow a rigid series of steps to find a solution.

The following steps include developing strategies and organizing knowledge.

1. Identifying the Problem

While it may seem like an obvious step, identifying the problem is not always as simple as it sounds. In some cases, people might mistakenly identify the wrong source of a problem, which will make attempts to solve it inefficient or even useless.

Some strategies that you might use to figure out the source of a problem include :

• Asking questions about the problem
• Breaking the problem down into smaller pieces
• Looking at the problem from different perspectives
• Conducting research to figure out what relationships exist between different variables

2. Defining the Problem

After the problem has been identified, it is important to fully define the problem so that it can be solved. You can define a problem by operationally defining each aspect of the problem and setting goals for what aspects of the problem you will address

At this point, you should focus on figuring out which aspects of the problems are facts and which are opinions. State the problem clearly and identify the scope of the solution.

3. Forming a Strategy

After the problem has been identified, it is time to start brainstorming potential solutions. This step usually involves generating as many ideas as possible without judging their quality. Once several possibilities have been generated, they can be evaluated and narrowed down.

The next step is to develop a strategy to solve the problem. The approach used will vary depending upon the situation and the individual's unique preferences. Common problem-solving strategies include heuristics and algorithms.

• Heuristics are mental shortcuts that are often based on solutions that have worked in the past. They can work well if the problem is similar to something you have encountered before and are often the best choice if you need a fast solution.
• Algorithms are step-by-step strategies that are guaranteed to produce a correct result. While this approach is great for accuracy, it can also consume time and resources.

Heuristics are often best used when time is of the essence, while algorithms are a better choice when a decision needs to be as accurate as possible.

4. Organizing Information

Before coming up with a solution, you need to first organize the available information. What do you know about the problem? What do you not know? The more information that is available the better prepared you will be to come up with an accurate solution.

When approaching a problem, it is important to make sure that you have all the data you need. Making a decision without adequate information can lead to biased or inaccurate results.

5. Allocating Resources

Of course, we don't always have unlimited money, time, and other resources to solve a problem. Before you begin to solve a problem, you need to determine how high priority it is.

If it is an important problem, it is probably worth allocating more resources to solving it. If, however, it is a fairly unimportant problem, then you do not want to spend too much of your available resources on coming up with a solution.

At this stage, it is important to consider all of the factors that might affect the problem at hand. This includes looking at the available resources, deadlines that need to be met, and any possible risks involved in each solution. After careful evaluation, a decision can be made about which solution to pursue.

6. Monitoring Progress

After selecting a problem-solving strategy, it is time to put the plan into action and see if it works. This step might involve trying out different solutions to see which one is the most effective.

It is also important to monitor the situation after implementing a solution to ensure that the problem has been solved and that no new problems have arisen as a result of the proposed solution.

Effective problem-solvers tend to monitor their progress as they work towards a solution. If they are not making good progress toward reaching their goal, they will reevaluate their approach or look for new strategies .

7. Evaluating the Results

After a solution has been reached, it is important to evaluate the results to determine if it is the best possible solution to the problem. This evaluation might be immediate, such as checking the results of a math problem to ensure the answer is correct, or it can be delayed, such as evaluating the success of a therapy program after several months of treatment.

Once a problem has been solved, it is important to take some time to reflect on the process that was used and evaluate the results. This will help you to improve your problem-solving skills and become more efficient at solving future problems.

A Word From Verywell​

It is important to remember that there are many different problem-solving processes with different steps, and this is just one example. Problem-solving in real-world situations requires a great deal of resourcefulness, flexibility, resilience, and continuous interaction with the environment.

Get Advice From The Verywell Mind Podcast

Hosted by therapist Amy Morin, LCSW, this episode of The Verywell Mind Podcast shares how you can stop dwelling in a negative mindset.

Follow Now : Apple Podcasts / Spotify / Google Podcasts

You can become a better problem solving by:

• Practicing brainstorming and coming up with multiple potential solutions to problems
• Being open-minded and considering all possible options before making a decision
• Breaking down problems into smaller, more manageable pieces
• Asking for help when needed
• Researching different problem-solving techniques and trying out new ones
• Learning from mistakes and using them as opportunities to grow

It's important to communicate openly and honestly with your partner about what's going on. Try to see things from their perspective as well as your own. Work together to find a resolution that works for both of you. Be willing to compromise and accept that there may not be a perfect solution.

Take breaks if things are getting too heated, and come back to the problem when you feel calm and collected. Don't try to fix every problem on your own—consider asking a therapist or counselor for help and insight.

If you've tried everything and there doesn't seem to be a way to fix the problem, you may have to learn to accept it. This can be difficult, but try to focus on the positive aspects of your life and remember that every situation is temporary. Don't dwell on what's going wrong—instead, think about what's going right. Find support by talking to friends or family. Seek professional help if you're having trouble coping.

Davidson JE, Sternberg RJ, editors.  The Psychology of Problem Solving .  Cambridge University Press; 2003. doi:10.1017/CBO9780511615771

Sarathy V. Real world problem-solving .  Front Hum Neurosci . 2018;12:261. Published 2018 Jun 26. doi:10.3389/fnhum.2018.00261

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

• Reference Manager
• Simple TEXT file

People also looked at

Hypothesis and theory article, real world problem-solving.

• Human-Robot Interaction Laboratory, Department of Computer Science, Tufts University, Medford, MA, United States

Real world problem-solving (RWPS) is what we do every day. It requires flexibility, resilience, resourcefulness, and a certain degree of creativity. A crucial feature of RWPS is that it involves continuous interaction with the environment during the problem-solving process. In this process, the environment can be seen as not only a source of inspiration for new ideas but also as a tool to facilitate creative thinking. The cognitive neuroscience literature in creativity and problem-solving is extensive, but it has largely focused on neural networks that are active when subjects are not focused on the outside world, i.e., not using their environment. In this paper, I attempt to combine the relevant literature on creativity and problem-solving with the scattered and nascent work in perceptually-driven learning from the environment. I present my synthesis as a potential new theory for real world problem-solving and map out its hypothesized neural basis. I outline some testable predictions made by the model and provide some considerations and ideas for experimental paradigms that could be used to evaluate the model more thoroughly.

1. Introduction

In the Apollo 13 space mission, astronauts together with ground control had to overcome several challenges to bring the team safely back to Earth ( Lovell and Kluger, 2006 ). One of these challenges was controlling carbon dioxide levels onboard the space craft: “For 2 days straight [they] had worked on how to jury-rig the Odysseys canisters to the Aquarius's life support system. Now, using materials known to be available onboard the spacecraft—a sock, a plastic bag, the cover of a flight manual, lots of duct tape, and so on—the crew assembled a strange contraption and taped it into place. Carbon dioxide levels immediately began to fall into the safe range” ( Team, 1970 ; Cass, 2005 ).

The success of Apollo 13's recovery from failure is often cited as a glowing example of human resourcefulness and inventiveness alongside more well-known inventions and innovations over the course of human history. However, this sort of inventive capability is not restricted to a few creative geniuses, but an ability present in all of us, and exemplified in the following mundane example. Consider a situation when your only suit is covered in lint and you do not own a lint remover. You see a roll of duct tape, and being resourceful you reason that it might be a good substitute. You then solve the problem of lint removal by peeling a full turn's worth of tape and re-attaching it backwards onto the roll to expose the sticky side all around the roll. By rolling it over your suit, you can now pick up all the lint.

In both these examples (historic as well as everyday), we see evidence for our innate ability to problem-solve in the real world. Solving real world problems in real time given constraints posed by one's environment are crucial for survival. At the core of this skill is our mental capability to get out of “sticky situations” or impasses, i.e., difficulties that appear unexpectedly as impassable roadblocks to solving the problem at hand. But, what are the cognitive processes that enable a problem solver to overcome such impasses and arrive at a solution, or at least a set of promising next steps?

A central aspect of this type of real world problem solving, is the role played by the solver's surrounding environment during the problem-solving process. Is it possible that interaction with one's environment can facilitate creative thinking? The answer to this question seems somewhat obvious when one considers the most famous anecdotal account of creative problem solving, namely that of Archimedes of Syracuse. During a bath, he found a novel way to check if the King's crown contained non-gold impurities. The story has traditionally been associated with the so-called “Eureka moment,” the sudden affective experience when a solution to a particularly thorny problem emerges. In this paper, I want to temporarily turn our attention away from the specific “aha!” experience itself and take particular note that Archimedes made this discovery, not with his eyes closed at a desk, but in a real-world context of a bath 1 . The bath was not only a passive, relaxing environment for Archimedes, but also a specific source of inspiration. Indeed it was his noticing the displacement of water that gave him a specific methodology for measuring the purity of the crown; by comparing how much water a solid gold bar of the same weight would displace as compared with the crown. This sort of continuous environmental interaction was present when the Apollo 13 engineers discovered their life-saving solution, and when you solved the suit-lint-removal problem with duct tape.

The neural mechanisms underlying problem-solving have been extensively studied in the literature, and there is general agreement about the key functional networks and nodes involved in various stages of problem-solving. In addition, there has been a great deal of work in studying the neural basis for creativity and insight problem solving, which is associated with the sudden emergence of solutions. However, in the context of problem-solving, creativity, and insight have been researched as largely an internal process without much interaction with and influence from the external environment ( Wegbreit et al., 2012 ; Abraham, 2013 ; Kounios and Beeman, 2014 ) 2 . Thus, there are open questions of what role the environment plays during real world problem-solving (RWPS) and how the brain enables the assimilation of novel items during these external interactions.

In this paper, I synthesize the literature on problem-solving, creativity and insight, and particularly focus on how the environment can inform RWPS. I explore three environmentally-informed mechanisms that could play a critical role: (1) partial-cue driven context-shifting, (2) heuristic prototyping and learning novel associations, and (3) learning novel physical inferences. I begin first with some intuitions about real world problem solving, that might help ground this discussion and providing some key distinctions from more traditional problem solving research. Then, I turn to a review of the relevant literature on problem-solving, creativity, and insight first, before discussing the three above-mentioned environmentally-driven mechanisms. I conclude with a potential new model and map out its hypothesized neural basis.

2. Problem Solving, Creativity, and Insight

2.1. what is real world problem-solving.

Archimedes was embodied in the real world when he found his solution. In fact, the real world helped him solve the problem. Whether or not these sorts of historic accounts of creative inspiration are accurate 3 , they do correlate with some of our own key intuitions about how problem solving occurs “in the wild.” Real world problem solving (RWPS) is different from those that occur in a classroom or in a laboratory during an experiment. They are often dynamic and discontinuous, accompanied by many starts and stops. Solvers are never working on just one problem. Instead, they are simultaneously juggling several problems of varying difficulties and alternating their attention between them. Real world problems are typically ill-defined, and even when they are well-defined, often have open-ended solutions. Coupled with that is the added aspect of uncertainty associated with the solver's problem solving strategies. As introduced earlier, an important dimension of RWPS is the continuous interaction between the solver and their environment. During these interactions, the solver might be inspired or arrive at an “aha!” moment. However, more often than not, the solver experiences dozens of minor discovery events— “hmmm, interesting…” or “wait, what?…” moments. Like discovery events, there's typically never one singular impasse or distraction event. The solver must iterate through the problem solving process experiencing and managing these sorts of intervening events (including impasses and discoveries). In summary, RWPS is quite messy and involves a tight interplay between problem solving, creativity, and insight. Next, I explore each of these processes in more detail and explicate a possible role of memory, attention, conflict management and perception.

2.2. Analytical Problem-Solving

In psychology and neuroscience, problem-solving broadly refers to the inferential steps taken by an agent 4 that leads from a given state of affairs to a desired goal state ( Barbey and Barsalou, 2009 ). The agent does not immediately know how this goal can be reached and must perform some mental operations (i.e., thinking) to determine a solution ( Duncker, 1945 ).

The problem solving literature divides problems based on clarity (well-defined vs. ill-defined) or on the underlying cognitive processes (analytical, memory retrieval, and insight) ( Sprugnoli et al., 2017 ). While memory retrieval is an important process, I consider it as a sub-process to problem solving more generally. I first focus on analytical problem-solving process, which typically involves problem-representation and encoding, and the process of forming and executing a solution plan ( Robertson, 2016 ).

2.2.1. Problem Definition and Representation

An important initial phase of problem-solving involves defining the problem and forming a representation in the working memory. During this phase, components of the prefrontal cortex (PFC), default mode network (DMN), and the dorsal anterior cingulate cortex (dACC) have been found to be activated. If the problem is familiar and well-structured, top-down executive control mechanisms are engaged and the left prefrontal cortex including the frontopolar, dorso-lateral (dlPFC), and ventro-lateral (vlPFC) are activated ( Barbey and Barsalou, 2009 ). The DMN along with the various structures in the medial temporal lobe (MTL) including the hippocampus (HF), parahippocampal cortex, perirhinal and entorhinal cortices are also believed to have limited involvement, especially in episodic memory retrieval activities during this phase ( Beaty et al., 2016 ). The problem representation requires encoding problem information for which certain visual and parietal areas are also involved, although the extent of their involvement is less clear ( Anderson and Fincham, 2014 ; Anderson et al., 2014 ).

2.2.1.1. Working memory

An important aspect of problem representation is the engagement and use of working memory (WM). The WM allows for the maintenance of relevant problem information and description in the mind ( Gazzaley and Nobre, 2012 ). Research has shown that WM tasks consistently recruit the dlPFC and left inferior frontal cortex (IC) for encoding an manipulating information; dACC for error detection and performance adjustment; and vlPFC and the anterior insula (AI) for retrieving, selecting information and inhibitory control ( Chung and Weyandt, 2014 ; Fang et al., 2016 ).

2.2.1.2. Representation

While we generally have a sense for the brain regions that are functionally influential in problem definition, less is known about how exactly events are represented within these regions. One theory for how events are represented in the PFC is the structured event complex theory (SEC), in which components of the event knowledge are represented by increasingly higher-order convergence zones localized within the PFC, akin to the convergence zones (from posterior to anterior) that integrate sensory information in the brain ( Barbey et al., 2009 ). Under this theory, different zones in the PFC (left vs. right, anterior vs. posterior, lateral vs. medial, and dorsal vs. ventral) represent different aspects of the information contained in the events (e.g., number of events to be integrated together, the complexity of the event, whether planning, and action is needed). Other studies have also suggested the CEN's role in tasks requiring cognitive flexibility, and functions to switch thinking modes, levels of abstraction of thought and consider multiple concepts simultaneously ( Miyake et al., 2000 ).

Thus, when the problem is well-structured, problem representation is largely an executive control activity coordinated by the PFC in which problem information from memory populates WM in a potentially structured representation. Once the problem is defined and encoded, planning and execution of a solution can begin.

2.2.2. Planning

The central executive network (CEN), particularly the PFC, is largely involved in plan formation and in plan execution. Planning is the process of generating a strategy to advance from the current state to a goal state. This in turn involves retrieving a suitable solution strategy from memory and then coordinating its execution.

2.2.2.1. Plan formation

The dlPFC supports sequential planning and plan formation, which includes the generation of hypothesis and construction of plan steps ( Barbey and Barsalou, 2009 ). Interestingly, the vlPFC and the angular gyrus (AG), implicated in a variety of functions including memory retrieval, are also involved in plan formation ( Anderson et al., 2014 ). Indeed, the AG together with the regions in the MTL (including the HF) and several other regions form a what is known as the “core” network. The core network is believed to be activated when recalling past experiences, imagining fictitious, and future events and navigating large-scale spaces ( Summerfield et al., 2010 ), all key functions for generating plan hypotheses. A recent study suggests that the AG is critical to both episodic simulation, representation, and episodic memory ( Thakral et al., 2017 ). One possibility for how plans are formulated could involve a dynamic process of retrieving an optimal strategy from memory. Research has shown significant interaction between striatal and frontal regions ( Scimeca and Badre, 2012 ; Horner et al., 2015 ). The striatum is believed to play a key role in declarative memory retrieval, and specifically helping retrieve optimal (or previously rewarded) memories ( Scimeca and Badre, 2012 ). Relevant to planning and plan formation, Scimeca & Badre have suggested that the striatum plays two important roles: (1) in mapping acquired value/utility to action selection, and thereby helping plan formation, and (2) modulation and re-encoding of actions and other plan parameters. Different types of problems require different sets of specialized knowledge. For example, the knowledge needed to solve mathematical problems might be quite different (albeit overlapping) from the knowledge needed to select appropriate tools in the environment.

Thus far, I have discussed planning and problem representation as being domain-independent, which has allowed me to outline key areas of the PFC, MTL, and other regions relevant to all problem-solving. However, some types of problems require domain-specific knowledge for which other regions might need to be recruited. For example, when planning for tool-use, the superior parietal lobe (SPL), supramarginal gyrus (SMG), anterior inferior parietal lobe (AIPL), and certain portions of the temporal and occipital lobe involved in visual and spatial integration have been found to be recruited ( Brandi et al., 2014 ). It is believed that domain-specific information stored in these regions is recovered and used for planning.

2.2.2.2. Plan execution

Once a solution plan has been recruited from memory and suitably tuned for the problem on hand, the left-rostral PFC, caudate nucleus (CN), and bilateral posterior parietal cortices (PPC) are responsible for translating the plan into executable form ( Stocco et al., 2012 ). The PPC stores and maintains “mental template” of the executable form. Hemispherical division of labor is particularly relevant in planning where it was shown that when planning to solve a Tower of Hanoi (block moving) problem, the right PFC is involved in plan construction whereas the left PFC is involved in controlling processes necessary to supervise the execution of the plan ( Newman and Green, 2015 ). On a separate note and not the focus of this paper, plan execution and problem-solving can require the recruitment of affective and motivational processing in order to supply the agent with the resolve to solve problems, and the vmPFC has been found to be involved in coordinating this process ( Barbey and Barsalou, 2009 ).

2.3. Creativity

During the gestalt movement in the 1930s, Maier noted that “most instances of “real” problem solving involves creative thinking” ( Maier, 1930 ). Maier performed several experiments to study mental fixation and insight problem solving. This close tie between insight and creativity continues to be a recurring theme, one that will be central to the current discussion. If creativity and insight are linked to RWPS as noted by Maier, then it is reasonable to turn to the creativity and insight literature for understanding the role played by the environment. A large portion of the creativity literature has focused on viewing creativity as an internal process, one in which the solvers attention is directed inwards, and toward internal stimuli, to facilitate the generation of novel ideas and associations in memory ( Beaty et al., 2016 ). Focusing on imagination, a number of researchers have looked at blinking, eye fixation, closing eyes, and looking nowhere behavior and suggested that there is a shift of attention from external to internal stimuli during creative problem solving ( Salvi and Bowden, 2016 ). The idea is that shutting down external stimuli reduces cognitive load and focuses attention internally. Other experiments studying sleep behavior have also noted the beneficial role of internal stimuli in problem solving. The notion of ideas popping into ones consciousness, suddenly, during a shower is highly intuitive for many and researchers have attempted to study this phenomena through the lens of incubation, and unconscious thought that is internally-driven. There have been several theories and counter-theories proposed to account specifically for the cognitive processes underlying incubation ( Ritter and Dijksterhuis, 2014 ; Gilhooly, 2016 ), but none of these theories specifically address the role of the external environment.

The neuroscience of creativity has also been extensively studied and I do not focus on an exhaustive literature review in this paper (a nice review can be found in Sawyer, 2011 ). From a problem-solving perspective, it has been found that unlike well-structured problems, ill-structured problems activate the right dlPFC. Most of the past work on creativity and creative problem-solving has focused on exploring memory structures and performing internally-directed searches. Creative idea generation has primarily been viewed as internally directed attention ( Jauk et al., 2012 ; Benedek et al., 2016 ) and a primary mechanism involved is divergent thinking , which is the ability to produce a variety of responses in a given situation ( Guilford, 1962 ). Divergent thinking is generally thought to involve interactions between the DMN, CEN, and the salience network ( Yoruk and Runco, 2014 ; Heinonen et al., 2016 ). One psychological model of creative cognition is the Geneplore model that considers two major phases of generation (memory retrieval and mental synthesis) and exploration (conceptual interpretation and functional inference) ( Finke et al., 1992 ; Boccia et al., 2015 ). It has been suggested that the associative mode of processing to generate new creative association is supported by the DMN, which includes the medial PFC, posterior cingulate cortex (PCC), tempororparietal juntion (TPJ), MTL, and IPC ( Beaty et al., 2014 , 2016 ).

That said, the creativity literature is not completely devoid of acknowledging the role of the environment. In fact, it is quite the opposite. Researchers have looked closely at the role played by externally provided hints from the time of the early gestalt psychologists and through to present day studies ( Öllinger et al., 2017 ). In addition to studying how hints can help problem solving, researchers have also looked at how directed action can influence subsequent problem solving—e.g., swinging arms prior to solving the two-string puzzle, which requires swinging the string ( Thomas and Lleras, 2009 ). There have also been numerous studies looking at how certain external perceptual cues are correlated with creativity measures. Vohs et al. suggested that untidiness in the environment and the increased number of potential distractions helps with creativity ( Vohs et al., 2013 ). Certain colors such as blue have been shown to help with creativity and attention to detail ( Mehta and Zhu, 2009 ). Even environmental illumination, or lack thereof, have been shown to promote creativity ( Steidle and Werth, 2013 ). However, it is important to note that while these and the substantial body of similar literature show the relationship of the environment to creative problem solving, they do not specifically account for the cognitive processes underlying the RWPS when external stimuli are received.

2.4. Insight Problem Solving

Analytical problem solving is believed to involve deliberate and conscious processing that advances step by step, allowing solvers to be able to explain exactly how they solved it. Inability to solve these problems is often associated with lack of required prior knowledge, which if provided, immediately makes the solution tractable. Insight, on the other hand, is believed to involve a sudden and unexpected emergence of an obvious solution or strategy sometimes accompanied by an affective aha! experience. Solvers find it difficult to consciously explain how they generated a solution in a sequential manner. That said, research has shown that having an aha! moment is neither necessary nor sufficient to insight and vice versa ( Danek et al., 2016 ). Generally, it is believed that insight solvers acquire a full and deep understanding of the problem when they have solved it ( Chu and Macgregor, 2011 ). There has been an active debate in the problem solving community about whether insight is something special. Some have argued that it is not, and that there are no special or spontaneous processes, but simply a good old-fashioned search of a large problem space ( Kaplan and Simon, 1990 ; MacGregor et al., 2001 ; Ash and Wiley, 2006 ; Fleck, 2008 ). Others have argued that insight is special and suggested that it is likely a different process ( Duncker, 1945 ; Metcalfe, 1986 ; Kounios and Beeman, 2014 ). This debate lead to two theories for insight problem solving. MacGregor et al. proposed the Criterion for Satisfactory Progress Theory (CSPT), which is based on Newell and Simons original notion of problem solving as being a heuristic search through the problem space ( MacGregor et al., 2001 ). The key aspect of CSPT is that the solver is continually monitoring their progress with some set of criteria. Impasses arise when there is a criterion failure, at which point the solver tries non-maximal but promising states. The representational change theory (RCT) proposed by Ohlsson et al., on the other hand, suggests that impasses occur when the goal state is not reachable from an initial problem representation (which may have been generated through unconscious spreading activation) ( Ohlsson, 1992 ). In order to overcome an impasse, the solver needs to restructure the problem representation, which they can do by (1) elaboration (noticing new features of a problem), (2) re-encoding fixing mistaken or incomplete representations of the problem, and by (3) changing constraints. Changing constraints is believed to involve two sub-processes of constraint relaxation and chunk-decomposition.

The current position is that these two theories do not compete with each other, but instead complement each other by addressing different stages of problem solving: pre- and post-impasse. Along these lines, Ollinger et al. proposed an extended RCT (eRCT) in which revising the search space and using heuristics was suggested as being a dynamic and iterative and recursive process that involves repeated instances of search, impasse and representational change ( Öllinger et al., 2014 , 2017 ). Under this theory, a solver first forms a problem representation and begins searching for solutions, presumably using analytical problem solving processes as described earlier. When a solution cannot be found, the solver encounters an impasse, at which point the solver must restructure or change the problem representation and once again search for a solution. The model combines both analytical problem solving (through heuristic searches, hill climbing and progress monitoring), and creative mechanisms of constraint relaxation and chunk decomposition to enable restructuring.

Ollingers model appears to comprehensively account for both analytical and insight problem solving and, therefore, could be a strong candidate to model RWPS. However, while compelling, it is nevertheless an insufficient model of RWPS for many reasons, of which two are particularly significant for the current paper. First, the model does explicitly address mechanisms by which external stimuli might be assimilated. Second, the model is not sufficiently flexible to account for other events (beyond impasse) occurring during problem solving, such as distraction, mind-wandering and the like.

So, where does this leave us? I have shown the interplay between problem solving, creativity and insight. In particular, using Ollinger's proposal, I have suggested (maybe not quite explicitly up until now) that RWPS involves some degree of analytical problem solving as well as the post-impasse more creative modes of problem restructuring. I have also suggested that this model might need to be extended for RWPS along two dimensions. First, events such as impasses might just be an instance of a larger class of events that intervene during problem solving. Thus, there needs to be an accounting of the cognitive mechanisms that are potentially influenced by impasses and these other intervening events. It is possible that these sorts of events are crucial and trigger a switch in attentional focus, which in turn facilitates switching between different problem solving modes. Second, we need to consider when and how externally-triggered stimuli from the solver's environment can influence the problem solving process. I detail three different mechanisms by which external knowledge might influence problem solving. I address each of these ideas in more detail in the next two sections.

3. Event-Triggered Mode Switching During Problem-Solving

3.1. impasse.

When solving certain types of problems, the agent might encounter an impasse, i.e., some block in its ability to solve the problem ( Sprugnoli et al., 2017 ). The impasse may arise because the problem may have been ill-defined to begin with causing incomplete and unduly constrained representations to have been formed. Alternatively, impasses can occur when suitable solution strategies cannot be retrieved from memory or fail on execution. In certain instances, the solution strategies may not exist and may need to be generated from scratch. Regardless of the reason, an impasse is an interruption in the problem solving process; one that was running conflict-free up until the point when a seemingly unresolvable issue or an error in the predicted solution path was encountered. Seen as a conflict encountered in the problem-solving process it activates the anterior cingulate cortex (ACC). It is believed that the ACC not only helps detect the conflict, but also switch modes from one of “exploitation” (planning) to “exploration” (search) ( Quilodran et al., 2008 ; Tang et al., 2012 ), and monitors progress during resolution ( Chu and Macgregor, 2011 ). Some mode switching duties are also found to be shared with the AI (the ACC's partner in the salience network), however, it is unclear exactly the extent of this function-sharing.

Even though it is debatable if impasses are a necessary component of insight, they are still important as they provide a starting point for the creativity ( Sprugnoli et al., 2017 ). Indeed, it is possible that around the moment of impasse, the AI and ACC together, as part of the salience network play a crucial role in switching thought modes from analytical planning mode to creative search and discovery mode. In the latter mode, various creative mechanisms might be activated allowing for a solution plan to emerge. Sowden et al. and many others have suggested that the salience network is potentially a candidate neurobiological mechanism for shifting between thinking processes, more generally ( Sowden et al., 2015 ). When discussing various dual-process models as they relate to creative cognition, Sowden et al. have even noted that the ACC activation could be useful marker to identify shifting as participants work creative problems.

3.2. Defocused Attention

As noted earlier, in the presence of an impasse there is a shift from an exploitative (analytical) thinking mode to an exploratory (creative) thinking mode. This shift impacts several networks including, for example, the attention network. It is believed attention can switch between a focused mode and a defocused mode. Focused attention facilitates analytic thought by constraining activation such that items are considered in a compact form that is amenable to complex mental operations. In the defocused mode, agents expand their attention allowing new associations to be considered. Sowden et al. (2015) note that the mechanism responsible for adjustments in cognitive control may be linked to the mechanisms responsible for attentional focus. The generally agreed position is that during generative thinking, unconscious cognitive processes activated through defocused attention are more prevalent, whereas during exploratory thinking, controlled cognition activated by focused attention becomes more prevalent ( Kaufman, 2011 ; Sowden et al., 2015 ).

Defocused attention allows agents to not only process different aspects of a situation, but to also activate additional neural structures in long term memory and find new associations ( Mendelsohn, 1976 ; Yoruk and Runco, 2014 ). It is believed that cognitive material attended to and cued by positive affective state results in defocused attention, allowing for more complex cognitive contexts and therefore a greater range of interpretation and integration of information ( Isen et al., 1987 ). High attentional levels are commonly considered a typical feature of highly creative subjects ( Sprugnoli et al., 2017 ).

4. Role of the Environment

In much of the past work the focus has been on treating creativity as largely an internal process engaging the DMN to assist in making novel connections in memory. The suggestion has been that “individual needs to suppress external stimuli and concentrate on the inner creative process during idea generation” ( Heinonen et al., 2016 ). These ideas can then function as seeds for testing and problem-solving. While true of many creative acts, this characterization does not capture how creative ideas arise in many real-world creative problems. In these types of problems, the agent is functioning and interacting with its environment before, during and after problem-solving. It is natural then to expect that stimuli from the environment might play a role in problem-solving. More specifically, it can be expected that through passive and active involvement with the environment, the agent is (1) able to trigger an unrelated, but potentially useful memory relevant for problem-solving, (2) make novel connections between two events in memory with the environmental cue serving as the missing link, and (3) incorporate a completely novel information from events occuring in the environment directly into the problem-solving process. I explore potential neural mechanisms for these three types of environmentally informed creative cognition, which I hypothesize are enabled by defocused attention.

4.1. Partial Cues Trigger Relevant Memories Through Context-Shifting

I have previously discussed the interaction between the MTL and PFC in helping select task-relevant and critical memories for problem-solving. It is well-known that pattern completion is an important function of the MTL and one that enables memory retrieval. Complementary Learning Theory (CLS) and its recently updated version suggest that the MTL and related structures support initial storage as well as retrieval of item and context-specific information ( Kumaran et al., 2016 ). According to CLS theory, the dentate gyrus (DG) and the CA3 regions of the HF are critical to selecting neural activity patterns that correspond to particular experiences ( Kumaran et al., 2016 ). These patterns might be distinct even if experiences are similar and are stabilized through increases in connection strengths between the DG and CA3. Crucially, because of the connection strengths, reactivation of part of the pattern can activate the rest of it (i.e., pattern completion). Kumaran et al. have further noted that if consistent with existing knowledge, these new experiences can be quickly replayed and interleaved into structured representations that form part of the semantic memory.

Cues in the environment provided by these experiences hold partial information about past stimuli or events and this partial information converges in the MTL. CLS accounts for how these cues might serve to reactivate partial patterns, thereby triggering pattern completion. When attention is defocused I hypothesize that (1) previously unnoticed partial cues are considered, and (2) previously noticed partial cues are decomposed to produce previously unnoticed sub-cues, which in turn are considered. Zabelina et al. (2016) have shown that real-world creativity and creative achievement is associated with “leaky attention,” i.e., attention that allows for irrelevant information to be noticed. In two experiments they systematically explored the relationship between two notions of creativity— divergent thinking and real-world creative achievement—and the use of attention. They found that attentional use is associated in different ways for each of the two notions of creativity. While divergent thinking was associated with flexible attention, it does not appear to be leaky. Instead, selective focus and inhibition components of attention were likely facilitating successful performance on divergent thinking tasks. On the other hand, real-world creative achievement was linked to leaky attention. RWPS involves elements of both divergent thinking and of real-world creative achievement, thus I would expect some amount of attentional leaks to be part of the problem solving process.

Thus, it might be the case that a new set of cues or sub-cues “leak” in and activate memories that may not have been previously considered. These cues serve to reactivate a diverse set of patterns that then enable accessing a wide range of memories. Some of these memories are extra-contextual, in that they consider the newly noticed cues in several contexts. For example, when unable to find a screwdriver, we might consider using a coin. It is possible that defocused attention allows us to consider the coin's edge as being a potentially relevant cue that triggers uses for the thin edge outside of its current context in a coin. The new cues (or contexts) may allow new associations to emerge with cues stored in memory, which can occur during incubation. Objects and contexts are integrated into memory automatically into a blended representation and changing contexts disrupts this recognition ( Hayes et al., 2007 ; Gabora, 2016 ). Cue-triggered context shifting allows an agent to break-apart a memory representation, which can then facilitate problem-solving in new ways.

4.2. Heuristic Prototyping Facilitates Novel Associations

It has long been the case that many scientific innovations have been inspired by events in nature and the surrounding environment. As noted earlier, Archimedes realized the relationship between the volume of an irregularly shaped object and the volume of water it displaced. This is an example of heuristic prototyping where the problem-solver notices an event in the environment, which then triggers the automatic activation of a heuristic prototype and the formation of novel associations (between the function of the prototype and the problem) which they can then use to solve the problem ( Luo et al., 2013 ). Although still in its relative infancy, there has been some recent research into the neural basis for heuristic prototyping. Heuristic prototype has generally been defined as an enlightening prototype event with a similar element to the current problem and is often composed of a feature and a function ( Hao et al., 2013 ). For example, in designing a faster and more efficient submarine hull, a heuristic prototype might be a shark's skin, while an unrelated prototype might be a fisheye camera ( Dandan et al., 2013 ).

Research has shown that activating the feature function of the right heuristic prototype and linking it by way of semantic similarity to the required function of the problem was the key mechanism people used to solve several scienitific insight problems ( Yang et al., 2016 ). A key region activated during heuristic prototyping is the dlPFC and it is believed to be generally responsible for encoding the events into memory and may play an important role in selecting and retrieving the matched unsolved technical problem from memory ( Dandan et al., 2013 ). It is also believed that the precuneus plays a role in automatic retrieval of heuristic information allowing the heuristic prototype and the problem to combine ( Luo et al., 2013 ). In addition to semantic processing, certain aspects of visual imagery have also been implicated in heuristic prototyping leading to the suggestion of the involvement of Broadman's area BA 19 in the occipital cortex.

There is some degree of overlap between the notions of heuristic prototyping and analogical transfer (the mapping of relations from one domain to another). Analogical transfer is believed to activate regions in the left medial fronto-parietal system (dlPFC and the PPC) ( Barbey and Barsalou, 2009 ). I suggest here that analogical reasoning is largely an internally-guided process that is aided by heuristic prototyping which is an externally-guided process. One possible way this could work is if heuristic prototyping mechanisms help locate the relevant memory with which to then subsequently analogize.

4.3. Making Physical Inferences to Acquire Novel Information

The agent might also be able to learn novel facts about their environment through passive observation as well as active experimentation. There has been some research into the neural basis for causal reasoning ( Barbey and Barsalou, 2009 ; Operskalski and Barbey, 2016 ), but beyond its generally distributed nature, we do not know too much more. Beyond abstract causal reasoning, some studies looked into the cortical regions that are activated when people watch and predict physical events unfolding in real-time and in the real-world ( Fischer et al., 2016 ). It was found that certain regions were associated with representing types of physical concepts, with the left intraparietal sulcus (IPS) and left middle frontal gyrus (MFG) shown to play a role in attributing causality when viewing colliding objects ( Mason and Just, 2013 ). The parahippocampus (PHC) was associated with linking causal theory to observed data and the TPJ was involved in visualizing movement of objects and actions in space ( Mason and Just, 2013 ).

5. Proposed Theory

I noted earlier that Ollinger's model for insight problem solving, while serving as a good candidate for RWPS, requires extension. In this section, I propose a candidate model that includes some necessary extensions to Ollinger's framework. I begin by laying out some preliminary notions that underlie the proposed model.

5.1. Dual Attentional Modes

I propose that the attention-switching mechanism described earlier is at the heart of RWPS and enables two modes of operation: focused and defocused mode. In the focused mode, the problem representation is more or less fixed, and problem solving proceeds in a focused and goal directed manner through search, planning, and execution mechanisms. In the defocused mode, problem solving is not necessarily goal directed, but attempts to generate ideas, driven by both internal and external items.

At first glance, these modes might seem similar to convergent and divergent thinking modes postulated by numerous others to account for creative problem solving. Divergent thinking allows for the generation of new ideas and convergent thinking allows for verification and selection of generated ideas. So, it might seem that focused mode and convergent thinking are similar and likewise divergent and defocused mode. They are, however, quite different. The modes relate less to idea generation and verification, and more to the specific mechanisms that are operating with regard to a particular problem at a particular moment in time. Convergent and divergent processes may be occurring during both defocused and focused modes. Some degree of divergent processes may be used to search and identify specific solution strategies in focused mode. Also, there might be some degree of convergent idea verification occuring in defocused mode as candidate items are evaluated for their fit with the problem and goal. Thus, convergent and divergent thinking are one amongst many mechanisms that are utilized in focused and defocused mode. Each of these two modes has to do with degree of attention placed on a particular problem.

There have been numerous dual-process and dual-systems models of cognition proposed over the years. To address criticisms raised against these models and to unify some of the terminology, Evans & Stanovich proposed a dual-process model comprising Type 1 and Type 2 thought ( Evans and Stanovich, 2013 ; Sowden et al., 2015 ). Type 1 processes are those that are believed to be autonomous and do not require working memory. Type 2 processes, on the other hand, are believed to require working memory and are cognitively decoupled to prevent real-world representations from becoming confused with mental simulations ( Sowden et al., 2015 ). While acknowledging various other attributes that are often used to describe dual process models (e.g., fast/slow, associative/rule-based, automatic/controlled), Evans & Stanovich note that these attributes are merely frequent correlates and not defining characteristics of Type 1 or Type 2 processes. The proposed dual attentional modes share some similarities with the Evans & Stanovich Type 1 and 2 models. Specifically, Type 2 processes might occur in focused attentional mode in the proposed model as they typically involve the working memory and certain amount of analytical thought and planning. Similarly, Type 1 processes are likely engaged in defocused attentional mode as there are notions of associative and generative thinking that might be facilitated when attention has been defocused. The crucial difference between the proposed model and other dual-process models is that the dividing line between focused and defocused attentional modes is the degree of openness to internal and external stimuli (by various networks and functional units in the brain) when problem solving. Many dual process models were designed to classify the “type” of thinking process or a form of cognitive processing. In some sense, the “processes” in dual process theories are characterized by the type of mechanism of operation or the type of output they produced. Here, I instead characterize and differentiate the modes of thinking by the receptivity of different functional units in the brain to input during problem solving.

This, however, raises a different question of the relationship between these attentional modes and conscious vs. unconscious thinking. It is clear that both the conscious and unconscious are involved in problem solving, as well as in RWPS. Here, I claim that a problem being handled is, at any given point in time, in either a focused mode or in a defocused mode. When in the focused mode, problem solving primarily proceeds in a manner that is available for conscious deliberation. More specifically, problem space elements and representations are tightly managed and plans and strategies are available in the working memory and consciously accessible. There are, however, secondary unconscious operations in the focused modes that includes targeted memory retrieval and heuristic-based searches. In the defocused mode, the problem is primarily managed in an unconscious way. The problem space elements are broken apart and loosely managed by various mechanisms that do not allow for conscious deliberation. That said, it is possible that some problem parameters remain accessible. For example, it is possible that certain goal information is still maintained consciously. It is also possible that indexes to all the problems being considered by the solver are maintained and available to conscious awareness.

5.2. RWPS Model

Returning to Ollinger's model for insight problem solving, it now becomes readily apparent how this model can be modified to incorporate environmental effects as well as generalizing the notion of intervening events beyond that of impasses. I propose a theory for RWPS that begins with standard analytical problem-solving process (See Figures 1 , 2 ).

Figure 1 . Summary of neural activations during focused problem-solving (Left) and defocused problem-solving (Right) . During defocused problem-solving, the salience network (insula and ACC) coordinates the switching of several networks into a defocused attention mode that permits the reception of a more varied set of stimuli and interpretations via both the internally-guided networks (default mode network DMN) and externally guided networks (Attention). PFC, prefrontal cortex; ACC, anterior cingulate cortex; PCC, posterior cingulate cortex; IPC, inferior parietal cortex; PPC, posterior parietal cortex; IPS, intra-parietal sulcus; TPJ, temporoparietal junction; MTL, medial temporal lobe; FEF, frontal eye field.

Figure 2 . Proposed Model for Real World Problem Solving (RWPS). The corresponding neural correlates are shown in italics. During problem-solving, an initial problem representation is formed based on prior knowledge and available perceptual information. The problem-solving then proceeds in a focused, goal-directed mode until the goal is achieved or a defocusing event (e.g., impasse or distraction) occurs. During focused mode operation, the solver interacts with the environment in directed manner, executing focused plans, and allowing for predicted items to be activated by the environment. When a defocusing event occurs, the problem-solving then switches into a defocused mode until a focusing event (e.g., discovery) occurs. In defocused mode, the solver performs actions unrelated to the problem (or is inactive) and is receptive to a set of environmental triggers that activate novel aspects using the three mechanisms discussed in this paper. When a focusing event occurs, the diffused problem elements cohere into a restructured representation and problem-solving returns into a focused mode.

5.2.1. Focused Problem Solving Mode

Initially, both prior knowledge and perceptual entities help guide the creation of problem representations in working memory. Prior optimal or rewarding solution strategies are obtained from LTM and encoded in the working memory as well. This process is largely analytical and the solver interacts with their environment through focused plan or idea execution, targeted observation of prescribed entities, and estimating prediction error of these known entities. More specifically, when a problem is presented, the problem representations are activated and populated into working memory in the PFC, possibly in structured representations along convergence zones. The PFC along with the Striatum and the MTL together attempt at retrieving an optimal or previously rewarded solution strategy from long term memory. If successfully retrieved, the solution strategy is encoded into the PPC as a mental template, which then guides relevant motor control regions to execute the plan.

5.2.2. Defocusing Event-Triggered Mode Switching

The search and solve strategy then proceeds analytically until a “defocusing event” is encountered. The salience network (AI and ACC) monitor for conflicts and attempt to detect any such events in the problem-solving process. As long as no conflicts are detected, the salience network focuses on recruiting networks to achieve goals and suppresses the DMN ( Beaty et al., 2016 ). If the plan execution or retrieval of the solution strategy fails, then a defocusing event is detected and the salience network performs mode switching. The salience network dynamically switches from the focused problem-solving mode to a defocused problem-solving mode ( Menon, 2015 ). Ollinger's current model does not account for other defocusing events beyond an impasse, but it is not inconceivable that there could be other such events triggered by external stimuli (e.g., distraction or an affective event) or by internal stimuli (e.g., mind wandering).

5.2.3. Defocused Problem Solving Mode

In defocused mode, the problem is operated on by mechanisms that allow for the generation and testing of novel ideas. Several large-scale brain networks are recruited to explore and generate new ideas. The search for novel ideas is facilitated by generally defocused attention, which in turn allows for creative idea generation from both internal as well as external sources. The salience network switches operations from defocused event detection to focused event or discovery detection, whereby for example, environmental events or ideas that are deemed interesting can be detected. During this idea exploration phase, internally, the DMN is no longer suppressed and attempts to generate new ideas for problem-solving. It is known that the IPC is involved in the generation of new ideas ( Benedek et al., 2014 ) and together with the PPC in coupling different information together ( Simone Sandkühler, 2008 ; Stocco et al., 2012 ). Beaty et al. (2016) have proposed that even this internal idea-generation process can be goal directed, thereby allowing for a closer working relationship between the CEN and the DMN. They point to neuroimaging evidence that support the possibility that the executive control network (comprising the lateral prefrontal and inferior parietal regions) can constrain and direct the DMN in its process of generating ideas to meet task-specific goals via top down monitoring and executive control ( Beaty et al., 2016 ). The control network is believed to maintain an “internal train of thought” by keeping the task goal activated, thereby allowing for strategic and goal-congruent searches for ideas. Moreover, they suggest that the extent of CEN involvement in the DMN idea-generation may depend on the extent to which the creative task is constrained. In the RWPS setting, I would suspect that the internal search for creative solutions is not entirely unconstrained, even in the defocused mode. Instead, the solver is working on a specified problem and thus, must maintain the problem-thread while searching for solutions. Moreover, self-generated ideas must be evaluated against the problem parameters and thereby might need some top-down processing. This would suggest that in such circumstances, we would expect to see an increased involvement of the CEN in constraining the DMN.

On the external front, several mechanisms are operating in this defocused mode. Of particular note are the dorsal attention network, composed of the visual cortex (V), IPS and the frontal eye field (FEF) along with the precuneus and the caudate nucleus allow for partial cues to be considered. The MTL receives synthesized cue and contextual information and populates the WM in the PFC with a potentially expanded set of information that might be relevant for problem-solving. The precuneus, dlPFC and PPC together trigger the activation and use of a heuristic prototype based on an event in the environment. The caudate nucleus facilitates information routing between the PFC and PPC and is involved in learning and skill acquisition.

5.2.4. Focusing Event-Triggered Mode Switching

The problem's life in this defocused mode continues until a focusing event occurs, which could be triggered by either external (e.g., notification of impending deadline, discovery of a novel property in the environment) or internal items (e.g., goal completion, discovery of novel association or updated relevancy of a previously irrelevant item). As noted earlier, an internal train of thought may be maintained that facilitates top-down evaluation of ideas and tracking of these triggers ( Beaty et al., 2016 ). The salience network switches various networks back to the focused problem-solving mode, but not without the potential for problem restructuring. As noted earlier, problem space elements are maintained somewhat loosely in the defocused mode. Thus, upon a focusing event, a set or subset of these elements cohere into a tight (restructured) representation suitable for focused mode problem solving. The process then repeats itself until the goal has been achieved.

5.3. Model Predictions

5.3.1. single-mode operation.

The proposed RWPS model provides several interesting hypotheses, which I discuss next. First, the model assumes that any given problem being worked on is in one mode or another, but not both. Thus, the model predicts that there cannot be focused plan execution on a problem that is in defocused mode. The corollary prediction is that novel perceptual cues (as those discussed in section 4) cannot help the solver when in focused mode. The corollary prediction, presumably has some support from the inattentional blindness literature. Inattentional blindness is when perceptual cues are not noticed during a task (e.g., counting the number of basketball passes between several people, but not noticing a gorilla in the scene) ( Simons and Chabris, 1999 ). It is possible that during focused problem solving, that external and internally generated novel ideas are simply not considered for problem solving. I am not claiming that these perceptual cues are always ignored, but that they are not considered within the problem. Sometimes external cues (like distracting occurrences) can serve as defocusing events, but the model predicts that the actual content of these cues are not themselves useful for solving the specific problem at hand.

When comparing dual-process models Sowden et al. (2015) discuss shifting from one type of thinking to another and explore how this shift relates to creativity. In this regard, they weigh the pros and cons of serial vs. parallel shifts. In dual-process models that suggest serial shifts, it is necessary to disengage one type of thought prior to engaging the other or to shift along a continuum. Whereas, in models that suggest parallel shifts, each of the thinking types can operate in parallel. Per this construction, the proposed RWPS model is serial, however, not quite in the same sense. As noted earlier, the RWPS model is not a dual-process model in the same sense as other dual process model. Instead, here, the thrust is on when the brain is receptive or not receptive to certain kinds of internal and external stimuli that can influence problem solving. Thus, while the modes may be serial with respect to a certain problem, it does not preclude the possibility of serial and parallel thinking processes that might be involved within these modes.

5.3.2. Event-Driven Transitions

The model requires an event (defocusing or focusing) to transition from one mode to another. After all why else would a problem that is successfully being resolved in the focused mode (toward completion) need to necessarily be transferred to defocused mode? These events are interpreted as conflicts in the brain and therefore the mode-switching is enabled by the saliency network and the ACC. Thus, the model predicts that there can be no transition from one mode to another without an event. This is a bit circular, as an event is really what triggers the transition in the first place. But, here I am suggesting that an external or internal cue triggered event is what drives the transition, and that transitions cannot happen organically without such an event. In some sense, the argument is that the transition is discontinuous, rather than a smooth one. Mind-wandering is good example of when we might drift into defocused mode, which I suggest is an example of an internally driven event caused by an alternative thought that takes attention away from the problem.

A model assumption underlying RWPS is that events such as impasses have a similar effect to other events such as distraction or mind wandering. Thus, it is crucial to be able to establish that there exists of class of such events and they have a shared effect on RWPS, which is to switch attentional modes.

5.3.3. Focused Mode Completion

The model also predicts that problems cannot be solved (i.e., completed) within the defocused mode. A problem can be considered solved when a goal is reached. However, if a goal is reached and a problem is completed in the defocused mode, then there must have not been any converging event or coherence of problem elements. While it is possible that the solver arbitrarily arrived at the goal in a diffused problem space and without conscious awareness of completing the task or even any converging event or problem recompiling, it appears somewhat unlikely. It is true that there are many tasks that we complete without actively thinking about it. We do not think about what foot to place in front of another while walking, but this is not an instance of problem solving. Instead, this is an instance of unconscious task completion.

5.3.4. Restructuring Required

The model predicts that a problem cannot return to a focused mode without some amount of restructuring. That is, once defocused, the problem is essentially never the same again. The problem elements begin interacting with other internally and externally-generated items, which in turn become absorbed into the problem representation. This prediction can potentially be tested by establishing some preliminary knowledge, and then showing one group of subjects the same knowledge as before, while showing the another group of subjects different stimuli. If the model's predictions hold, the problem representation will be restructured in some way for both groups.

There are numerous other such predictions, which are beyond the scope of this paper. One of the biggest challenges then becomes evaluating the model to set up suitable experiments aimed at testing the predictions and falsifying the theory, which I address next.

6. Experimental Challenges and Paradigms

One of challenges in evaluating the RWPS is that real world factors cannot realistically be accounted for and sufficiently controlled within a laboratory environment. So, how can one controllably test the various predictions and model assumptions of “real world” problem solving, especially given that by definition RWPS involves the external environment and unconscious processing? At the expense of ecological validity, much of insight problem solving research has employed an experimental paradigm that involves providing participants single instances of suitably difficult problems as stimuli and observing various physiological, neurological and behavioral measures. In addition, through verbal protocols, experimenters have been able to capture subjective accounts and problem solving processes that are available to the participants' conscious. These experiments have been made more sophisticated through the use of timed-hints and/or distractions. One challenge with this paradigm has been the selection of a suitable set of appropriately difficult problems. The classic insight problems (e.g., Nine-dot, eight-coin) can be quite difficult, requiring complicated problem solving processes, and also might not generalize to other problems or real world problems. Some in the insight research community have moved in the direction of verbal tasks (e.g., riddles, anagrams, matchstick rebus, remote associates tasks, and compound remote associates tasks). Unfortunately, these puzzles, while providing a great degree of controllability and repeatability, are even less realistic. These problems are not entirely congruent with the kinds of problems that humans are solving every day.

The other challenge with insight experiments is the selection of appropriate performance and process tracking measures. Most commonly, insight researchers use measures such as time to solution, probability of finding solution, and the like for performance measures. For process tracking, verbal protocols, coded solution attempts, and eye tracking are increasingly common. In neuroscientific studies of insight various neurological measures using functional magnetic resonance imaging (fMRI), electroencephalography (EEGs), transcranial direct current stimulation (tDCS), and transcranial magnetic stimulation (tMS) are popular and allow for spatially and temporally localizing an insight event.

Thus, the challenge for RWPS is two-fold: (1) selection of stimuli (real world problems) that are generalizable, and (2) selection of measures (or a set of measures) that can capture key aspects of the problem solving process. Unfortunately, these two challenges are somewhat at odds with each other. While fMRI and various neuroscientific measures can capture the problem solving process in real time, it is practically difficult to provide participants a realistic scenario while they are laying flat on their back in an fMRI machine and allowed to move nothing more than a finger. To begin addressing this conundrum, I suggest returning to object manipulation problems (not all that different from those originally introduced by Maier and Duncker nearly a century ago), but using modern computing and user-interface technologies.

One pseudo-realistic approach is to generate challenging object manipulation problems in Virtual Reality (VR). VR has been used to describe 3-D environment displays that allows participants to interact with artificially projected, but experientially realistic scenarios. It has been suggested that virtual environments (VE) invoke the same cognitive modules as real equivalent environmental experience ( Foreman, 2010 ). Crucially, since VE's can be scaled and designed as desired, they provide a unique opportunity to study pseudo-RWPS. However, a VR-based research approach has its limitations, one of which is that it is nearly impossible to track participant progress through a virtual problem using popular neuroscientific measures such as fMRI because of the limited mobility of connected participants.

Most of the studies cited in this paper utilized an fMRI-based approach in conjunction with a verbal or visual task involving problem-solving or creative thinking. Very few, if any, studies involved the use physical manipulation, and those physical manipulations were restricted to limited finger movements. Thus, another pseudo-realistic approach is allowing subjects to teleoperate robotic arms and legs from inside the fMRI machine. This paradigm has seen limited usage in psychology and robotics, in studies focused on Human-Robot interaction ( Loth et al., 2015 ). It could be an invaluable tool in studying real-time dynamic problem-solving through the control of a robotic arm. In this paradigm a problem solving task involving physical manipulation is presented to the subject via the cameras of a robot. The subject (in an fMRI) can push buttons to operate the robot and interact with its environment. While the subjects are not themselves moving, they can still manipulate objects in the real world. What makes this paradigm all the more interesting is that the subject's manipulation-capabilities can be systematically controlled. Thus, for a particular problem, different robotic perceptual and manipulation capabilities can be exposed, allowing researchers to study solver-problem dynamics in a new way. For example, even simple manipulation problems (e.g., re-arranging and stacking blocks on a table) can be turned into challenging problems when the robotic movements are restricted. Here, the problem space restrictions are imposed not necessarily on the underlying problem, but on the solver's own capabilities. Problems of this nature, given their simple structure, may enable studying everyday practical creativity without the burden of devising complex creative puzzles. Crucial to note, both these pseudo-realistic paradigms proposed demonstrate a tight interplay between the solver's own capabilities and their environment.

7. Conclusion

While the neural basis for problem-solving, creativity and insight have been studied extensively in the past, there is still a lack of understanding of the role of the environment in informing the problem-solving process. Current research has primarily focused on internally-guided mental processes for idea generation and evaluation. However, the type of real world problem-solving (RWPS) that is often considered a hallmark of human intelligence has involved both a dynamic interaction with the environment and the ability to handle intervening and interrupting events. In this paper, I have attempted to synthesize the literature into a unified theory of RWPS, with a specific focus on ways in which the environment can help problem-solve and the key neural networks involved in processing and utilizing relevant and useful environmental information. Understanding the neural basis for RWPS will allow us to be better situated to solve difficult problems. Moreover, for researchers in computer science and artificial intelligence, clues into the neural underpinnings of the computations taking place during creative RWPS, can inform the design the next generation of helper and exploration robots which need these capabilities in order to be resourceful and resilient in the open-world.

Author Contributions

The author confirms being the sole contributor of this work and approved it for publication.

The research for this Hypothesis/Theory Article was funded by the authors private means. Publication costs will be covered by my institution: Tufts University, Medford, MA, USA.

Conflict of Interest Statement

The author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Acknowledgments

I am indebted to Professor Matthias Scheutz, Professor Elizabeth Race, Professor Ayanna Thomas, and Professor. Shaun Patel for providing guidance with the research and the manuscript. I am also grateful for the facilities provided by Tufts University, Medford, MA, USA.

1. ^ My intention is not to ignore the benefits of a concentrated internal thought process which likely occurred as well, but merely to acknowledge the possibility that the environment might have also helped.

2. ^ The research in insight does extensively use “hints” which are, arguably, a form of external influence. But these hints are highly targeted and might not be available in this explicit form when solving problems in the real world.

3. ^ The accuracy of these accounts has been placed in doubt. They often are recounted years later, with inaccuracies, and embellished for dramatic effect.

4. ^ I use the term “agent” to refer to the problem-solver. The term agent is more general than “creature” or “person” or “you" and is intentionally selected to broadly reference humans, animals as well as artificial agents. I also selectively use the term “solver.”

Abraham, A. (2013). The promises and perils of the neuroscience of creativity. Front. Hum. Neurosci. 7:246. doi: 10.3389/fnhum.2013.00246

PubMed Abstract | CrossRef Full Text | Google Scholar

Anderson, J. R., and Fincham, J. M. (2014). Discovering the sequential structure of thought. Cogn. Sci. 38, 322–352. doi: 10.1111/cogs.12068

Anderson, J. R., Seung, H., and Fincham, J. M. (2014). Neuroimage discovering the structure of mathematical problem solving. Neuroimage 97, 163–177. doi: 10.1016/j.neuroimage.2014.04.031

CrossRef Full Text | Google Scholar

Ash, I. K., and Wiley, J. (2006). The nature of restructuring in insight: an individual-differences approach. Psychon. Bull. Rev. 13, 66–73. doi: 10.3758/BF03193814

Barbey, A. K., and Barsalou, L. W. (2009). “Reasoning and problem solving : models,” in Encyclopedia of Neuroscience , ed L. Squire (Oxford: Academic Press), 35–43.

Google Scholar

Barbey, A. K., Krueger, F., and Grafman, J. (2009). Structured event complexes in the medial prefrontal cortex support counterfactual representations for future planning. Philos. Trans. R. Soc. Lond. B Biol. Sci. 364, 1291–1300. doi: 10.1098/rstb.2008.0315

Beaty, R. E., Benedek, M., Silvia, P. J., and Schacter, D. L. (2016). Creative cognition and brain network dynamics. Trends Cogn. Sci. 20, 87–95. doi: 10.1016/j.tics.2015.10.004

Beaty, R. E., Benedek, M., Wilkins, R. W., Jauk, E., Fink, A., Silvia, P. J., et al. (2014). Creativity and the default network: a functional connectivity analysis of the creative brain at rest. Neuropsychologia 64, 92–98. doi: 10.1016/j.neuropsychologia.2014.09.019

Benedek, M., Jauk, E., Beaty, R. E., Fink, A., Koschutnig, K., and Neubauer, A. C. (2016). Brain mechanisms associated with internally directed attention and self-generated thought. Sci. Rep. 6:22959. doi: 10.1038/srep22959

Benedek, M., Jauk, E., Fink, A., Koschutnig, K., Reishofer, G., Ebner, F., et al. (2014). To create or to recall? Neural mechanisms underlying the generation of creative new ideas. Neuroimage 88, 125–133. doi: 10.1016/j.neuroimage.2013.11.021

Boccia, M., Piccardi, L., Palermo, L., Nori, R., and Palmiero, M. (2015). Where do bright ideas occur in ourbrain? Meta-analytic evidence from neuroimaging studies of domain-specific creativity. Front. Psychol. 6:1195. doi: 10.3389/fpsyg.2015.01195

Brandi, M. l., Wohlschläger, A., Sorg, C., and Hermsdörfer, J. (2014). The neural correlates of planning and executing actual tool use. J. Neurosci. 34, 13183–13194. doi: 10.1523/JNEUROSCI.0597-14.2014

Cass, S. (2005). “Apollo 13, we have a solution,” in IEEE Spectrum On-line, 04 , 1. Available online at: https://spectrum.ieee.org/tech-history/space-age/apollo-13-we-have-a-solution

Chu, Y., and Macgregor, J. N. (2011). Human performance on insight problem solving : a review J. Probl. Solv. 3, 119–150. doi: 10.7771/1932-6246.1094

Chung, H. J., and Weyandt, L. L. (2014). “The physiology of executive functioning,” Handbook of Executive Functioning (Springer), 13–28.

Dandan, T., Haixue, Z., Wenfu, L., Wenjing, Y., Jiang, Q., and Qinglin, Z. (2013). Brain activity in using heuristic prototype to solve insightful problems. Behav. Brain Res. 253, 139–144. doi: 10.1016/j.bbr.2013.07.017

Danek, A. H., Wiley, J., and Öllinger, M. (2016). Solving classical insight problems without aha! experience: 9 dot, 8 coin, and matchstick arithmetic problems. J. Probl. Solv. 9:4. doi: 10.7771/1932-6246.1183

Duncker, K. (1945). On problem-solving. Psychol. Monogr. 58, i–113.

Evans, J. S., and Stanovich, K. E. (2013). Dual-process theories of higher cognition: advancing the debate. Perspect. Psychol. Sci. 8, 223–241. doi: 10.1177/1745691612460685

Fang, X., Zhang, Y., Zhou, Y., Cheng, L., Li, J., Wang, Y., et al. (2016). Resting-state coupling between core regions within the central-executive and salience networks contributes to working memory performance. Front. Behav. Neurosci. 10:27. doi: 10.3389/fnbeh.2016.00027

Finke, R. A., Ward, T. B., and Smith, S. M. (1992). Creative Cognition: Theory, Research, and Applications . Cambridge, MA: MIT press.

Fischer, J., Mikhael, J. G., Tenenbaum, J. B., and Kanwisher, N. (2016). Functional neuroanatomy of intuitive physical inference. Proc. Natl. Acad. Sci. U.S.A. 113, E5072–E5081. doi: 10.1073/pnas.1610344113

Fleck, J. I. (2008). Working memory demands in insight versus analytic problem solving. Eur. J. Cogn. Psychol. 20, 139–176. doi: 10.1080/09541440601016954

Foreman, N. (2010). Virtual reality in psychology. Themes Sci. Technol. Educ. 2, 225–252. Available online at: http://earthlab.uoi.gr/theste/index.php/theste/article/view/33

Gabora, L. (2016). The neural basis and evolution of divergent and convergent thought. arXiv preprint arXiv:1611.03609 .

Gazzaley, A., and Nobre, A. C. (2012). Top-down modulation: bridging selective attention and working memory. Trends Cogn. Sci. 60, 830–846. doi: 10.1016/j.tics.2011.11.014

Gilhooly, K. J. (2016). Incubation and intuition in creative problem solving. Front. Psychol. 7:1076. doi: 10.3389/fpsyg.2016.01076

Guilford, J. P. (1962). “Creativity: its measurement and development,” in A Source Book for Creative Thinking (New York, NY: Charles Scribner's Sons), 151–167.

Hao, X., Cui, S., Li, W., Yang, W., Qiu, J., and Zhang, Q. (2013). Enhancing insight in scientific problem solving by highlighting the functional features of prototypes: an fMRI study. Brain Res. 1534, 46–54. doi: 10.1016/j.brainres.2013.08.041

Hayes, S. M., Nadel, L., and Ryan, L. (2007). The effect of scene context on episodic object recognition: parahippocampal cortex mediates memory encoding and retrieval success. Hippocampus 9, 19–22. doi: 10.1002/hipo.20319

Heinonen, J., Numminen, J., Hlushchuk, Y., Antell, H., Taatila, V., and Suomala, J. (2016). Default mode and executive networks areas: association with the serial order in divergent thinking. PLoS ONE 11:e0162234. doi: 10.1371/journal.pone.0162234

Horner, A. J., Bisby, J. A., Bush, D., Lin, W.-J., and Burgess, N. (2015). Evidence for holistic episodic recollection via hippocampal pattern completion. Nat. Commun. 6:7462. doi: 10.1038/ncomms8462

Isen, A. M., Daubman, K. A., and Nowicki, G. P. (1987). Positive affect facilitates creative problem solving. J. Pers. Soc. Psychol. 52, 1122–1131. doi: 10.1037/0022-3514.52.6.1122

Jauk, E., Benedek, M., and Neubauer, A. C. (2012). Tackling creativity at its roots: evidence for different patterns of EEG alpha activity related to convergent and divergent modes of task processing. Int. J. Psychophysiol. 84, 219–225. doi: 10.1016/j.ijpsycho.2012.02.012

Kaplan, C. A., and Simon, H. A. (1990). In search of insight. Cogn. Psychol. 22, 374–419.

Kaufman, S. B. (2011). “Intelligence and the cognitive unconscious,” in The Cambridge Handbook of Intelligence (New York, NY: Cambridge University Press), 442–467.

Kounios, J., and Beeman, M. (2014). The cognitive neuroscience of insight. Annu. Rev. Psychol. 65, 71–93. doi: 10.1146/annurev-psych-010213-115154

Kumaran, D., Hassabis, D., and McClelland, J. L. (2016). What learning systems do intelligent agents need? complementary learning systems theory updated. Trends Cogn. Sci. 20, 512–534. doi: 10.1016/j.tics.2016.05.004

Loth, S., Jettka, K., Giuliani, M., and De Ruiter, J. P. (2015). Ghost-in-the-machine reveals human social signals for human–robot interaction. Front. Psychol. 6:1641. doi: 10.3389/fpsyg.2015.01641

Lovell, J., and Kluger, J. (2006). Apollo 13 . New York, NY: Houghton Mifflin Harcourt.

Luo, J., Li, W., Qiu, J., Wei, D., Liu, Y., and Zhang, Q. (2013). Neural basis of scientific innovation induced by heuristic prototype. PLoS ONE 8:e49231. doi: 10.1371/journal.pone.0049231

MacGregor, J. N., Ormerod, T. C., and Chronicle, E. P. (2001). Information processing and insight: a process model of performance on the nine-dot and related problems. J. Exp. Psychol. Learn. Mem. Cogn. 27:176. doi: 10.1037/0278-7393.27.1.176

Maier, N. R. (1930). Reasoning in humans. i. on direction. J. Comp. Psychol. 10:115.

Mason, R. A., and Just, M. A. (2013). Neural representations of physics concepts. Psychol. Sci. 27, 904–913. doi: 10.1177/0956797616641941

Mehta, R., and Zhu, R. J. (2009). Blue or red? exploring the effect of color on cognitive task performances. Science 323, 1226–1229. doi: 10.1126/science.1169144

Mendelsohn, G. (1976). Associative and attentional processes in creative performance. J. Pers. 44, 341–369.

Menon, V. (2015). “Salience network,” in Brain Mapping: An Encyclopedic Reference, Vol. 2 , ed A. W. Toga (London: Academic Press; Elsevier), 597–611.

Metcalfe, J. (1986). Premonitions of insight predict impending error. J. Exp. Psychol. Learn. Mem. Cogn. 12, 623.

Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., and Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “Frontal Lobe” tasks: a latent variable analysis. Cogn. Psychol. 41, 49–100. doi: 10.1006/cogp.1999.0734

Newman, S. D., and Green, S. R. (2015). Complex problem solving. Brain Mapp. 3, 543–549. doi: 10.1016/B978-0-12-397025-1.00282-7

CrossRef Full Text

Ohlsson, S. (1992). Information-processing explanations of insight and related phenomena. Adv. Psychol. Think. 1, 1–44.

Öllinger, M., Fedor, A., Brodt, S., and Szathmáry, E. (2017). Insight into the ten-penny problem: guiding search by constraints and maximization. Psychol. Res. 81, 925–938. doi: 10.1007/s00426-016-0800-3

Öllinger, M., Jones, G., and Knoblich, G. (2014). The dynamics of search, impasse, and representational change provide a coherent explanation of difficulty in the nine-dot problem. Psychol. Res. 78, 266–275. doi: 10.1007/s00426-013-0494-8

Operskalski, J. T., and Barbey, A. K. (2016). “Cognitive neuroscience of causal reasoning,” in Oxford Handbook of Causal Reasoning , ed M. R. Waldmann (New York, NY: Oxford University Press), 217–242.

Quilodran, R., Rothé, M., and Procyk, E. (2008). Behavioral shifts and action valuation in the anterior cingulate cortex. Neuron 57, 314–325. doi: 10.1016/j.neuron.2007.11.031

Ritter, S. M., and Dijksterhuis, A. (2014). Creativity the unconscious foundations of the incubation period. Front. Hum. Neurosci. 8:215. doi: 10.3389/fnhum.2014.00215

Robertson, S. (2016). Problem Solving: Perspectives from Cognition and Neuroscience . New York, NY: Psychology Press.

Salvi, C., and Bowden, E. M. (2016). Looking for creativity: where do we look when we look for new ideas? Front. Psychol. 7:161. doi: 10.3389/fpsyg.2016.00161

Sawyer, K. (2011). The cognitive neuroscience of creativity: a critical review. Creat. Res. J. 23, 137–154. doi: 10.1080/10400419.2011.571191

Scimeca, J. M., and Badre, D. (2012). Striatal contributions to declarative memory retrieval Jason. Neuron 75, 380–392. doi: 10.1016/j.neuron.2012.07.014

Simone Sandkühler, J. B. (2008). Deconstructing insight: EEG correlates of insightful problem solving. PLoS ONE 3:e1459. doi: 10.1371/journal.pone.0001459

Simons, D. J., and Chabris, C. F. (1999). Gorillas in our midst: sustained inattentional blindness for dynamic events. Perception 28, 1059–1074.

PubMed Abstract | Google Scholar

Sowden, P. T., Pringle, A., and Gabora, L. (2015). The shifting sands of creative thinking: connections to dual-process theory. Think. Reason. 21, 40–60. doi: 10.1080/13546783.2014.885464

Sprugnoli, G., Rossi, S., Emmendorfer, A., Rossi, A., Liew, S.-L., Tatti, E., et al. (2017). Neural correlates of Eureka moment. Intelligence 62, 99–118. doi: 10.1016/j.intell.2017.03.004

Steidle, A., and Werth, L. (2013). Freedom from constraints: darkness and dim illumination promote creativity. J. Environ. Psychol. 35, 67–80. doi: 10.1016/j.jenvp.2013.05.003

Stocco, A., Lebiere, C., O'Reilly, R. C., and Anderson, J. R. (2012). Distinct contributions of the caudate nucleus, rostral prefrontal cortex, and parietal cortex to the execution of instructed tasks. Cogn. Affect. Behav. Neurosci. 12, 611–628. doi: 10.3758/s13415-012-0117-7

Summerfield, J. J., Hassabis, D., and Maguire, E. A. (2010). Differential engagement of brain regions within a corenetwork during scene construction. Neuropsychologia 48, 1501–1509. doi: 10.1016/j.neuropsychologia.2010.01.022

Tang, Y.-Y., Rothbart, M. K., and Posner, M. I. (2012). Neural Correlates of stablishing, maintaining and switching brain states. Trends Cogn. Sci. 16, 330–337. doi: 10.1016/j.tics.2012.05.001

Team, M. E. (1970). Mission Operations Report apollo 13 .

Thakral, P. P., Madore, K. P., and Schacter, D. L. (2017). A role for the left angular gyrus in episodic simulation and memory. J. Neurosci. 37, 8142–8149. doi: 10.1523/JNEUROSCI.1319-17.2017

Thomas, L. E., and Lleras, A. (2009). Swinging into thought: directed movement guides insight in problem solving. Psychon. Bull. Rev. 16, 719–723. doi: 10.3758/PBR.16.4.719

Vohs, K. D., Redden, J. P., and Rahinel, R. (2013). Physical order produces healthy choices, generosity, and conventionality, whereas disorder produces creativity. Psychol. Sci. 24, 1860–1867. doi: 10.1177/0956797613480186

Wegbreit, E., Suzuki, S., Grabowecky, M., Kounios, J., and Beeman, M. (2012). Visual attention modulates insight versus analytic solving of verbal problems. J. Probl. Solv. 144, 724–732. doi: 10.7771/1932-6246.1127

Yang, W., Dietrich, A., Liu, P., Ming, D., Jin, Y., Nusbaum, H. C., et al. (2016). Prototypes are key heuristic information in insight problem solving. Creat. Res. J. 28, 67–77. doi: 10.1080/10400419.2016.1125274

Yoruk, S., and Runco, M. A. (2014). Neuroscience of divergent thinking. Activ. Nervosa Superior 56, 1–16. doi: 10.1007/BF03379602

Zabelina, D., Saporta, A., and Beeman, M. (2016). Flexible or leaky attention in creative people? Distinct patterns of attention for different types of creative thinking. Mem Cognit . 44, 488–498. doi: 10.3758/s13421-015-0569-4

Keywords: creativity, problem-solving, insight, attention network, salience network, default mode network

Citation: Sarathy V (2018) Real World Problem-Solving. Front. Hum. Neurosci . 12:261. doi: 10.3389/fnhum.2018.00261

Received: 03 August 2017; Accepted: 06 June 2018; Published: 26 June 2018.

Reviewed by:

Copyright © 2018 Sarathy. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Vasanth Sarathy, [email protected]

How it works

Transform your enterprise with the scalable mindsets, skills, & behavior change that drive performance.

Explore how BetterUp connects to your core business systems.

We pair AI with the latest in human-centered coaching to drive powerful, lasting learning and behavior change.

Build leaders that accelerate team performance and engagement.

Unlock performance potential at scale with AI-powered curated growth journeys.

Build resilience, well-being and agility to drive performance across your entire enterprise.

Transform your business, starting with your sales leaders.

Unlock business impact from the top with executive coaching.

Foster a culture of inclusion and belonging.

Accelerate the performance and potential of your agencies and employees.

See how innovative organizations use BetterUp to build a thriving workforce.

Discover how BetterUp measurably impacts key business outcomes for organizations like yours.

A demo is the first step to transforming your business. Meet with us to develop a plan for attaining your goals.

• What is coaching?

Learn how 1:1 coaching works, who its for, and if it's right for you.

Accelerate your personal and professional growth with the expert guidance of a BetterUp Coach.

Types of Coaching

Navigate career transitions, accelerate your professional growth, and achieve your career goals with expert coaching.

Enhance your communication skills for better personal and professional relationships, with tailored coaching that focuses on your needs.

Find balance, resilience, and well-being in all areas of your life with holistic coaching designed to empower you.

Discover your perfect match : Take our 5-minute assessment and let us pair you with one of our top Coaches tailored just for you.

Research, expert insights, and resources to develop courageous leaders within your organization.

Best practices, research, and tools to fuel individual and business growth.

View on-demand BetterUp events and learn about upcoming live discussions.

The latest insights and ideas for building a high-performing workplace.

• BetterUp Briefing

The online magazine that helps you understand tomorrow's workforce trends, today.

Innovative research featured in peer-reviewed journals, press, and more.

Founded in 2022 to deepen the understanding of the intersection of well-being, purpose, and performance

We're on a mission to help everyone live with clarity, purpose, and passion.

Join us and create impactful change.

Read the buzz about BetterUp.

Meet the leadership that's passionate about empowering your workforce.

For Business

For Individuals

10 Problem-solving strategies to turn challenges on their head

Jump to section

What is an example of problem-solving?

What are the 5 steps to problem-solving, 10 effective problem-solving strategies, what skills do efficient problem solvers have, how to improve your problem-solving skills.

Problems come in all shapes and sizes — from workplace conflict to budget cuts.

Creative problem-solving is one of the most in-demand skills in all roles and industries. It can boost an organization’s human capital and give it a competitive edge. 

Problem-solving strategies are ways of approaching problems that can help you look beyond the obvious answers and find the best solution to your problem . 

Let’s take a look at a five-step problem-solving process and how to combine it with proven problem-solving strategies. This will give you the tools and skills to solve even your most complex problems.

Good problem-solving is an essential part of the decision-making process . To see what a problem-solving process might look like in real life, let’s take a common problem for SaaS brands — decreasing customer churn rates.

To solve this problem, the company must first identify it. In this case, the problem is that the churn rate is too high. 

Next, they need to identify the root causes of the problem. This could be anything from their customer service experience to their email marketing campaigns. If there are several problems, they will need a separate problem-solving process for each one. 

Let’s say the problem is with email marketing — they’re not nurturing existing customers. Now that they’ve identified the problem, they can start using problem-solving strategies to look for solutions. 

This might look like coming up with special offers, discounts, or bonuses for existing customers. They need to find ways to remind them to use their products and services while providing added value. This will encourage customers to keep paying their monthly subscriptions.

They might also want to add incentives, such as access to a premium service at no extra cost after 12 months of membership. They could publish blog posts that help their customers solve common problems and share them as an email newsletter.

The company should set targets and a time frame in which to achieve them. This will allow leaders to measure progress and identify which actions yield the best results.

Perhaps you’ve got a problem you need to tackle. Or maybe you want to be prepared the next time one arises. Either way, it’s a good idea to get familiar with the five steps of problem-solving. 

Use this step-by-step problem-solving method with the strategies in the following section to find possible solutions to your problem.

1. Identify the problem

The first step is to know which problem you need to solve. Then, you need to find the root cause of the problem. 

The best course of action is to gather as much data as possible, speak to the people involved, and separate facts from opinions. 

Once this is done, formulate a statement that describes the problem. Use rational persuasion to make sure your team agrees .

2. Break the problem down 

Identifying the problem allows you to see which steps need to be taken to solve it. 

First, break the problem down into achievable blocks. Then, use strategic planning to set a time frame in which to solve the problem and establish a timeline for the completion of each stage.

3. Generate potential solutions

At this stage, the aim isn’t to evaluate possible solutions but to generate as many ideas as possible. 

Encourage your team to use creative thinking and be patient — the best solution may not be the first or most obvious one.

Use one or more of the different strategies in the following section to help come up with solutions — the more creative, the better.

4. Evaluate the possible solutions

Once you’ve generated potential solutions, narrow them down to a shortlist. Then, evaluate the options on your shortlist. 

There are usually many factors to consider. So when evaluating a solution, ask yourself the following questions:

• Will my team be on board with the proposition?
• Does the solution align with organizational goals ?
• Is the solution likely to achieve the desired outcomes?
• Is the solution realistic and possible with current resources and constraints?
• Will the solution solve the problem without causing additional unintended problems?

5. Implement and monitor the solutions

Once you’ve identified your solution and got buy-in from your team, it’s time to implement it. 

But the work doesn’t stop there. You need to monitor your solution to see whether it actually solves your problem. 

Request regular feedback from the team members involved and have a monitoring and evaluation plan in place to measure progress.

If the solution doesn’t achieve your desired results, start this step-by-step process again.

There are many different ways to approach problem-solving. Each is suitable for different types of problems. 

The most appropriate problem-solving techniques will depend on your specific problem. You may need to experiment with several strategies before you find a workable solution.

Here are 10 effective problem-solving strategies for you to try:

• Use a solution that worked before
• Brainstorming
• Work backward
• Use the Kipling method
• Draw the problem
• Use trial and error
• Sleep on it
• Get advice from your peers
• Use the Pareto principle
• Add successful solutions to your toolkit

Let’s break each of these down.

1. Use a solution that worked before

It might seem obvious, but if you’ve faced similar problems in the past, look back to what worked then. See if any of the solutions could apply to your current situation and, if so, replicate them.

2. Brainstorming

The more people you enlist to help solve the problem, the more potential solutions you can come up with.

Use different brainstorming techniques to workshop potential solutions with your team. They’ll likely bring something you haven’t thought of to the table.

3. Work backward

Working backward is a way to reverse engineer your problem. Imagine your problem has been solved, and make that the starting point.

Then, retrace your steps back to where you are now. This can help you see which course of action may be most effective.

4. Use the Kipling method

This is a method that poses six questions based on Rudyard Kipling’s poem, “ I Keep Six Honest Serving Men .” 

• What is the problem?
• Why is the problem important?
• When did the problem arise, and when does it need to be solved?
• How did the problem happen?
• Where is the problem occurring?
• Who does the problem affect?

Answering these questions can help you identify possible solutions.

5. Draw the problem

Sometimes it can be difficult to visualize all the components and moving parts of a problem and its solution. Drawing a diagram can help.

This technique is particularly helpful for solving process-related problems. For example, a product development team might want to decrease the time they take to fix bugs and create new iterations. Drawing the processes involved can help you see where improvements can be made.

6. Use trial-and-error

A trial-and-error approach can be useful when you have several possible solutions and want to test them to see which one works best.

7. Sleep on it

Finding the best solution to a problem is a process. Remember to take breaks and get enough rest . Sometimes, a walk around the block can bring inspiration, but you should sleep on it if possible.

A good night’s sleep helps us find creative solutions to problems. This is because when you sleep, your brain sorts through the day’s events and stores them as memories. This enables you to process your ideas at a subconscious level. 

If possible, give yourself a few days to develop and analyze possible solutions. You may find you have greater clarity after sleeping on it. Your mind will also be fresh, so you’ll be able to make better decisions.

8. Get advice from your peers

Getting input from a group of people can help you find solutions you may not have thought of on your own. 

For solo entrepreneurs or freelancers, this might look like hiring a coach or mentor or joining a mastermind group. 

For leaders , it might be consulting other members of the leadership team or working with a business coach .

It’s important to recognize you might not have all the skills, experience, or knowledge necessary to find a solution alone. 

9. Use the Pareto principle

The Pareto principle — also known as the 80/20 rule — can help you identify possible root causes and potential solutions for your problems.

Although it’s not a mathematical law, it’s a principle found throughout many aspects of business and life. For example, 20% of the sales reps in a company might close 80% of the sales. 

You may be able to narrow down the causes of your problem by applying the Pareto principle. This can also help you identify the most appropriate solutions.

10. Add successful solutions to your toolkit

Every situation is different, and the same solutions might not always work. But by keeping a record of successful problem-solving strategies, you can build up a solutions toolkit. 

These solutions may be applicable to future problems. Even if not, they may save you some of the time and work needed to come up with a new solution.

Improving problem-solving skills is essential for professional development — both yours and your team’s. Here are some of the key skills of effective problem solvers:

• Critical thinking and analytical skills
• Communication skills , including active listening
• Decision-making
• Planning and prioritization
• Emotional intelligence , including empathy and emotional regulation
• Time management
• Data analysis
• Research skills
• Project management

And they see problems as opportunities. Everyone is born with problem-solving skills. But accessing these abilities depends on how we view problems. Effective problem-solvers see problems as opportunities to learn and improve.

Ready to work on your problem-solving abilities? Get started with these seven tips.

1. Build your problem-solving skills

One of the best ways to improve your problem-solving skills is to learn from experts. Consider enrolling in organizational training , shadowing a mentor , or working with a coach .

2. Practice

Practice using your new problem-solving skills by applying them to smaller problems you might encounter in your daily life. 

Alternatively, imagine problematic scenarios that might arise at work and use problem-solving strategies to find hypothetical solutions.

3. Don’t try to find a solution right away

Often, the first solution you think of to solve a problem isn’t the most appropriate or effective.

Instead of thinking on the spot, give yourself time and use one or more of the problem-solving strategies above to activate your creative thinking. 

4. Ask for feedback

Receiving feedback is always important for learning and growth. Your perception of your problem-solving skills may be different from that of your colleagues. They can provide insights that help you improve. 

5. Learn new approaches and methodologies

There are entire books written about problem-solving methodologies if you want to take a deep dive into the subject. 

We recommend starting with “ Fixed — How to Perfect the Fine Art of Problem Solving ” by Amy E. Herman. 

6. Experiment

Tried-and-tested problem-solving techniques can be useful. However, they don’t teach you how to innovate and develop your own problem-solving approaches. 

Sometimes, an unconventional approach can lead to the development of a brilliant new idea or strategy. So don’t be afraid to suggest your most “out there” ideas.

7. Analyze the success of your competitors

Do you have competitors who have already solved the problem you’re facing? Look at what they did, and work backward to solve your own problem. 

For example, Netflix started in the 1990s as a DVD mail-rental company. Its main competitor at the time was Blockbuster. 

But when streaming became the norm in the early 2000s, both companies faced a crisis. Netflix innovated, unveiling its streaming service in 2007. 

If Blockbuster had followed Netflix’s example, it might have survived. Instead, it declared bankruptcy in 2010.

Use problem-solving strategies to uplevel your business

When facing a problem, it’s worth taking the time to find the right solution. 

Otherwise, we risk either running away from our problems or headlong into solutions. When we do this, we might miss out on other, better options.

Use the problem-solving strategies outlined above to find innovative solutions to your business’ most perplexing problems.

If you’re ready to take problem-solving to the next level, request a demo with BetterUp . Our expert coaches specialize in helping teams develop and implement strategies that work.

Boost your productivity

Maximize your time and productivity with strategies from our expert coaches.

Elizabeth Perry, ACC

Elizabeth Perry is a Coach Community Manager at BetterUp. She uses strategic engagement strategies to cultivate a learning community across a global network of Coaches through in-person and virtual experiences, technology-enabled platforms, and strategic coaching industry partnerships. With over 3 years of coaching experience and a certification in transformative leadership and life coaching from Sofia University, Elizabeth leverages transpersonal psychology expertise to help coaches and clients gain awareness of their behavioral and thought patterns, discover their purpose and passions, and elevate their potential. She is a lifelong student of psychology, personal growth, and human potential as well as an ICF-certified ACC transpersonal life and leadership Coach.

8 creative solutions to your most challenging problems

5 problem-solving questions to prepare you for your next interview, what are metacognitive skills examples in everyday life, 31 examples of problem solving performance review phrases, what is lateral thinking 7 techniques to encourage creative ideas, learn what process mapping is and how to create one (+ examples), leadership activities that encourage employee engagement, how much do distractions cost 8 effects of lack of focus, can dreams help you solve problems 6 ways to try, similar articles, the pareto principle: how the 80/20 rule can help you do more with less, thinking outside the box: 8 ways to become a creative problem solver, experimentation brings innovation: create an experimental workplace, effective problem statements have these 5 components, contingency planning: 4 steps to prepare for the unexpected, stay connected with betterup, get our newsletter, event invites, plus product insights and research..

3100 E 5th Street, Suite 350 Austin, TX 78702

• Platform Overview
• Integrations
• Powered by AI
• BetterUp Lead
• BetterUp Manage™
• BetterUp Care™
• Sales Performance
• Diversity & Inclusion
• Case Studies
• Why BetterUp?
• About Coaching
• Find your Coach
• Career Coaching
• Communication Coaching
• Life Coaching
• News and Press
• Leadership Team
• Become a BetterUp Coach
• BetterUp Labs
• Center for Purpose & Performance
• Leadership Training
• Business Coaching
• Contact Support
• Contact Sales
• Privacy Policy
• Acceptable Use Policy
• Trust & Security
• Cookie Preferences

35 problem-solving techniques and methods for solving complex problems

Design your next session with SessionLab

Join the 150,000+ facilitators 
using SessionLab.

Recommended Articles

A step-by-step guide to planning a workshop, how to create an unforgettable training session in 8 simple steps, 47 useful online tools for workshop planning and meeting facilitation.

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!

Leave a Comment Cancel reply

Your email address will not be published. Required fields are marked *

Going from a mere idea to a workshop that delivers results for your clients can feel like a daunting task. In this piece, we will shine a light on all the work behind the scenes and help you learn how to plan a workshop from start to finish. On a good day, facilitation can feel like effortless magic, but that is mostly the result of backstage work, foresight, and a lot of careful planning. Read on to learn a step-by-step approach to breaking the process of planning a workshop into small, manageable chunks.  The flow starts with the first meeting with a client to define the purposes of a workshop.…

How does learning work? A clever 9-year-old once told me: “I know I am learning something new when I am surprised.” The science of adult learning tells us that, in order to learn new skills (which, unsurprisingly, is harder for adults to do than kids) grown-ups need to first get into a specific headspace.  In a business, this approach is often employed in a training session where employees learn new skills or work on professional development. But how do you ensure your training is effective? In this guide, we'll explore how to create an effective training session plan and run engaging training sessions. As team leader, project manager, or consultant,…

Effective online tools are a necessity for smooth and engaging virtual workshops and meetings. But how do you choose the right ones? Do you sometimes feel that the good old pen and paper or MS Office toolkit and email leaves you struggling to stay on top of managing and delivering your workshop? Fortunately, there are plenty of online tools to make your life easier when you need to facilitate a meeting and lead workshops. In this post, we’ll share our favorite online tools you can use to make your job as a facilitator easier. In fact, there are plenty of free online workshop tools and meeting facilitation software you can…

Design your next workshop with SessionLab

Join the 150,000 facilitators using SessionLab

Sign up for free

How it works

For Business

Join Mind Tools

Article • 7 min read

What Is Problem Solving?

By the Mind Tools Content Team

We all spend a lot of our time solving problems, both at work and in our personal lives.

Some problems are small, and we can quickly sort them out ourselves. But others are complex challenges that take collaboration, creativity, and a considerable amount of effort to solve.

At work, the types of problems we face depend largely on the organizations we're in and the jobs we do. A manager in a cleaning company, for example, might spend their day untangling staffing issues, resolving client complaints, and sorting out problems with equipment and supplies. An aircraft designer, on the other hand, might be grappling with a problem about aerodynamics, or trying to work out why a new safety feature isn't working. Meanwhile, a politician might be exploring solutions to racial injustice or climate change.

But whatever issues we face, there are some common ways to tackle them effectively. And we can all boost our confidence and ability to succeed by building a strong set of problem-solving skills.

Mind Tools offers a large collection of resources to help you do just that!

How Well Do You Solve Problems?

Start by taking an honest look at your existing skills. What's your current approach to solving problems, and how well is it working? Our quiz, How Good Is Your Problem Solving? lets you analyze your abilities, and signposts ways to address any areas of weakness.

Define Every Problem

The first step in solving a problem is understanding what that problem actually is. You need to be sure that you're dealing with the real problem – not its symptoms. For example, if performance in your department is substandard, you might think that the problem lies with the individuals submitting work. However, if you look a bit deeper, the real issue might be a general lack of training, or an unreasonable workload across the team.

Tools like 5 Whys , Appreciation and Root Cause Analysis get you asking the right questions, and help you to work through the layers of a problem to uncover what's really going on.

However, defining a problem doesn't mean deciding how to solve it straightaway. It's important to look at the issue from a variety of perspectives. If you commit yourself too early, you can end up with a short-sighted solution. The CATWOE checklist provides a powerful reminder to look at many elements that may contribute to the problem, keeping you open to a variety of possible solutions.

Understanding Complexity

As you define your problem, you'll often discover just how complicated it is. There are likely several interrelated issues involved. That's why it's important to have ways to visualize, simplify and make sense of this tangled mess!

Affinity Diagrams are great for organizing many different pieces of information into common themes, and for understanding the relationships between them.

Another popular tool is the Cause-and-Effect Diagram . To generate viable solutions, you need a solid understanding of what's causing the problem.

When your problem occurs within a business process, creating a Flow Chart , Swim Lane Diagram or a Systems Diagram will help you to see how various activities and inputs fit together. This may well highlight a missing element or bottleneck that's causing your problem.

Quite often, what seems to be a single problem turns out to be a whole series of problems. The Drill Down technique prompts you to split your problem into smaller, more manageable parts.

General Problem-Solving Tools

When you understand the problem in front of you, you’re ready to start solving it. With your definition to guide you, you can generate several possible solutions, choose the best one, then put it into action. That's the four-step approach at the heart of good problem solving.

There are various problem-solving styles to use. For example:

• Constructive Controversy is a way of widening perspectives and energizing discussions.
• Inductive Reasoning makes the most of people’s experiences and know-how, and can speed up solution finding.
• Means-End Analysis can bring extra clarity to your thinking, and kick-start the process of implementing solutions.

Specific Problem-Solving Systems

Some particularly complicated or important problems call for a more comprehensive process. Again, Mind Tools has a range of approaches to try, including:

• Simplex , which involves an eight-stage process: problem finding, fact finding, defining the problem, idea finding, selecting and evaluating, planning, selling the idea, and acting. These steps build upon the basic, four-step process described above, and they create a cycle of problem finding and solving that will continually improve your organization.
• Appreciative Inquiry , which is a uniquely positive way of solving problems by examining what's working well in the areas surrounding them.
• Soft Systems Methodology , which takes you through four stages to uncover more details about what's creating your problem, and then define actions that will improve the situation.

Further Problem-Solving Strategies

Good problem solving requires a number of other skills – all of which are covered by Mind Tools.

For example, we have a large section of resources to improve your Creativity , so that you come up with a range of possible solutions.

By strengthening your Decision Making , you'll be better at evaluating the options, selecting the best ones, then choosing how to implement them.

And our Project Management collection has valuable advice for strengthening the whole problem-solving process. The resources there will help you to make effective changes – and then keep them working long term.

Problems are an inescapable part of life, both in and out of work. So we can all benefit from having strong problem-solving skills.

It's important to understand your current approach to problem solving, and to know where and how to improve.

Define every problem you encounter – and understand its complexity, rather than trying to solve it too soon.

There's a range of general problem-solving approaches, helping you to generate possible answers, choose the best ones, and then implement your solution.

Some complicated or serious problems require more specific problem-solving systems, especially when they relate to business processes.

By boosting your creativity, decision-making and project-management skills, you’ll become even better at solving all the problems you face.

You've accessed 1 of your 2 free resources.

Get unlimited access

Discover more content

Book Insights

The Back of the Napkin: Solving Problems and Selling Ideas With Pictures

Infographic

Creative Problem Solving Infographic

Infographic Transcript

Add comment

Comments (0)

Be the first to comment!

Team Management

Learn the key aspects of managing a team, from building and developing your team, to working with different types of teams, and troubleshooting common problems.

Sign-up to our newsletter

Subscribing to the Mind Tools newsletter will keep you up-to-date with our latest updates and newest resources.

Subscribe now

Business Skills

Personal Development

Leadership and Management

Member Extras

Most Popular

Newest Releases

Pain Points Podcast - Connecting to Mission

Empathy at Work

Mind Tools Store

About Mind Tools Content

Discover something new today

The five conversations framework.

An Alternative Approach to Appraisals

What Is the Five Conversations Framework?

Changing the way you do appraisals

How Emotionally Intelligent Are You?

Boosting Your People Skills

Self-Assessment

What's Your Leadership Style?

Learn About the Strengths and Weaknesses of the Way You Like to Lead

Recommended for you

Are you intrinsically motivated.

Understanding What Drives You

Business Operations and Process Management

Strategy Tools

Customer Service

Business Ethics and Values

Handling Information and Data

Project Management

Knowledge Management

Self-Development and Goal Setting

Time Management

Presentation Skills

Learning Skills

Career Skills

Communication Skills

Negotiation, Persuasion and Influence

Working With Others

Difficult Conversations

Creativity Tools

Self-Management

Work-Life Balance

Stress Management and Wellbeing

Coaching and Mentoring

Change Management

Managing Conflict

Delegation and Empowerment

Performance Management

Leadership Skills

Developing Your Team

Talent Management

Problem Solving

Decision Making

Member Podcast

• Privacy Policy

Practical Guide: Solving Problems Examples in Real-World Scenarios

In today’s fast-paced world, problem-solving is an essential skill that can help individuals navigate various challenges. However, merely possessing this skill is not enough. It is crucial to have practical examples of problem-solving techniques and strategies that can be applied to real-life scenarios.

This guide aims to provide a comprehensive overview of problem-solving skills and techniques that can be implemented in different contexts. It explores various problem-solving strategies, including brainstorming, root cause analysis, decision-making frameworks, and creative problem-solving methods.

Furthermore, this guide showcases practical examples of problem-solving in business and personal settings. It features in-depth case studies of real-life scenarios, highlighting the challenges faced, the strategies employed, and the outcomes achieved.

By the end of this guide, readers will have a deeper understanding of problem-solving techniques and strategies. They will also have the knowledge and tools to apply these skills effectively in different scenarios, both in personal and professional life.

Understanding Different Problem-Solving Techniques

The ability to solve problems is a critical skill in both personal and professional life. It involves identifying and analyzing an issue, generating possible solutions, and selecting the best course of action. There are several problem-solving techniques that can be applied to different situations, including:

Brainstorming

Brainstorming involves generating ideas in a group setting without criticism or judgment. This technique encourages creativity and diversity of thought, allowing individuals to approach a problem from different angles.

Root Cause Analysis

Root cause analysis involves identifying the underlying cause of a problem. This technique involves asking “why” multiple times to determine the primary reason for the issue. By addressing the root cause, individuals can develop more effective solutions.

Decision-Making Frameworks

Decision-making frameworks involve using a set of criteria to evaluate different options and make an informed decision. These frameworks can be simple or complex and involve weighing the pros and cons of each alternative.

Creative Problem-Solving Methods

Creative problem-solving methods involve using non-traditional approaches to generate innovative solutions. These techniques can include mind mapping, lateral thinking, or the use of analogies.

By understanding and using different problem-solving techniques, individuals can approach challenges with a more comprehensive and effective approach. These techniques can be applied in both personal and professional settings, enhancing critical thinking and decision-making skills.

Problem-Solving Examples in Business Settings

In today’s competitive business environment, companies face numerous challenges that require effective problem-solving skills. Successful businesses employ problem-solving strategies that help them overcome obstacles and achieve their goals. Here are some real-life examples of companies that used problem-solving to overcome challenges:

Example 1: Improving Customer Service

A telecommunications company noticed a decline in customer satisfaction ratings. Through surveys and customer feedback, they discovered that customers were frustrated with the company’s long wait times and unresponsive customer service representatives. The company implemented a new customer service training program for their representatives, which included active listening, problem-solving, and conflict resolution skills. As a result, the company’s customer satisfaction ratings improved, and they gained a competitive advantage in the industry.

Example 2: Reducing Production Costs

A manufacturing company was struggling with high production costs due to inefficient processes and materials. The company conducted a thorough analysis of their production line and identified areas where they could cut costs. They implemented new production methods and materials that were more efficient and cost-effective. As a result, the company was able to reduce their production costs, increase their profit margins, and remain competitive in the market.

These examples demonstrate the importance of problem-solving skills in the business world. By identifying challenges, analyzing the root causes, and implementing effective solutions, companies can achieve their goals and remain competitive in their respective industries.

Problem-Solving Strategies in Personal Life

Effective problem-solving skills aren’t just essential in professional settings. They’re equally crucial in personal life too. Whether it’s making a tough decision, dealing with unexpected challenges, or resolving conflicts, problem-solving is critical to achieving desired outcomes. Here are some practical problem-solving strategies to apply in personal situations:

1. Breakdown the problem:

When you encounter a problem, start by breaking it down into smaller parts. This approach will help you identify the root cause and develop a step-by-step plan to address the issue.

2. Evaluate your options:

Once you have a clear understanding of the problem, evaluate your options objectively. Consider the pros and cons of each alternative and analyze their potential outcomes.

3. Seek advice:

Don’t hesitate to ask for advice from those you trust and respect. Getting an outside perspective can help you gain a new insight into the problem at hand.

4. Use creative problem-solving techniques:

Applying creative problem-solving techniques like brainstorming, mind-mapping, and reverse-thinking can help you explore innovative solutions to complex problems. It’s essential to think outside the box.

5. Learn from failures:

Failure is a part of life, and it’s okay to make mistakes. The key is to learn from these experiences and use them as an opportunity to grow and develop your problem-solving skills further.

By applying these practical problem-solving strategies in your everyday life, you’ll develop a strong problem-solving mindset that enables you to tackle any challenge with confidence and ease.

Case Studies: Real-Life Problem-Solving Examples

In this section, we will explore real-life examples of problem-solving in different industries. These case studies showcase effective problem-solving strategies and provide insights into how challenges can be overcome using a structured approach.

Airbnb: Breaking Through Regulatory Barriers

When Airbnb was expanding into cities around the world, it faced regulatory barriers that threatened to derail its growth. In New York City, for example, hosts were required to register with the city and rent their apartments for a minimum of 30 days at a time.

To overcome these barriers, Airbnb worked with city officials to develop a new regulatory framework that allowed hosts to rent their homes for shorter periods of time. The company also implemented a host education program to ensure compliance with local laws.

Through this problem-solving approach, Airbnb was able to break through regulatory barriers and continue its expansion into new markets.

Toyota: Improving Quality Control

Toyota faced a massive recall of millions of vehicles due to safety concerns related to its accelerator pedals. In response, the company implemented a problem-solving strategy known as “5 Whys,” which involves asking why a problem occurred five times to identify the root cause.

Through this process, Toyota discovered that a faulty design led to the accelerator pedal becoming stuck, which led to the recall. The company then implemented a new quality control process to prevent similar issues from occurring in the future.

By using a structured problem-solving methodology, Toyota was able to identify the root cause of the issue and implement an effective solution to prevent future recalls.

Microsoft: Adapting to Changing Markets

Microsoft faced significant challenges in the early 2010s as the market shifted towards mobile devices and away from personal computers. The company responded by shifting its focus to cloud-based services and mobile devices.

To do this, Microsoft implemented a problem-solving strategy known as “design thinking,” which involves empathizing with users and designing products that meet their needs. By focusing on the needs of its customers, Microsoft was able to adapt to the changing market and remain a leading player in the tech industry.

These case studies demonstrate the power of effective problem-solving strategies in real-world scenarios. By utilizing structured problem-solving methodologies and focusing on the needs of their customers, these companies were able to overcome challenges and achieve success.

Developing Problem-Solving Skills through Exercises

Problem-solving is a skill that can be developed and honed through practice. By engaging in specific exercises and activities, individuals can enhance their problem-solving abilities and become more effective in real-life scenarios.

Here are a few exercises and activities that can help individuals develop their problem-solving skills:

One of the most popular problem-solving techniques is brainstorming. This exercise involves generating multiple ideas in a short amount of time, without evaluating the quality of each idea. It can be used to solve both personal and professional problems. To conduct a brainstorming session, gather a group of individuals and pose a problem or challenge. Encourage everyone to share as many ideas as possible towards a potential solution.

Mock Scenarios

Mock scenarios are another effective way to practice problem-solving. This exercise involves creating a hypothetical scenario and asking individuals to solve it. The scenario can be related to personal or professional challenges and should require critical thinking and decision-making skills. By practicing in a risk-free environment, individuals can experiment with different problem-solving techniques and strategies, and evaluate the effectiveness of each approach.

Gamification

Gamification involves using game-like elements to engage individuals and motivate problem-solving efforts. This exercise can be particularly effective for younger individuals or those who prefer a more interactive approach. Gamification can involve using puzzles, quizzes, or other game formats to solve problems. These activities offer a fun and engaging way to develop problem-solving skills.

Remember that while exercises can be helpful, problem-solving is ultimately a skill that is developed through practice and experience in real-life scenarios. Continually seeking opportunities to engage in problem-solving can improve abilities and build confidence in making informed decisions.

Implementing Problem-Solving Methods in Real-Time

Problem-solving is not a one-time event but an ongoing process. It requires adaptability, critical thinking, and decision-making abilities to achieve desired outcomes. Here are some practical methods for implementing problem-solving in real-time situations:

Stay Focused on the Problem

When faced with a problem, it’s essential to stay focused on the issue at hand. Avoid getting sidetracked by unrelated details, emotions, or distractions. Keep a clear understanding of the problem and the desired outcome.

Brainstorm Possible Solutions

Engage in brainstorming sessions to generate possible solutions to the problem. Encourage everyone’s participation and have an open mind to new ideas. Use a whiteboard or sticky notes to collect and organize ideas for evaluation.

Prioritize Possible Solutions

After generating possible solutions, evaluate and prioritize them based on their potential impact, feasibility, and cost. Choose the most appropriate solution based on these factors, and consider the potential risks and drawbacks associated with it.

Monitor and Adjust the Solution

Implement the chosen solution and monitor its progress. Check if it’s being executed as planned and if it’s achieving the desired outcomes. Be open to making adjustments to the solution if necessary and continue to monitor its progress.

Document the Problem-Solving Process

Keep a record of the problem-solving process, including the problem, the chosen solution, the implementation process, and the results achieved. Use this information to evaluate the success of the problem-solving process, identify areas for improvement, and apply what you’ve learned to future challenges.

Implementing problem-solving methods in real-time requires focus, creativity, and persistence. With the right approach and mindset, you can successfully overcome challenges and achieve your desired outcomes.

Strategies for Overcoming Common Problem-Solving Challenges

Problem-solving can be a challenging and complex process, and it’s not uncommon to encounter roadblocks along the way. Here are some strategies for overcoming common problem-solving challenges:

Managing ambiguity

Often, problems can be vague and ill-defined, making it difficult to know exactly what to do. To overcome this challenge, it can be helpful to break down the problem into smaller, more manageable pieces. Identifying the root cause of the issue and defining clear objectives can also help reduce ambiguity and provide direction.

Dealing with complexity

Complex problems can be overwhelming, and it’s easy to get bogged down in the details. To tackle complexity, it’s important to step back and take a broader view of the situation. Looking at all the relevant factors and considering different perspectives can help identify potential solutions.

Approaching problems from different perspectives

It can be easy to get stuck in a rut and approach problems in the same way every time. To overcome this challenge, try approaching problems from different angles. Considering multiple perspectives can help uncover new solutions and shed light on potential blind spots.

Building resilience

Problem-solving can be a tough and sometimes frustrating process. It’s important to develop resilience and the ability to persist in the face of obstacles. Practicing mindfulness techniques, maintaining a positive attitude, and taking breaks when needed can all help build resilience.

Maintaining a positive problem-solving mindset

It can be easy to get discouraged when things don’t go as planned. To maintain a positive problem-solving mindset, focus on the progress made, rather than the setbacks encountered. Celebrating small wins along the way can help keep momentum going and boost motivation.

Frequently Asked Questions (FAQ) about Problem-Solving

In this section, we address some of the commonly asked questions related to problem-solving. These FAQ’s aim to provide guidance and clarify doubts on various aspects of problem-solving methods and techniques.

What are the different problem-solving techniques?

There are several problem-solving techniques that individuals and businesses can apply to resolve any challenges they face. Popular strategies include brainstorming, root cause analysis, decision-making frameworks, and creative problem-solving methods.

How can problem-solving skills be developed?

Problem-solving skills can be honed by practicing exercises and activities designed to enhance critical thinking and decision-making processes. Continuous learning and development are also crucial for building effective problem-solving skills.

What are the essential qualities for effective problem-solving?

Effective problem-solving requires critical thinking, adaptability, decision-making skills, a positive mindset, and the ability to manage ambiguity and complexity. Communication and collaboration skills are also important, as problem-solving often involves working with others.

What are some common challenges encountered during problem-solving processes, and how can they be addressed?

Common challenges during problem-solving include managing ambiguity, dealing with complexity, and approaching problems from different perspectives. To overcome these challenges, it is essential to remain flexible, stay focused on the end goal, and break problems down into smaller, more manageable parts. Taking breaks and seeking feedback from others can also be beneficial.

How can problem-solving methods be effectively applied in real-time situations?

Effective problem-solving in real-time situations requires critical thinking, analytical skills, and decision-making abilities. It is important to remain adaptable and flexible, consider multiple options, and prioritize actions based on their potential impact. Communication and collaboration with others can also aid in effective problem-solving.

What are some additional resources for learning about problem-solving?

There are several additional resources available for further learning about problem-solving. Books, online courses, and workshops can provide valuable insights and practical guidance for developing problem-solving skills. Networking with others in similar fields and seeking mentorship can also be beneficial for problem-solving growth and development.

Share this:

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name and email in this browser for the next time I comment.

Unbiased Skillshare Reviews: Expert Insights & Analysis

Mastering the Follow Up Email to Interview: Professional Guide

Expert Guide: Impressive Resume Example Summary for Job Seekers

Crafting an Effective Thank You Letter for the Interviewer

Crafting Effective Interview Thank You Letters: A Guide

Unveiling the Best Time of Year to Apply for Jobs

What is creative problem-solving?

Table of Contents

An introduction to creative problem-solving.

Creative problem-solving is an essential skill that goes beyond basic brainstorming . It entails a holistic approach to challenges, melding logical processes with imaginative techniques to conceive innovative solutions. As our world becomes increasingly complex and interconnected, the ability to think creatively and solve problems with fresh perspectives becomes invaluable for individuals, businesses, and communities alike.

Importance of divergent and convergent thinking

At the heart of creative problem-solving lies the balance between divergent and convergent thinking. Divergent thinking encourages free-flowing, unrestricted ideation, leading to a plethora of potential solutions. Convergent thinking, on the other hand, is about narrowing down those options to find the most viable solution. This dual approach ensures both breadth and depth in the problem-solving process.

Emphasis on collaboration and diverse perspectives

No single perspective has a monopoly on insight. Collaborating with individuals from different backgrounds, experiences, and areas of expertise offers a richer tapestry of ideas. Embracing diverse perspectives not only broadens the pool of solutions but also ensures more holistic and well-rounded outcomes.

Nurturing a risk-taking and experimental mindset

The fear of failure can be the most significant barrier to any undertaking. It's essential to foster an environment where risk-taking and experimentation are celebrated. This involves viewing failures not as setbacks but as invaluable learning experiences that pave the way for eventual success.

The role of intuition and lateral thinking

Sometimes, the path to a solution is not linear. Lateral thinking and intuition allow for making connections between seemingly unrelated elements. These 'eureka' moments often lead to breakthrough solutions that conventional methods might overlook.

Stages of the creative problem-solving process

The creative problem-solving process is typically broken down into several stages. Each stage plays a crucial role in understanding, addressing, and resolving challenges in innovative ways.

Clarifying: Understanding the real problem or challenge

Before diving into solutions, one must first understand the problem at its core. This involves asking probing questions, gathering data, and viewing the challenge from various angles. A clear comprehension of the problem ensures that effort and resources are channeled correctly.

Ideating: Generating diverse and multiple solutions

Once the problem is clarified, the focus shifts to generating as many solutions as possible. This stage champions quantity over quality, as the aim is to explore the breadth of possibilities without immediately passing judgment.

Developing: Refining and honing promising solutions

With a list of potential solutions in hand, it's time to refine and develop the most promising ones. This involves evaluating each idea's feasibility, potential impact, and any associated risks, then enhancing or combining solutions to maximize effectiveness.

Implementing: Acting on the best solutions

Once a solution has been honed, it's time to put it into action. This involves planning, allocating resources, and monitoring the results to ensure the solution is effectively addressing the problem.

Techniques for creative problem-solving

Solving complex problems in a fresh way can be a daunting task to start on. Here are a few techniques that can help kickstart the process:

Brainstorming

Brainstorming is a widely-used technique that involves generating as many ideas as possible within a set timeframe. Variants like brainwriting (where ideas are written down rather than spoken) and reverse brainstorming (thinking of ways to cause the problem) can offer fresh perspectives and ensure broader participation.

Mind mapping

Mind mapping is a visual tool that helps structure information, making connections between disparate pieces of data. It is particularly useful in organizing thoughts, visualizing relationships, and ensuring a comprehensive approach to a problem.

SCAMPER technique

SCAMPER stands for Substitute, Combine, Adapt, Modify, Put to another use, Eliminate, and Reverse. This technique prompts individuals to look at existing products, services, or processes in new ways, leading to innovative solutions.

Benefits of creative problem-solving

Creative problem-solving offers numerous benefits, both at the individual and organizational levels. Some of the most prominent advantages include:

Finding novel solutions to old problems

Traditional problems that have resisted conventional solutions often succumb to creative approaches. By looking at challenges from fresh angles and blending different techniques, we can unlock novel solutions previously deemed impossible.

Enhanced adaptability in changing environments

In our rapidly evolving world, the ability to adapt is critical. Creative problem-solving equips individuals and organizations with the agility to pivot and adapt to changing circumstances, ensuring resilience and longevity.

Building collaborative and innovative teams

Teams that embrace creative problem-solving tend to be more collaborative and innovative. They value diversity of thought, are open to experimentation, and are more likely to challenge the status quo, leading to groundbreaking results.

Fostering a culture of continuous learning and improvement

Creative problem-solving is not just about finding solutions; it's also about continuous learning and improvement. By encouraging an environment of curiosity and exploration, organizations can ensure that they are always at the cutting edge, ready to tackle future challenges head-on.

Get on board in seconds

Join thousands of teams using Miro to do their best work yet.

• SUGGESTED TOPICS
• The Magazine
• Newsletters
• Managing Yourself
• Managing Teams
• Work-life Balance
• The Big Idea
• Data & Visuals
• Reading Lists
• Case Selections
• HBR Learning
• Topic Feeds
• Account Settings
• Email Preferences

Share Podcast

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

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

• Apple Podcasts
• Google Podcasts

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

THOMAS WEDELL-WEDELLSBORG: Thanks for inviting me.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

SARAH GREEN CARMICHAEL: That is a really good question.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

THOMAS WEDELL-WEDELLSBORG: Completely, completely hypothetical.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

SARAH GREEN CARMICHAEL: We got take-out.

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

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

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

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

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

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

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

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

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

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

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

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

THOMAS WEDELL-WEDELLSBORG: Thank you, Sarah.  

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

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

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

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

See you next week.

• Subscribe On:

Latest in this series

This article is about leadership.

• Decision making and problem solving
• Power and influence
• Business management

Partner Center

Introduction to Problem Solving Skills

What is problem solving and why is it important.

The ability to solve problems is a basic life skill and is essential to our day-to-day lives, at home, at school, and at work. We solve problems every day without really thinking about how we solve them. For example: it’s raining and you need to go to the store. What do you do? There are lots of possible solutions. Take your umbrella and walk. If you don't want to get wet, you can drive, or take the bus. You might decide to call a friend for a ride, or you might decide to go to the store another day. There is no right way to solve this problem and different people will solve it differently.

Problem solving is the process of identifying a problem, developing possible solution paths, and taking the appropriate course of action.

Why is problem solving important? Good problem solving skills empower you not only in your personal life but are critical in your professional life. In the current fast-changing global economy, employers often identify everyday problem solving as crucial to the success of their organizations. For employees, problem solving can be used to develop practical and creative solutions, and to show independence and initiative to employers.

Throughout this case study you will be asked to jot down your thoughts in idea logs. These idea logs are used for reflection on concepts and for answering short questions. When you click on the "Next" button, your responses will be saved for that page. If you happen to close the webpage, you will lose your work on the page you were on, but previous pages will be saved. At the end of the case study, click on the "Finish and Export to PDF" button to acknowledge completion of the case study and receive a PDF document of your idea logs.

What Does Problem Solving Look Like?

The ability to solve problems is a skill, and just like any other skill, the more you practice, the better you get. So how exactly do you practice problem solving? Learning about different problem solving strategies and when to use them will give you a good start. Problem solving is a process. Most strategies provide steps that help you identify the problem and choose the best solution. There are two basic types of strategies: algorithmic and heuristic.

Algorithmic strategies are traditional step-by-step guides to solving problems. They are great for solving math problems (in algebra: multiply and divide, then add or subtract) or for helping us remember the correct order of things (a mnemonic such as “Spring Forward, Fall Back” to remember which way the clock changes for daylight saving time, or “Righty Tighty, Lefty Loosey” to remember what direction to turn bolts and screws). Algorithms are best when there is a single path to the correct solution.

But what do you do when there is no single solution for your problem? Heuristic methods are general guides used to identify possible solutions. A popular one that is easy to remember is IDEAL [ Bransford & Stein, 1993 ] :

• I dentify the problem
• D efine the context of the problem
• E xplore possible strategies
• A ct on best solution

IDEAL is just one problem solving strategy. Building a toolbox of problem solving strategies will improve your problem solving skills. With practice, you will be able to recognize and use multiple strategies to solve complex problems.

Watch the video

What is the best way to get a peanut out of a tube that cannot be moved? Watch a chimpanzee solve this problem in the video below [ Geert Stienissen, 2010 ].

[PDF transcript]

Describe the series of steps you think the chimpanzee used to solve this problem.

• [Page 2: What does Problem Solving Look Like?] Describe the series of steps you think the chimpanzee used to solve this problem.

Think of an everyday problem you've encountered recently and describe your steps for solving it.

• [Page 2: What does Problem Solving Look Like?] Think of an everyday problem you've encountered recently and describe your steps for solving it.

Developing Problem Solving Processes

Problem solving is a process that uses steps to solve problems. But what does that really mean? Let's break it down and start building our toolbox of problem solving strategies.

What is the first step of solving any problem? The first step is to recognize that there is a problem and identify the right cause of the problem. This may sound obvious, but similar problems can arise from different events, and the real issue may not always be apparent. To really solve the problem, it's important to find out what started it all. This is called identifying the root cause .

Example: You and your classmates have been working long hours on a project in the school's workshop. The next afternoon, you try to use your student ID card to access the workshop, but discover that your magnetic strip has been demagnetized. Since the card was a couple of years old, you chalk it up to wear and tear and get a new ID card. Later that same week you learn that several of your classmates had the same problem! After a little investigation, you discover that a strong magnet was stored underneath a workbench in the workshop. The magnet was the root cause of the demagnetized student ID cards.

The best way to identify the root cause of the problem is to ask questions and gather information. If you have a vague problem, investigating facts is more productive than guessing a solution. Ask yourself questions about the problem. What do you know about the problem? What do you not know? When was the last time it worked correctly? What has changed since then? Can you diagram the process into separate steps? Where in the process is the problem occurring? Be curious, ask questions, gather facts, and make logical deductions rather than assumptions.

Watch Adam Savage from Mythbusters, describe his problem solving process [ ForaTv, 2010 ]. As you watch this section of the video, try to identify the questions he asks and the different strategies he uses.

Adam Savage shared many of his problem solving processes. List the ones you think are the five most important. Your list may be different from other people in your class—that's ok!

• [Page 3: Developing Problem Solving Processes] Adam Savage shared many of his problem solving processes. List the ones you think are the five most important.

“The ability to ask the right question is more than half the battle of finding the answer.” — Thomas J. Watson , founder of IBM

Voices From the Field: Solving Problems

In manufacturing facilities and machine shops, everyone on the floor is expected to know how to identify problems and find solutions. Today's employers look for the following skills in new employees: to analyze a problem logically, formulate a solution, and effectively communicate with others.

In this video, industry professionals share their own problem solving processes, the problem solving expectations of their employees, and an example of how a problem was solved.

Meet the Partners:

• Taconic High School in Pittsfield, Massachusetts, is a comprehensive, fully accredited high school with special programs in Health Technology, Manufacturing Technology, and Work-Based Learning.
• Berkshire Community College in Pittsfield, Massachusetts, prepares its students with applied manufacturing technical skills, providing hands-on experience at industrial laboratories and manufacturing facilities, and instructing them in current technologies.
• H.C. Starck in Newton, Massachusetts, specializes in processing and manufacturing technology metals, such as tungsten, niobium, and tantalum. In almost 100 years of experience, they hold over 900 patents, and continue to innovate and develop new products.
• Nypro Healthcare in Devens, Massachusetts, specializes in precision injection-molded healthcare products. They are committed to good manufacturing processes including lean manufacturing and process validation.

Making Decisions

Now that you have a couple problem solving strategies in your toolbox, let's practice. In this exercise, you are given a scenario and you will be asked to decide what steps you would take to identify and solve the problem.

Scenario: You are a new employee and have just finished your training. As your first project, you have been assigned the milling of several additional components for a regular customer. Together, you and your trainer, Bill, set up for the first run. Checking your paperwork, you gather the tools and materials on the list. As you are mounting the materials on the table, you notice that you didn't grab everything and hurriedly grab a few more items from one of the bins. Once the material is secured on the CNC table, you load tools into the tool carousel in the order listed on the tool list and set the fixture offsets.

Bill tells you that since this is a rerun of a job several weeks ago, the CAD/CAM model has already been converted to CNC G-code. Bill helps you download the code to the CNC machine. He gives you the go-ahead and leaves to check on another employee. You decide to start your first run.

What problems did you observe in the video?

• [Page 5: Making Decisions] What problems did you observe in the video?
• What do you do next?
• Try to fix it yourself.
• Ask your trainer for help.

As you are cleaning up, you think about what happened and wonder why it happened. You try to create a mental picture of what happened. You are not exactly sure what the end mill hit, but it looked like it might have hit the dowel pin. You wonder if you grabbed the correct dowel pins from the bins earlier.

You can think of two possible next steps. You can recheck the dowel pin length to make sure it is the correct length, or do a dry run using the CNC single step or single block function with the spindle empty to determine what actually happened.

• Check the dowel pins.
• Use the single step/single block function to determine what happened.

You notice that your trainer, Bill, is still on the floor and decide to ask him for help. You describe the problem to him. Bill asks if you know what the end mill ran into. You explain that you are not sure but you think it was the dowel pin. Bill reminds you that it is important to understand what happened so you can fix the correct problem. He suggests that you start all over again and begin with a dry run using the single step/single block function, with the spindle empty, to determine what it hit. Or, since it happened at the end, he mentions that you can also check the G-code to make sure the Z-axis is raised before returning to the home position.

• Run the single step/single block function.
• Edit the G-code to raise the Z-axis.

You finish cleaning up and check the CNC for any damage. Luckily, everything looks good. You check your paperwork and gather the components and materials again. You look at the dowel pins you used earlier, and discover that they are not the right length. As you go to grab the correct dowel pins, you have to search though several bins. For the first time, you are aware of the mess - it looks like the dowel pins and other items have not been put into the correctly labeled bins. You spend 30 minutes straightening up the bins and looking for the correct dowel pins.

Finally finding them, you finish setting up. You load tools into the tool carousel in the order listed on the tool list and set the fixture offsets. Just to make sure, you use the CNC single step/single block function, to do a dry run of the part. Everything looks good! You are ready to create your first part. The first component is done, and, as you admire your success, you notice that the part feels hotter than it should.

You wonder why? You go over the steps of the process to mentally figure out what could be causing the residual heat. You wonder if there is a problem with the CNC's coolant system or if the problem is in the G-code.

• Look at the G-code.

After thinking about the problem, you decide that maybe there's something wrong with the setup. First, you clean up the damaged materials and remove the broken tool. You check the CNC machine carefully for any damage. Luckily, everything looks good. It is time to start over again from the beginning.

You again check your paperwork and gather the tools and materials on the setup sheet. After securing the new materials, you use the CNC single step/single block function with the spindle empty, to do a dry run of the part. You watch carefully to see if you can figure out what happened. It looks to you like the spindle barely misses hitting the dowel pin. You determine that the end mill was broken when it hit the dowel pin while returning to the start position.

After conducting a dry run using the single step/single block function, you determine that the end mill was damaged when it hit the dowel pin on its return to the home position. You discuss your options with Bill. Together, you decide the best thing to do would be to edit the G-code and raise the Z-axis before returning to home. You open the CNC control program and edit the G-code. Just to make sure, you use the CNC single step/single block function, to do another dry run of the part. You are ready to create your first part. It works. You first part is completed. Only four more to go.

As you are cleaning up, you notice that the components are hotter than you expect and the end mill looks more worn than it should be. It dawns on you that while you were milling the component, the coolant didn't turn on. You wonder if it is a software problem in the G-code or hardware problem with the CNC machine.

It's the end of the day and you decide to finish the rest of the components in the morning.

• You decide to look at the G-code in the morning.
• You leave a note on the machine, just in case.

You decide that the best thing to do would be to edit the G-code and raise the Z-axis of the spindle before it returns to home. You open the CNC control program and edit the G-code.

While editing the G-code to raise the Z-axis, you notice that the coolant is turned off at the beginning of the code and at the end of the code. The coolant command error caught your attention because your coworker, Mark, mentioned having a similar issue during lunch. You change the coolant command to turn the mist on.

• You decide to talk with your supervisor.
• You discuss what happened with a coworker over lunch.

As you reflect on the residual heat problem, you think about the machining process and the factors that could have caused the issue. You try to think of anything and everything that could be causing the issue. Are you using the correct tool for the specified material? Are you using the specified material? Is it running at the correct speed? Is there enough coolant? Are there chips getting in the way?

Wait, was the coolant turned on? As you replay what happened in your mind, you wonder why the coolant wasn't turned on. You decide to look at the G-code to find out what is going on.

From the milling machine computer, you open the CNC G-code. You notice that there are no coolant commands. You add them in and on the next run, the coolant mist turns on and the residual heat issues is gone. Now, its on to creating the rest of the parts.

Have you ever used brainstorming to solve a problem? Chances are, you've probably have, even if you didn't realize it.

You notice that your trainer, Bill, is on the floor and decide to ask him for help. You describe the problem with the end mill breaking, and how you discovered that items are not being returned to the correctly labeled bins. You think this caused you to grab the incorrect length dowel pins on your first run. You have sorted the bins and hope that the mess problem is fixed. You then go on to tell Bill about the residual heat issue with the completed part.

Together, you go to the milling machine. Bill shows you how to check the oil and coolant levels. Everything looks good at the machine level. Next, on the CNC computer, you open the CNC G-code. While looking at the code, Bill points out that there are no coolant commands. Bill adds them in and when you rerun the program, it works.

Bill is glad you mentioned the problem to him. You are the third worker to mention G-code issues over the last week. You noticed the coolant problems in your G-code, John noticed a Z-axis issue in his G-code, and Sam had issues with both the Z-axis and the coolant. Chances are, there is a bigger problem and Bill will need to investigate the root cause .

Talking with Bill, you discuss the best way to fix the problem. Bill suggests editing the G-code to raise the Z-axis of the spindle before it returns to its home position. You open the CNC control program and edit the G-code. Following the setup sheet, you re-setup the job and use the CNC single step/single block function, to do another dry run of the part. Everything looks good, so you run the job again and create the first part. It works. Since you need four of each component, you move on to creating the rest of them before cleaning up and leaving for the day.

It's a new day and you have new components to create. As you are setting up, you go in search of some short dowel pins. You discover that the bins are a mess and components have not been put away in the correctly labeled bins. You wonder if this was the cause of yesterday's problem. As you reorganize the bins and straighten up the mess, you decide to mention the mess issue to Bill in your afternoon meeting.

You describe the bin mess and using the incorrect length dowels to Bill. He is glad you mentioned the problem to him. You are not the first person to mention similar issues with tools and parts not being put away correctly. Chances are there is a bigger safety issue here that needs to be addressed in the next staff meeting.

In any workplace, following proper safety and cleanup procedures is always important. This is especially crucial in manufacturing where people are constantly working with heavy, costly and sometimes dangerous equipment. When issues and problems arise, it is important that they are addressed in an efficient and timely manner. Effective communication is an important tool because it can prevent problems from recurring, avoid injury to personnel, reduce rework and scrap, and ultimately, reduce cost, and save money.

You now know that the end mill was damaged when it hit the dowel pin. It seems to you that the easiest thing to do would be to edit the G-code and raise the Z-axis position of the spindle before it returns to the home position. You open the CNC control program and edit the G-code, raising the Z-axis. Starting over, you follow the setup sheet and re-setup the job. This time, you use the CNC single step/single block function, to do another dry run of the part. Everything looks good, so you run the job again and create the first part.

At the end of the day, you are reviewing your progress with your trainer, Bill. After you describe the day's events, he reminds you to always think about safety and the importance of following work procedures. He decides to bring the issue up in the next morning meeting as a reminder to everyone.

In any workplace, following proper procedures (especially those that involve safety) is always important. This is especially crucial in manufacturing where people are constantly working with heavy, costly, and sometimes dangerous equipment. When issues and problems arise, it is important that they are addressed in an efficient and timely manner. Effective communication is an important tool because it can prevent problems from recurring, avoid injury to personnel, reduce rework and scrap, and ultimately, reduce cost, and save money. One tool to improve communication is the morning meeting or huddle.

The next morning, you check the G-code to determine what is wrong with the coolant. You notice that the coolant is turned off at the beginning of the code and also at the end of the code. This is strange. You change the G-code to turn the coolant on at the beginning of the run and off at the end. This works and you create the rest of the parts.

Throughout the day, you keep wondering what caused the G-code error. At lunch, you mention the G-code error to your coworker, John. John is not surprised. He said that he encountered a similar problem earlier this week. You decide to talk with your supervisor the next time you see him.

You are in luck. You see your supervisor by the door getting ready to leave. You hurry over to talk with him. You start off by telling him about how you asked Bill for help. Then you tell him there was a problem and the end mill was damaged. You describe the coolant problem in the G-code. Oh, and by the way, John has seen a similar problem before.

Your supervisor doesn't seem overly concerned, errors happen. He tells you "Good job, I am glad you were able to fix the issue." You are not sure whether your supervisor understood your explanation of what happened or that it had happened before.

The challenge of communicating in the workplace is learning how to share your ideas and concerns. If you need to tell your supervisor that something is not going well, it is important to remember that timing, preparation, and attitude are extremely important.

It is the end of your shift, but you want to let the next shift know that the coolant didn't turn on. You do not see your trainer or supervisor around. You decide to leave a note for the next shift so they are aware of the possible coolant problem. You write a sticky note and leave it on the monitor of the CNC control system.

How effective do you think this solution was? Did it address the problem?

In this scenario, you discovered several problems with the G-code that need to be addressed. When issues and problems arise, it is important that they are addressed in an efficient and timely manner. Effective communication is an important tool because it can prevent problems from recurring and avoid injury to personnel. The challenge of communicating in the workplace is learning how and when to share your ideas and concerns. If you need to tell your co-workers or supervisor that there is a problem, it is important to remember that timing and the method of communication are extremely important.

You are able to fix the coolant problem in the G-code. While you are glad that the problem is fixed, you are worried about why it happened in the first place. It is important to remember that if a problem keeps reappearing, you may not be fixing the right problem. You may only be addressing the symptoms.

You decide to talk to your trainer. Bill is glad you mentioned the problem to him. You are the third worker to mention G-code issues over the last week. You noticed the coolant problems in your G-code, John noticed a Z-axis issue in his G-code, and Sam had issues with both the Z-axis and the coolant. Chances are, there is a bigger problem and Bill will need to investigate the root cause .

Over lunch, you ask your coworkers about the G-code problem and what may be causing the error. Several people mention having similar problems but do not know the cause.

You have now talked to three coworkers who have all experienced similar coolant G-code problems. You make a list of who had the problem, when they had the problem, and what each person told you.

When you see your supervisor later that afternoon, you are ready to talk with him. You describe the problem you had with your component and the damaged bit. You then go on to tell him about talking with Bill and discovering the G-code issue. You show him your notes on your coworkers' coolant issues, and explain that you think there might be a bigger problem.

You supervisor thanks you for your initiative in identifying this problem. It sounds like there is a bigger problem and he will need to investigate the root cause. He decides to call a team huddle to discuss the issue, gather more information, and talk with the team about the importance of communication.

Root Cause Analysis

Root cause analysis ( RCA ) is a method of problem solving that identifies the underlying causes of an issue. Root cause analysis helps people answer the question of why the problem occurred in the first place. RCA uses clear cut steps in its associated tools, like the "5 Whys Analysis" and the "Cause and Effect Diagram," to identify the origin of the problem, so that you can:

• Determine what happened.
• Determine why it happened.
• Fix the problem so it won’t happen again.

RCA works under the idea that systems and events are connected. An action in one area triggers an action in another, and another, and so on. By tracing back these actions, you can discover where the problem started and how it developed into the problem you're now facing. Root cause analysis can prevent problems from recurring, reduce injury to personnel, reduce rework and scrap, and ultimately, reduce cost and save money. There are many different RCA techniques available to determine the root cause of a problem. These are just a few:

• Root Cause Analysis Tools
• 5 Whys Analysis
• Fishbone or Cause and Effect Diagram
• Pareto Analysis

How Huddles Work

Communication is a vital part of any setting where people work together. Effective communication helps employees and managers form efficient teams. It builds trusts between employees and management, and reduces unnecessary competition because each employee knows how their part fits in the larger goal.

One tool that management can use to promote communication in the workplace is the huddle . Just like football players on the field, a huddle is a short meeting where everyone is standing in a circle. A daily team huddle ensures that team members are aware of changes to the schedule, reiterated problems and safety issues, and how their work impacts one another. When done right, huddles create collaboration, communication, and accountability to results. Impromptu huddles can be used to gather information on a specific issue and get each team member's input.

The most important thing to remember about huddles is that they are short, lasting no more than 10 minutes, and their purpose is to communicate and identify. In essence, a huddle’s purpose is to identify priorities, communicate essential information, and discover roadblocks to productivity.

Who uses huddles? Many industries and companies use daily huddles. At first thought, most people probably think of hospitals and their daily patient update meetings, but lots of managers use daily meetings to engage their employees. Here are a few examples:

• Brian Scudamore, CEO of 1-800-Got-Junk? , uses the daily huddle as an operational tool to take the pulse of his employees and as a motivational tool. Watch a morning huddle meeting .
• Fusion OEM, an outsourced manufacturing and production company. What do employees take away from the daily huddle meeting .
• Biz-Group, a performance consulting group. Tips for a successful huddle .

Brainstorming

One tool that can be useful in problem solving is brainstorming . Brainstorming is a creativity technique designed to generate a large number of ideas for the solution to a problem. The method was first popularized in 1953 by Alex Faickney Osborn in the book Applied Imagination . The goal is to come up with as many ideas as you can in a fixed amount of time. Although brainstorming is best done in a group, it can be done individually. Like most problem solving techniques, brainstorming is a process.

• Define a clear objective.
• Have an agreed a time limit.
• During the brainstorming session, write down everything that comes to mind, even if the idea sounds crazy.
• If one idea leads to another, write down that idea too.
• Combine and refine ideas into categories of solutions.
• Assess and analyze each idea as a potential solution.

When used during problem solving, brainstorming can offer companies new ways of encouraging staff to think creatively and improve production. Brainstorming relies on team members' diverse experiences, adding to the richness of ideas explored. This means that you often find better solutions to the problems. Team members often welcome the opportunity to contribute ideas and can provide buy-in for the solution chosen—after all, they are more likely to be committed to an approach if they were involved in its development. What's more, because brainstorming is fun, it helps team members bond.

• Watch Peggy Morgan Collins, a marketing executive at Power Curve Communications discuss How to Stimulate Effective Brainstorming .
• Watch Kim Obbink, CEO of Filter Digital, a digital content company, and her team share their top five rules for How to Effectively Generate Ideas .

Importance of Good Communication and Problem Description

Communication is one of the most frequent activities we engage in on a day-to-day basis. At some point, we have all felt that we did not effectively communicate an idea as we would have liked. The key to effective communication is preparation. Rather than attempting to haphazardly improvise something, take a few minutes and think about what you want say and how you will say it. If necessary, write yourself a note with the key points or ideas in the order you want to discuss them. The notes can act as a reminder or guide when you talk to your supervisor.

Tips for clear communication of an issue:

• Provide a clear summary of your problem. Start at the beginning, give relevant facts, timelines, and examples.
• Avoid including your opinion or personal attacks in your explanation.
• Avoid using words like "always" or "never," which can give the impression that you are exaggerating the problem.
• If this is an ongoing problem and you have collected documentation, give it to your supervisor once you have finished describing the problem.
• Remember to listen to what's said in return; communication is a two-way process.

Not all communication is spoken. Body language is nonverbal communication that includes your posture, your hands and whether you make eye contact. These gestures can be subtle or overt, but most importantly they communicate meaning beyond what is said. When having a conversation, pay attention to how you stand. A stiff position with arms crossed over your chest may imply that you are being defensive even if your words state otherwise. Shoving your hands in your pockets when speaking could imply that you have something to hide. Be wary of using too many hand gestures because this could distract listeners from your message.

The challenge of communicating in the workplace is learning how and when to share your ideas or concerns. If you need to tell your supervisor or co-worker about something that is not going well, keep in mind that good timing and good attitude will go a long way toward helping your case.

Like all skills, effective communication needs to be practiced. Toastmasters International is perhaps the best known public speaking organization in the world. Toastmasters is open to anyone who wish to improve their speaking skills and is willing to put in the time and effort to do so. To learn more, visit Toastmasters International .

Methods of Communication

Communication of problems and issues in any workplace is important, particularly when safety is involved. It is therefore crucial in manufacturing where people are constantly working with heavy, costly, and sometimes dangerous equipment. As issues and problems arise, they need to be addressed in an efficient and timely manner. Effective communication is an important skill because it can prevent problems from recurring, avoid injury to personnel, reduce rework and scrap, and ultimately, reduce cost and save money.

There are many different ways to communicate: in person, by phone, via email, or written. There is no single method that fits all communication needs, each one has its time and place.

In person: In the workplace, face-to-face meetings should be utilized whenever possible. Being able to see the person you need to speak to face-to-face gives you instant feedback and helps you gauge their response through their body language. Be careful of getting sidetracked in conversation when you need to communicate a problem.

Email: Email has become the communication standard for most businesses. It can be accessed from almost anywhere and is great for things that don’t require an immediate response. Email is a great way to communicate non-urgent items to large amounts of people or just your team members. One thing to remember is that most people's inboxes are flooded with emails every day and unless they are hyper vigilant about checking everything, important items could be missed. For issues that are urgent, especially those around safety, email is not always be the best solution.

Phone: Phone calls are more personal and direct than email. They allow us to communicate in real time with another person, no matter where they are. Not only can talking prevent miscommunication, it promotes a two-way dialogue. You don’t have to worry about your words being altered or the message arriving on time. However, mobile phone use and the workplace don't always mix. In particular, using mobile phones in a manufacturing setting can lead to a variety of problems, cause distractions, and lead to serious injury.

Written: Written communication is appropriate when detailed instructions are required, when something needs to be documented, or when the person is too far away to easily speak with over the phone or in person.

There is no "right" way to communicate, but you should be aware of how and when to use the appropriate form of communication for your situation. When deciding the best way to communicate with a co-worker or manager, put yourself in their shoes, and think about how you would want to learn about the issue. Also, consider what information you would need to know to better understand the issue. Use your good judgment of the situation and be considerate of your listener's viewpoint.

Did you notice any other potential problems in the previous exercise?

• [Page 6:] Did you notice any other potential problems in the previous exercise?

Summary of Strategies

In this exercise, you were given a scenario in which there was a problem with a component you were creating on a CNC machine. You were then asked how you wanted to proceed. Depending on your path through this exercise, you might have found an easy solution and fixed it yourself, asked for help and worked with your trainer, or discovered an ongoing G-code problem that was bigger than you initially thought.

When issues and problems arise, it is important that they are addressed in an efficient and timely manner. Communication is an important tool because it can prevent problems from recurring, avoid injury to personnel, reduce rework and scrap, and ultimately, reduce cost, and save money. Although, each path in this exercise ended with a description of a problem solving tool for your toolbox, the first step is always to identify the problem and define the context in which it happened.

There are several strategies that can be used to identify the root cause of a problem. Root cause analysis (RCA) is a method of problem solving that helps people answer the question of why the problem occurred. RCA uses a specific set of steps, with associated tools like the “5 Why Analysis" or the “Cause and Effect Diagram,” to identify the origin of the problem, so that you can:

Once the underlying cause is identified and the scope of the issue defined, the next step is to explore possible strategies to fix the problem.

If you are not sure how to fix the problem, it is okay to ask for help. Problem solving is a process and a skill that is learned with practice. It is important to remember that everyone makes mistakes and that no one knows everything. Life is about learning. It is okay to ask for help when you don’t have the answer. When you collaborate to solve problems you improve workplace communication and accelerates finding solutions as similar problems arise.

One tool that can be useful for generating possible solutions is brainstorming . Brainstorming is a technique designed to generate a large number of ideas for the solution to a problem. The method was first popularized in 1953 by Alex Faickney Osborn in the book Applied Imagination. The goal is to come up with as many ideas as you can, in a fixed amount of time. Although brainstorming is best done in a group, it can be done individually.

Depending on your path through the exercise, you may have discovered that a couple of your coworkers had experienced similar problems. This should have been an indicator that there was a larger problem that needed to be addressed.

In any workplace, communication of problems and issues (especially those that involve safety) is always important. This is especially crucial in manufacturing where people are constantly working with heavy, costly, and sometimes dangerous equipment. When issues and problems arise, it is important that they be addressed in an efficient and timely manner. Effective communication is an important tool because it can prevent problems from recurring, avoid injury to personnel, reduce rework and scrap, and ultimately, reduce cost and save money.

One strategy for improving communication is the huddle . Just like football players on the field, a huddle is a short meeting with everyone standing in a circle. A daily team huddle is a great way to ensure that team members are aware of changes to the schedule, any problems or safety issues are identified and that team members are aware of how their work impacts one another. When done right, huddles create collaboration, communication, and accountability to results. Impromptu huddles can be used to gather information on a specific issue and get each team member's input.

To learn more about different problem solving strategies, choose an option below. These strategies accompany the outcomes of different decision paths in the problem solving exercise.

• View Problem Solving Strategies Select a strategy below... Root Cause Analysis How Huddles Work Brainstorming Importance of Good Problem Description Methods of Communication

Communication is one of the most frequent activities we engage in on a day-to-day basis. At some point, we have all felt that we did not effectively communicate an idea as we would have liked. The key to effective communication is preparation. Rather than attempting to haphazardly improvise something, take a few minutes and think about what you want say and how you will say it. If necessary, write yourself a note with the key points or ideas in the order you want to discuss them. The notes can act as a reminder or guide during your meeting.

• Provide a clear summary of the problem. Start at the beginning, give relevant facts, timelines, and examples.

In person: In the workplace, face-to-face meetings should be utilized whenever possible. Being able to see the person you need to speak to face-to-face gives you instant feedback and helps you gauge their response in their body language. Be careful of getting sidetracked in conversation when you need to communicate a problem.

There is no "right" way to communicate, but you should be aware of how and when to use the appropriate form of communication for the situation. When deciding the best way to communicate with a co-worker or manager, put yourself in their shoes, and think about how you would want to learn about the issue. Also, consider what information you would need to know to better understand the issue. Use your good judgment of the situation and be considerate of your listener's viewpoint.

"Never try to solve all the problems at once — make them line up for you one-by-one.” — Richard Sloma

Problem Solving: An Important Job Skill

Problem solving improves efficiency and communication on the shop floor. It increases a company's efficiency and profitability, so it's one of the top skills employers look for when hiring new employees. Recent industry surveys show that employers consider soft skills, such as problem solving, as critical to their business’s success.

The 2011 survey, "Boiling Point? The skills gap in U.S. manufacturing ," polled over a thousand manufacturing executives who reported that the number one skill deficiency among their current employees is problem solving, which makes it difficult for their companies to adapt to the changing needs of the industry.

In this video, industry professionals discuss their expectations and present tips for new employees joining the manufacturing workforce.

Quick Summary

• [Quick Summary: Question1] What are two things you learned in this case study?
• What question(s) do you still have about the case study?
• [Quick Summary: Question2] What question(s) do you still have about the case study?
• Is there anything you would like to learn more about with respect to this case study?
• [Quick Summary: Question3] Is there anything you would like to learn more about with respect to this case study?

Interview Questions

Comprehensive Interview Guide: 60+ Professions Explored in Detail

26 Good Examples of Problem Solving (Interview Answers)

By Biron Clark

Published: November 15, 2023

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 will be more likely to hire you if you seem like you can handle unexpected challenges while staying calm and logical in your approach.

But how do they measure this?

They’re going to ask you interview questions about these problem solving skills, and they might also look for examples of problem solving on your resume and cover letter. So coming up, I’m going to share a list of examples of problem solving, whether you’re an experienced job seeker or recent graduate.

Then I’ll share sample interview answers to, “Give an example of a time you used logic to solve a problem?”

Problem-Solving Defined

It is the ability to identify the 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 also involves critical thinking, communication, listening, creativity, research, data gathering, risk assessment, continuous learning, decision-making, and other soft and technical skills.

Solving problems not only prevent losses or damages but also boosts self-confidence and reputation when you successfully execute it. The spotlight shines on you when people see you handle issues with ease and savvy despite the challenges. Your ability and potential to be a future leader that can take on more significant roles and tackle bigger setbacks shine through. Problem-solving is a skill you can master by learning from others and acquiring wisdom from their and your own experiences. 

It takes a village to come up with solutions, but a good problem solver can steer the team towards the best choice and implement it to achieve the desired result.

Watch: 26 Good Examples of Problem Solving

Examples of problem solving scenarios 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

You can share all of the examples above when you’re asked questions about problem solving in your interview. As you can see, even if you have no professional work experience, it’s possible to think back to problems and unexpected challenges that you faced in your studies and discuss how you solved them.

Interview Answers to “Give an Example of an Occasion When You Used Logic to Solve 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,” since you’re likely to hear this interview question in all sorts of industries.

Example Answer 1:

At my current job, I recently solved a problem where a client was upset about our software pricing. They had misunderstood the sales representative who explained pricing originally, and when their package renewed for its second month, they called to complain about the invoice. I apologized for the confusion and then spoke to our billing team to see what type of solution we could come up with. We decided that the best course of action was to offer a long-term pricing package that would provide a discount. This not only solved the problem but got the customer to agree to a longer-term contract, which means we’ll keep their business for at least one year now, and they’re happy with the pricing. I feel I got the best possible outcome and the way I chose to solve the problem was effective.

Example Answer 2:

In my last job, I had to do quite a bit of problem solving related to our shift scheduling. We had four people quit within a week and the department was severely understaffed. I coordinated a ramp-up of our hiring efforts, I got approval from the department head to offer bonuses for overtime work, and then I found eight employees who were willing to do overtime this month. I think the key problem solving skills here were taking initiative, communicating clearly, and reacting quickly to solve this problem before it became an even bigger issue.

Example Answer 3:

In my current marketing role, my manager asked me to come up with a solution to our declining social media engagement. I assessed our current strategy and recent results, analyzed what some of our top competitors were doing, and then came up with an exact blueprint we could follow this year to emulate our best competitors but also stand out and develop a unique voice as a brand. I feel this is a good example of using logic to solve a problem because it was based on analysis and observation of competitors, rather than guessing or quickly reacting to the situation without reliable data. I always use logic and data to solve problems when possible. The project turned out to be a success and we increased our social media engagement by an average of 82% by the end of the year.

Answering Questions About Problem Solving with the STAR Method

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 mention problem solving as a necessary skill), I recommend using the STAR method to tell your story.

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. So before jumping in and talking about the problem that needed solving, make sure to describe the general situation. What job/company were you working at? When was this? Then, you can describe the task at hand and the problem that needed solving. 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 a positive result you got.

Whether you’re answering interview questions about problem solving or writing a cover letter, you should only choose examples where you got a positive result and successfully solved the issue.

Example answer:

Situation : We had an irate client who was a social media influencer and had impossible delivery time demands we could not meet. She spoke negatively about us in her vlog and asked her followers to boycott our products. (Task : To develop an official statement to explain our company’s side, clarify the issue, and prevent it from getting out of hand). Action : I drafted a statement that balanced empathy, understanding, and utmost customer service with facts, logic, and fairness. It was direct, simple, succinct, and phrased to highlight our brand values while addressing the issue in a logical yet sensitive way.   We also tapped our influencer partners to subtly and indirectly share their positive experiences with our brand so we could counter the negative content being shared online.  Result : We got the results we worked for through proper communication and a positive and strategic campaign. The irate client agreed to have a dialogue with us. She apologized to us, and we reaffirmed our commitment to delivering quality service to all. We assured her that she can reach out to us anytime regarding her purchases and that we’d gladly accommodate her requests whenever possible. She also retracted her negative statements in her vlog and urged her followers to keep supporting our brand.

What Are Good Outcomes of Problem Solving?

Whenever you answer interview questions about problem solving or share examples of problem solving in a cover letter, you want to be sure you’re sharing a positive outcome.

Below are good outcomes of problem solving:

• Saving the company time or money
• Making the company money
• Pleasing/keeping a customer
• Obtaining new customers
• Solving a safety issue
• Solving a staffing/scheduling issue
• Solving a logistical issue
• Solving a company hiring issue
• Solving a technical/software issue
• Making a process more efficient and faster for the company
• Creating a new business process to make the company more profitable
• Improving the company’s brand/image/reputation
• Getting the company positive reviews from customers/clients

Every employer wants to make more money, save money, and save time. If you can assess your problem solving experience and think about how you’ve helped past employers in those three areas, then that’s a great start. That’s where I recommend you begin looking for stories of times you had to solve problems.

Tips to Improve Your Problem Solving Skills

Throughout your career, you’re going to get hired for better jobs and earn more money if you can show employers that you’re a problem solver. 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.

Next, 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 get better at researching and analyzing a situation, but also how you can get better at communicating, deciding 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.

If you practice the tips above, you’ll be ready to share detailed, impressive stories and problem solving examples that will make hiring managers want to offer you the job. Every employer appreciates a problem solver, whether solving problems is a requirement listed on the job description or not. And you never know which hiring manager or interviewer will ask you about a time you solved a problem, so you should always be ready to discuss this when applying for a job.

Related interview questions & answers:

• How do you handle stress?
• How do you handle conflict?
• Tell me about a time when you failed

About the Author

Read more articles by Biron Clark

Continue Reading

15 Most Common Pharmacist Interview Questions and Answers

15 most common paralegal interview questions and answers, top 30+ funny interview questions and answers, 60 hardest interview questions and answers, 100+ best ice breaker questions to ask candidates, top 20 situational interview questions (& sample answers), 15 most common physical therapist interview questions and answers, 15 most common project manager interview questions and answers.

• Our Mission

Empowering Kids to Be Part of the Solution

Giving elementary students a project in their community provides a real-world application for their content learning.

Explore School and Community Needs as Real-World Catalysts for Learning

When designing projects and lessons at Crellin Elementary, teachers regularly look at school and community needs with the idea of using those needs as real-world catalysts for learning, instead of inventing problems for the kids to solve. Learning is made more tangible and real this way, and students are also empowered by discovering that they are able to enact change in the world around them. They become more engaged and passionate about learning because they can see the direct results.

How It's Done

Find local problems your students can solve.

At Crellin Elementary, community service is a core value to the school. Teachers and staff are always seeking ways for the school to give back to the community, whether by planting a community garden or helping cook meals for a local community center. But rather than just service for service’s sake, Crellin finds local problems that they can solve and ties these projects to learning objectives. By doing so, they make learning relevant and engaging.

Dana McCauley, Crellin's principal, believes that this approach helps kids immediately see the reasons for what they're learning. "I'm not going to ask them to memorize those multiplication tables because I have nothing else to do," she says. "It's because later on, when we're calculating how big that composter needs to be, they'll need to know the area we're going to be using, and they'll to do it quickly. So it's about applying the knowledge."

3 Steps to Engagement

Crellin teachers suggest three main ways of finding real-world problems for students to solve:

1. Keep Your Eyes Open for Problems

Crellin teachers are always looking for real-world problems -- either in the school or the surrounding community -- from which students can learn. When they first began using local problems as fodder for learning, teachers had to do more of the seeking themselves, but now, several years into this practice, McCauley says they no longer have to search as hard.

"We find 'problems' by keeping active and being aware of what is happening in both the Crellin and greater community," she says, adding that they find interesting opportunities by reading newspapers or talking with members of the community. She even notes that, by this point, people will actually bring problems for the school to solve.

Building relationships with community members can really help. McCauley suggests that the best way to get started here is to put out the word that you're looking for issues which the students can help solve. Once you open your doors to the community, it's much easier for people to approach teachers and suggest possible projects. "It's all about relationships," says McCauley. "We know what the needs are out there -- we are in constant contact with parents and different groups in the community."

2. Tie Projects to Learning Objectives

"Everything's a learning opportunity, right?" observes McCauley, a statement that holds true for all Crellin teachers. So once a problem has been identified, teachers begin looking for ways to use that problem or issue as a catalyst for learning: What standards can they tie in? How can they broaden the issue to hit more learning objectives?

McCauley offers the example of cooking, where students use math, reading, following directions, and working with measurement tools. "You're not going to cook just for the sake of cooking," she notes. "That's how you tie in all the things you need to teach, and you make it relevant."

Teachers designing a problem-based unit ask themselves questions like:

• Why would we do this?
• What are we doing?
• What do we hope to get out of it?

This helps them ensure that they're hitting learning objectives and not just throwing out random problems that will only confuse their students.

3. Let Students Help Steer

Sometimes teachers might not be sure where to search for a local problem, or might have multiple real-world problems or issues to choose from. This is when Crellin teachers often turn to their students for input on what they find the most interesting.

"If I ever had to choose which project," says McCauley, "I think I would look at the kids and let them help." She describes a scenario of giving them the option of two projects or problems and then inviting a discussion steered by questions like:

• Which do you think we can be a part of?
• Which do you think that you'd want to be a part of?
• What are the benefits of it?

McCauley notes that the student choice can be part of the learning. "I don't think we always have to be the one to choose," she adds.

This way, not only do students feel a sense of ownership, but the teachers also know in advance that there's some interest in the issue. Even if the teacher decides to take the project in a different direction -- possibly for safety reasons, or feasibility -- at least students have had a chance to voice their opinion. "I think allowing kids to be part of that conversation is important," says McCauley. "That way, they can understand why some decisions are being made."

The Benefits of Real-World Problem-Solving

Once students are able to be actively involved in solving problems that have tangible outcomes, they become more invested in solving other problems. This takes them deeper into the learning that they need for finding those solutions.

"Because you're teaching kids to be critical thinkers, you're teaching them to be reflective, and you're teaching them to be creative," says McCauley. "It doesn't matter what problem you give them after that because they'll be able to figure it out. They'll have the skills they need to think something through logically."

"When you can help kids see the impact they can have to solve a problem in their own little corner of the world," observes McCauley, "it's an opportunity to learn something. It's an opportunity to make something good happen. That gives them that sense of belonging and a sense of being a part of something bigger. . . 'Here's an issue, here's a problem, and I'm going to lend my part to that. Even I, as a ten-year-old, have something to add to that.'"

• The Best Advice on Doing Project-Based Learning (Edweek)
• National Service-Learning Clearinghouse (National Youth Leadership Council)
• Community-Based Learning: Engaging Students for Success and Citizenship (Coalition for Community Schools)
• Service-Learning Funding Opportunities (WI Department of Public Instruction)
• Project-Based Learning Resources (Buck Institute for Education)
• Playground Brainstorm Worksheet (Crellin Elementary)
• Playground Model-Building Worksheet (Crellin Elementary)

Crellin Elementary School

Per pupil expenditures, free / reduced lunch, demographics:.

10 Everyday uses for Problem Solving Skills

• Problem Solving & Decision Making Real world training delivers real world results. Learn More

Many employers are recognizing the value and placing significant investments in developing the problem solving skills of their employees.  While we often think about these skills in the work context, problem solving isn’t just helpful in the workplace.  Here are 10 everyday uses for problem solving skills that can you may not have thought about

1. Stuck in traffic and late for work, again

With busy schedules and competing demands for your time, getting where you need to be on time can be a real challenge.  When traffic backs up, problem solving skills can help you figure out alternatives to avoid congestion, resolve the immediate situation and develop a solution to avoid encountering the situation in the future.

2. What is that stain on the living room carpet?

Parents, pet owners and spouses face this situation all the time.  The living room carpet was clean yesterday but somehow a mysterious stain has appeared and nobody is claiming it.  In order to clean it effectively, first you need to figure out what it is.  Problem solving can help you track down the culprit, diagnose the cause of the stain and develop an action plan to get your home clean and fresh again.

3. What is that smell coming from my garden shed?

Drawing from past experiences, the seasoned problem solver in you suspects that the source of the peculiar odor likely lurks somewhere within the depths of the shed. Your challenge now lies in uncovering the origin of this scent, managing its effects, and formulating a practical plan to prevent such occurrences in the future.

4. I don’t think the car is supposed to make that thumping noise

As with many problems in the workplace, this may be a situation to bring in problem solving experts in the form of your trusted mechanic.  If that isn’t an option, problem solving skills can be helpful to diagnose and assess the impact of the situation to ensure you can get where you need to be.

5. Creating a budget

Tap into your problem-solving prowess as you embark on the journey of budgeting. Begin by determining what expenses to include in your budget, and strategize how to account for unexpected financial surprises. The challenge lies in crafting a comprehensive budget that not only covers your known expenses but also prepares you for the uncertainties that may arise.

6. My daughter has a science project – due tomorrow

Sometimes the challenge isn’t impact, its urgency.  Problem solving skills can help you quickly assess the situation and develop an action plan to get that science project done and turned in on time.

7. What should I get my spouse for his/her birthday?

As with many problems, this one may not have a “right answer” or apparent solution.  Its time to apply those problem solving skills to evaluate the effects of past decisions combined with current environmental signals and available resources to select the perfect gift to put a smile on your significant other’s face.

8. The office printer suddenly stopped working, and there are important documents that need to be printed urgently.

Uh oh, time to think quickly.  There is an urgent situation that must be addressed to get things back to normal, a cause to be identified (what’s causing the printer issue), and an action plan to resolve it.  Problem solving skills can help you avoid stress and ensure that your documents are printed on time.

9. I’m torn between two cars! Which one should I choose?

In a world brimming with countless choices, employ decision analysis as your trusty tool to navigate the sea of options. Whether you’re selecting a car (or any other product), the challenge is to methodically identify and evaluate the best choices that align with your unique needs and preferences.

10. What’s for dinner?

Whether you are planning to eat alone, with family or entertaining friends and colleagues, meal planning can be a cause of daily stress.  Applying problem solving skills can put the dinner dilemma into perspective and help get the food on the table and keep everyone happy.

Problem Solving skills aren’t just for the workplace – they can be applied in your everyday life.  Kepner-Tregoe can help you and your team develop your problem solving skills through a combination of training and consulting with our problem solving experts.

We are experts in:

For inquiries, details, or a proposal!

Subscribe to the KT Newsletter

10 Best Problem-Solving Therapy Worksheets & Activities

Cognitive science tells us that we regularly face not only well-defined problems but, importantly, many that are ill defined (Eysenck & Keane, 2015).

Sometimes, we find ourselves unable to overcome our daily problems or the inevitable (though hopefully infrequent) life traumas we face.

Problem-Solving Therapy aims to reduce the incidence and impact of mental health disorders and improve wellbeing by helping clients face life’s difficulties (Dobson, 2011).

This article introduces Problem-Solving Therapy and offers techniques, activities, and worksheets that mental health professionals can use with clients.

Before you continue, we thought you might like to download our three Positive Psychology Exercises for free . These science-based exercises explore fundamental aspects of positive psychology, including strengths, values, and self-compassion, and will give you the tools to enhance the wellbeing of your clients, students, or employees.

This Article Contains:

What is problem-solving therapy, 14 steps for problem-solving therapy, 3 best interventions and techniques, 7 activities and worksheets for your session, fascinating books on the topic, resources from positivepsychology.com, a take-home message.

Problem-Solving Therapy assumes that mental disorders arise in response to ineffective or maladaptive coping. By adopting a more realistic and optimistic view of coping, individuals can understand the role of emotions and develop actions to reduce distress and maintain mental wellbeing (Nezu & Nezu, 2009).

“Problem-solving therapy (PST) is a psychosocial intervention, generally considered to be under a cognitive-behavioral umbrella” (Nezu, Nezu, & D’Zurilla, 2013, p. ix). It aims to encourage the client to cope better with day-to-day problems and traumatic events and reduce their impact on mental and physical wellbeing.

Clinical research, counseling, and health psychology have shown PST to be highly effective in clients of all ages, ranging from children to the elderly, across multiple clinical settings, including schizophrenia, stress, and anxiety disorders (Dobson, 2011).

Can it help with depression?

PST appears particularly helpful in treating clients with depression. A recent analysis of 30 studies found that PST was an effective treatment with a similar degree of success as other successful therapies targeting depression (Cuijpers, Wit, Kleiboer, Karyotaki, & Ebert, 2020).

Other studies confirm the value of PST and its effectiveness at treating depression in multiple age groups and its capacity to combine with other therapies, including drug treatments (Dobson, 2011).

The major concepts

Effective coping varies depending on the situation, and treatment typically focuses on improving the environment and reducing emotional distress (Dobson, 2011).

PST is based on two overlapping models:

Social problem-solving model

This model focuses on solving the problem “as it occurs in the natural social environment,” combined with a general coping strategy and a method of self-control (Dobson, 2011, p. 198).

The model includes three central concepts:

• Social problem-solving
• The problem
• The solution

The model is a “self-directed cognitive-behavioral process by which an individual, couple, or group attempts to identify or discover effective solutions for specific problems encountered in everyday living” (Dobson, 2011, p. 199).

Relational problem-solving model

The theory of PST is underpinned by a relational problem-solving model, whereby stress is viewed in terms of the relationships between three factors:

• Stressful life events
• Emotional distress and wellbeing
• Problem-solving coping

Therefore, when a significant adverse life event occurs, it may require “sweeping readjustments in a person’s life” (Dobson, 2011, p. 202).

• Enhance positive problem orientation
• Decrease negative orientation
• Foster ability to apply rational problem-solving skills
• Reduce the tendency to avoid problem-solving
• Minimize the tendency to be careless and impulsive

D’Zurilla’s and Nezu’s model includes (modified from Dobson, 2011):

• Initial structuring Establish a positive therapeutic relationship that encourages optimism and explains the PST approach.
• Assessment Formally and informally assess areas of stress in the client’s life and their problem-solving strengths and weaknesses.
• Obstacles to effective problem-solving Explore typically human challenges to problem-solving, such as multitasking and the negative impact of stress. Introduce tools that can help, such as making lists, visualization, and breaking complex problems down.
• Problem orientation – fostering self-efficacy Introduce the importance of a positive problem orientation, adopting tools, such as visualization, to promote self-efficacy.
• Problem orientation – recognizing problems Help clients recognize issues as they occur and use problem checklists to ‘normalize’ the experience.
• Problem orientation – seeing problems as challenges Encourage clients to break free of harmful and restricted ways of thinking while learning how to argue from another point of view.
• Problem orientation – use and control emotions Help clients understand the role of emotions in problem-solving, including using feelings to inform the process and managing disruptive emotions (such as cognitive reframing and relaxation exercises).
• Problem orientation – stop and think Teach clients how to reduce impulsive and avoidance tendencies (visualizing a stop sign or traffic light).
• Problem definition and formulation Encourage an understanding of the nature of problems and set realistic goals and objectives.
• Generation of alternatives Work with clients to help them recognize the wide range of potential solutions to each problem (for example, brainstorming).
• Decision-making Encourage better decision-making through an improved understanding of the consequences of decisions and the value and likelihood of different outcomes.
• Solution implementation and verification Foster the client’s ability to carry out a solution plan, monitor its outcome, evaluate its effectiveness, and use self-reinforcement to increase the chance of success.
• Guided practice Encourage the application of problem-solving skills across multiple domains and future stressful problems.
• Rapid problem-solving Teach clients how to apply problem-solving questions and guidelines quickly in any given situation.

Success in PST depends on the effectiveness of its implementation; using the right approach is crucial (Dobson, 2011).

Problem-solving therapy – Baycrest

The following interventions and techniques are helpful when implementing more effective problem-solving approaches in client’s lives.

First, it is essential to consider if PST is the best approach for the client, based on the problems they present.

Is PPT appropriate?

It is vital to consider whether PST is appropriate for the client’s situation. Therapists new to the approach may require additional guidance (Nezu et al., 2013).

Therapists should consider the following questions before beginning PST with a client (modified from Nezu et al., 2013):

• Has PST proven effective in the past for the problem? For example, research has shown success with depression, generalized anxiety, back pain, Alzheimer’s disease, cancer, and supporting caregivers (Nezu et al., 2013).
• Is PST acceptable to the client?
• Is the individual experiencing a significant mental or physical health problem?

All affirmative answers suggest that PST would be a helpful technique to apply in this instance.

Five problem-solving steps

The following five steps are valuable when working with clients to help them cope with and manage their environment (modified from Dobson, 2011).

Ask the client to consider the following points (forming the acronym ADAPT) when confronted by a problem:

• Attitude Aim to adopt a positive, optimistic attitude to the problem and problem-solving process.
• Define Obtain all required facts and details of potential obstacles to define the problem.
• Alternatives Identify various alternative solutions and actions to overcome the obstacle and achieve the problem-solving goal.
• Predict Predict each alternative’s positive and negative outcomes and choose the one most likely to achieve the goal and maximize the benefits.
• Try out Once selected, try out the solution and monitor its effectiveness while engaging in self-reinforcement.

If the client is not satisfied with their solution, they can return to step ‘A’ and find a more appropriate solution.

Download 3 Free Positive Psychology Exercises (PDF)

Enhance wellbeing with these free, science-based exercises that draw on the latest insights from positive psychology.

Download 3 Free Positive Psychology Tools Pack (PDF)

By filling out your name and email address below.

Positive self-statements

When dealing with clients facing negative self-beliefs, it can be helpful for them to use positive self-statements.

Use the following (or add new) self-statements to replace harmful, negative thinking (modified from Dobson, 2011):

• I can solve this problem; I’ve tackled similar ones before.
• I can cope with this.
• I just need to take a breath and relax.
• Once I start, it will be easier.
• It’s okay to look out for myself.
• I can get help if needed.
• Other people feel the same way I do.
• I’ll take one piece of the problem at a time.
• I can keep my fears in check.
• I don’t need to please everyone.

5 Worksheets and workbooks

Problem-solving self-monitoring form.

Answering the questions in the Problem-Solving Self-Monitoring Form provides the therapist with necessary information regarding the client’s overall and specific problem-solving approaches and reactions (Dobson, 2011).

Ask the client to complete the following:

• Describe the problem you are facing.
• What is your goal?
• What have you tried so far to solve the problem?
• What was the outcome?

Reactions to Stress

It can be helpful for the client to recognize their own experiences of stress. Do they react angrily, withdraw, or give up (Dobson, 2011)?

The Reactions to Stress worksheet can be given to the client as homework to capture stressful events and their reactions. By recording how they felt, behaved, and thought, they can recognize repeating patterns.

What Are Your Unique Triggers?

Helping clients capture triggers for their stressful reactions can encourage emotional regulation.

When clients can identify triggers that may lead to a negative response, they can stop the experience or slow down their emotional reaction (Dobson, 2011).

The What Are Your Unique Triggers ? worksheet helps the client identify their triggers (e.g., conflict, relationships, physical environment, etc.).

Problem-Solving worksheet

Imagining an existing or potential problem and working through how to resolve it can be a powerful exercise for the client.

Use the Problem-Solving worksheet to state a problem and goal and consider the obstacles in the way. Then explore options for achieving the goal, along with their pros and cons, to assess the best action plan.

Getting the Facts

Clients can become better equipped to tackle problems and choose the right course of action by recognizing facts versus assumptions and gathering all the necessary information (Dobson, 2011).

Use the Getting the Facts worksheet to answer the following questions clearly and unambiguously:

• Who is involved?
• What did or did not happen, and how did it bother you?
• Where did it happen?
• When did it happen?
• Why did it happen?
• How did you respond?

2 Helpful Group Activities

While therapists can use the worksheets above in group situations, the following two interventions work particularly well with more than one person.

Generating Alternative Solutions and Better Decision-Making

A group setting can provide an ideal opportunity to share a problem and identify potential solutions arising from multiple perspectives.

Use the Generating Alternative Solutions and Better Decision-Making worksheet and ask the client to explain the situation or problem to the group and the obstacles in the way.

Once the approaches are captured and reviewed, the individual can share their decision-making process with the group if they want further feedback.

Visualization

Visualization can be performed with individuals or in a group setting to help clients solve problems in multiple ways, including (Dobson, 2011):

• Clarifying the problem by looking at it from multiple perspectives
• Rehearsing a solution in the mind to improve and get more practice
• Visualizing a ‘safe place’ for relaxation, slowing down, and stress management

Guided imagery is particularly valuable for encouraging the group to take a ‘mental vacation’ and let go of stress.

Ask the group to begin with slow, deep breathing that fills the entire diaphragm. Then ask them to visualize a favorite scene (real or imagined) that makes them feel relaxed, perhaps beside a gently flowing river, a summer meadow, or at the beach.

The more the senses are engaged, the more real the experience. Ask the group to think about what they can hear, see, touch, smell, and even taste.

Encourage them to experience the situation as fully as possible, immersing themselves and enjoying their place of safety.

Such feelings of relaxation may be able to help clients fall asleep, relieve stress, and become more ready to solve problems.

We have included three of our favorite books on the subject of Problem-Solving Therapy below.

1. Problem-Solving Therapy: A Treatment Manual – Arthur Nezu, Christine Maguth Nezu, and Thomas D’Zurilla

This is an incredibly valuable book for anyone wishing to understand the principles and practice behind PST.

Written by the co-developers of PST, the manual provides powerful toolkits to overcome cognitive overload, emotional dysregulation, and the barriers to practical problem-solving.

Find the book on Amazon .

2. Emotion-Centered Problem-Solving Therapy: Treatment Guidelines – Arthur Nezu and Christine Maguth Nezu

Another, more recent, book from the creators of PST, this text includes important advances in neuroscience underpinning the role of emotion in behavioral treatment.

Along with clinical examples, the book also includes crucial toolkits that form part of a stepped model for the application of PST.

3. Handbook of Cognitive-Behavioral Therapies – Keith Dobson and David Dozois

This is the fourth edition of a hugely popular guide to Cognitive-Behavioral Therapies and includes a valuable and insightful section on Problem-Solving Therapy.

This is an important book for students and more experienced therapists wishing to form a high-level and in-depth understanding of the tools and techniques available to Cognitive-Behavioral Therapists.

For even more tools to help strengthen your clients’ problem-solving skills, check out the following free worksheets from our blog.

• Case Formulation Worksheet This worksheet presents a four-step framework to help therapists and their clients come to a shared understanding of the client’s presenting problem.
• Understanding Your Default Problem-Solving Approach This worksheet poses a series of questions helping clients reflect on their typical cognitive, emotional, and behavioral responses to problems.
• Social Problem Solving: Step by Step This worksheet presents a streamlined template to help clients define a problem, generate possible courses of action, and evaluate the effectiveness of an implemented solution.

If you’re looking for more science-based ways to help others enhance their wellbeing, check out this signature collection of 17 validated positive psychology tools for practitioners. Use them to help others flourish and thrive.

17 Top-Rated Positive Psychology Exercises for Practitioners

Expand your arsenal and impact with these 17 Positive Psychology Exercises [PDF] , scientifically designed to promote human flourishing, meaning, and wellbeing.

Created by Experts. 100% Science-based.

While we are born problem-solvers, facing an incredibly diverse set of challenges daily, we sometimes need support.

Problem-Solving Therapy aims to reduce stress and associated mental health disorders and improve wellbeing by improving our ability to cope. PST is valuable in diverse clinical settings, ranging from depression to schizophrenia, with research suggesting it as a highly effective treatment for teaching coping strategies and reducing emotional distress.

Many PST techniques are available to help improve clients’ positive outlook on obstacles while reducing avoidance of problem situations and the tendency to be careless and impulsive.

The PST model typically assesses the client’s strengths, weaknesses, and coping strategies when facing problems before encouraging a healthy experience of and relationship with problem-solving.

Why not use this article to explore the theory behind PST and try out some of our powerful tools and interventions with your clients to help them with their decision-making, coping, and problem-solving?

We hope you enjoyed reading this article. Don’t forget to download our three Positive Psychology Exercises for free .

• Cuijpers, P., Wit, L., Kleiboer, A., Karyotaki, E., & Ebert, D. (2020). Problem-solving therapy for adult depression: An updated meta-analysis. European P sychiatry ,  48 (1), 27–37.
• Dobson, K. S. (2011). Handbook of cognitive-behavioral therapies (3rd ed.). Guilford Press.
• Dobson, K. S., & Dozois, D. J. A. (2021). Handbook of cognitive-behavioral therapies  (4th ed.). Guilford Press.
• Eysenck, M. W., & Keane, M. T. (2015). Cognitive psychology: A student’s handbook . Psychology Press.
• Nezu, A. M., & Nezu, C. M. (2009). Problem-solving therapy DVD . Retrieved September 13, 2021, from https://www.apa.org/pubs/videos/4310852
• Nezu, A. M., & Nezu, C. M. (2018). Emotion-centered problem-solving therapy: Treatment guidelines. Springer.
• Nezu, A. M., Nezu, C. M., & D’Zurilla, T. J. (2013). Problem-solving therapy: A treatment manual . Springer.

Share this article:

Article feedback

What our readers think.

Thanks for your information given, it was helpful for me something new I learned

Let us know your thoughts Cancel reply

Your email address will not be published.

Save my name, email, and website in this browser for the next time I comment.

Related articles

The Empty Chair Technique: How It Can Help Your Clients

Resolving ‘unfinished business’ is often an essential part of counseling. If left unresolved, it can contribute to depression, anxiety, and mental ill-health while damaging existing [...]

29 Best Group Therapy Activities for Supporting Adults

As humans, we are social creatures with personal histories based on the various groups that make up our lives. Childhood begins with a family of [...]

47 Free Therapy Resources to Help Kick-Start Your New Practice

Setting up a private practice in psychotherapy brings several challenges, including a considerable investment of time and money. You can reduce risks early on by [...]

Read other articles by their category

• Body & Brain (49)
• Coaching & Application (57)
• Compassion (26)
• Counseling (51)
• Emotional Intelligence (24)
• Gratitude (18)
• Grief & Bereavement (21)
• Happiness & SWB (40)
• Meaning & Values (26)
• Meditation (20)
• Mindfulness (45)
• Motivation & Goals (45)
• Optimism & Mindset (34)
• Positive CBT (28)
• Positive Communication (20)
• Positive Education (47)
• Positive Emotions (32)
• Positive Leadership (18)
• Positive Parenting (3)
• Positive Psychology (33)
• Positive Workplace (37)
• Productivity (16)
• Relationships (46)
• Resilience & Coping (36)
• Self Awareness (21)
• Self Esteem (37)
• Strengths & Virtues (31)
• Stress & Burnout Prevention (34)
• Theory & Books (46)
• Therapy Exercises (37)
• Types of Therapy (64)

Developing real life problem-solving skills through situational design: a pilot study

• Development Article
• Published: 09 July 2019
• Volume 67 , pages 1529–1545, ( 2019 )

Cite this article

• Lin Zhong   ORCID: orcid.org/0000-0003-2875-3461 1 &
• Xinhao Xu 2  

1538 Accesses

11 Citations

Explore all metrics

Current problem-solving research has advanced our understanding of the problem-solving process but has provided little advice on how to teach problem-solving skills. In addition, literature reveals that individual difference is an essential issue in problem-solving skills instruction but has been rarely addressed in current research. Building upon information-processing theory, this article proposes an instructional design model, namely the situational design model, which serves as an approach to accommodate individual difference in problem-solving skills instruction. This design model was further examined with a pilot study in an introductory technology course and results showed a significant difference in students’ academic performance and problem-solving skills, especially the non-recurrent skills. The proposed situational design model contributes to research and practice by providing a novel lens to explore problem-solving skills and assisting in the design of instruction that aims to develop student’s expertise in solving real world problems.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price includes VAT (Russian Federation)

Instant access to the full article PDF.

Rent this article via DeepDyve

Institutional subscriptions

Similar content being viewed by others

A Systematic Review of Research on Personalized Learning: Personalized by Whom, to What, How, and for What Purpose(s)?

Matthew L. Bernacki, Meghan J. Greene & Nikki G. Lobczowski

Cognitive Architecture and Instructional Design: 20 Years Later

John Sweller, Jeroen J. G. van Merriënboer & Fred Paas

Cognitive load theory and educational technology

John Sweller

Angeli, C. (2013). Examining the effects of field dependence–independence on learners’ problem-solving performance and interaction with a computer modeling tool: Implications for the design of joint cognitive systems. Computers & Education, 62, 221–230.

Article   Google Scholar  

Bulu, S. T., & Pedersen, S. (2012). Supporting problem-solving performance in a hypermedia learning environment: The role of students’ prior knowledge and metacognitive skills. Computers in Human Behavior, 28 (4), 1162–1169.

Cronbach, L. J., & Snow, R. E. (1977). Aptitudes and instructional methods . New York: Irvington.

Google Scholar  

Delahaye, B. L., & Smith, H. E. (1995). The validity of the learning preference assessment. Adult Education Quarterly, 45, 159–173.

Eseryel, D., Ge, X., Ifenthaler, D., & Law, V. (2011). Dynamic modeling as a cognitive regulation scaffold for developing complex problem-solving skills in an educational massively multiplayer online game environment. Journal of Educational Computing Research, 45 (3), 265–286.

Frensch, P. A., & Funke, J. (1995). Definitions, traditions, and a general framework for understanding complex problem solving. In P. A. Frensch & J. Funke (Eds.), Complex problem solving: The European perspective (pp. 3–26). Hillsdale, NJ: Lawrence Erlbaum Associates.

Ge, X. (2013). Designing learning technologies to support self-regulation during ill-structured problem-solving processes. In R. Azevedo & V. Aleven (Eds.), International Handbook of Metacognition and Learning Technologies (pp. 213–228). Berlin: Springer.

Chapter   Google Scholar  

Ge, X., & Land, S. M. (2004). A conceptual framework for scaffolding ill-structured problem-solving processes using question prompts and peer interactions. Educational Technology Research and Development, 52 (2), 5–22.

Ge, X., Law, V., & Huang, K. (2016). Detangling the interrelationships between self-regulation and ill-structured problem solving in problem-based learning. The Interdisciplinary Journal of Problem-Based Learning, 10 (2), 11. https://doi.org/10.7771/1541-5015.1622 .

Guglielmino, L. M. (1978). Development of the self-directed learning readiness scale. (Doctoral dissertation, University of Georgia, 1977). Dissertation. Abstracts International, 38 , 6467.

Hanover Research. (2016). McGraw - hill education 2016 workforce readiness survey . Retrieved from https://www.fastcompany.com/3059940/these-are-the-biggest-skills-that-new-graduates-lack .

Hersey, P., Blanchard, K. H., & Johnson, D. E. (2012). Management of organizational behavior: Leading human resources (10th ed.). Upper Saddle, NJ: Prentice Hall.

Jeotee, K. (2012). Reasoning skills, problem solving ability and academic ability: Implications for study programme and career choice in the context of higher education in Thailand (Doctoral dissertation, Durham University).

Jonassen, D. H. (2007). Learning to solve complex, scientific problems . Mahwah, NJ: Lawrence Erlbaum Associates.

Jonassen, D. H., & Grabowski, B. (2012). Handbook of individual differences, learning, and instruction . New York: Routledge.

Kalyuga, S., & Sweller, J. (2004). Measuring knowledge to optimize cognitive load factors during instruction. Journal of Educational Psychology, 96 (3), 558–568.

Kalyuga, S., & Sweller, J. (2005). Rapid dynamic assessment of expertise to improve the efficiency of adaptive e-learning. Educational Technology Research and Development, 53 (3), 83–93.

Kim, M. K. (2012). Theoretically grounded guidelines for assessing learning progress: Cognitive changes in ill-structured complex problem-solving contexts. Educational Technology Research and Development, 60 (4), 601–622.

Kim, M. C., & Hannafin, M. J. (2011). Scaffolding problem solving in technology-enhanced learning environments (TELEs): Bridging research and theory with practice. Computers & Education, 56 (2), 403–417.

Klegeris, K., Bahniwal, M., & Hurren, H. (2013). Improvement in generic problem-solving abilities of students by use of tutor-less problem-based learning in a large classroom setting. CBE Life Sciences Education, 12, 70–73.

Lee, C. B. (2010). The interactions between problem solving and conceptual change: System dynamic modeling as a platform for learning. Computers & Education, 55 (3), 1145–1158.

Matemba, C. K., Awinja, J., & Otieno, K. O. (2014). Relationship between problem solving approaches and academic performance: A case of Kakamega municipality, Kenya. International Journal of Human Resource Studies, 4 (4), 10.

McCormick, N. J., Clark, L. M., & Raines, J. M. (2015). Engaging students in critical thinking and problem solving: A brief review of the literature. Journal of Studies in Education , 5 (4), 100–113.

Muna, K., Sanjaya, R. E., Syahmani, & Bakti, I. (2017). Metacognitive skills and students’ motivation toward chemical equilibrium problem solving ability: A correlational study on students of XI IPA SMAN 2 Banjarmasin. In AIP Conference Proceedings (Vol. 1911, No. 1, p. 020008). AIP Publishing.

Newell, A., & Rosenbloom, P. (1981). Mechanisms of skill acquisition and the law of practice. In J. R. Anderson (Ed.), Cognitive skills and their acquisition (pp. 1–55). Hillsdale, NJ: Lawrence Erlbaum Associates.

Nokes, T. J., Schunn, C. D., & Chi, M. T. H. (2010). Problem solving and human expertise. In International encyclopedia of education (pp. 265–272). Elsevier Ltd. https://doi.org/10.1016/b978-0-08-044894-7.00486-3 .

Raes, A., Schellens, T., Wever, B. D., & Vanderhoven, E. (2012). Scaffolding information problem solving in web-based collaborative inquiry learning. Computers & Education, 59 (1), 82–94.

Renkl, A., & Atkinson, R. K. (2007). Cognitive skill acquisition: Ordering instructional events in example-based learning. In F. E. Ritter, J. Nerb, E. Lehtinen, & T. O’Shea (Eds.), In order to learn: How ordering effect in machine learning illuminate human learning and vice versa . Oxford: Oxford University Press.

Robertson, I. S. (2016). Problem solving: Perspectives from cognition and neuroscience (2nd ed.). Hove: Psychology Press.

Book   Google Scholar  

Salden, R., Aleve, V., Schwonke, R., & Renkl, A. (2010). The expertise reversal effect and worked examples in tutored problem solving. Instructional Science, 38, 289–307.

Säljö, R., & Wyndhamn, J. (1990). Problem-solving, academic performance and situated reasoning. A study of joint cognitive activity in the formal setting. British Journal of Educational Psychology, 60 (3), 245–254.

Shute, V., Wang, L., Greiff, S., Zhao, W., & Moore, G. (2016). Measuring problem solving skills via stealth assessment in an engaging video game. Computers in Human Behavior, 63, 106–117.

Van Merriënboer, J. J. G. (1997). Training complex cognitive skills . Englewood Cliffs, NJ: Educational Technology Publications.

Van Merriënboer, J. J. G. (2013). Perspectives on problem solving and instruction. Computers & Education, 64 (1), 153–160.

Van Merriënboer, J. J. G. (2016). How people learn. In N. Rushby & D. W. Surry (Eds.), The Wiley handbook of learning technology (pp. 15–34). West Sussex: Wiley.

Van Merriënboer, J. J. G., & Bruin, A. B. H. (2013). Research paradigms and perspectives on learning. In J. M. Spector, et al. (Eds.), Handbook of research on educational communications and technology (pp. 21–29). New York: Springer.

Van Merriënboer, J. J. G., Clark, R. E., & Croock, M. B. M. (2002). Blueprints for complex learning: The 4C/ID-model. Educational Technology Research and Development, 50 (2), 39–64.

Yu, K., Fan, S., & Lin, K. (2014). Enhancing students’ problem-solving skills through context-based learning. International Journal of Science and Mathematics Education, 13, 1377–1401.

Download references

Author information

Authors and affiliations.

Department of Workforce Education and Development, Southern Illinois University Carbondale, 475 Clocktower Drive #4605, Carbondale, IL, 62901, USA

School of Information Science & Learning Technologies, University of Missouri Columbia, 221H Townsend Hall, Columbia, MO, 65211, USA

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Lin Zhong .

Ethics declarations

Conflict of interest.

The authors declare that they have no conflict of interest.

Additional information

Publisher's note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Learning readiness survey

For each of the following questions and statements, please rate yourself for each item. Mark the number that best reflects your situation.

Situational design of lesson 4

Learning goal Improve information visualization skills by demonstrating effective interactive image editing skills for specific purposes by using Thinglink.

Recurrent skills

Basic understanding of information visualization by using images;

Basic understanding of interactive images;

Basic image editing skills.

Non-recurrent skills

Decision-making skills to determine the purpose of the image;

Monitoring skills to ensure task completion;

Comparing and evaluation skills to ensure the quality of the newly created image;

Procedural learning activities Create interactive images by using Thinglink.

HP—create at least three interactive images by using Thinglink.

LP—create one interactive image by using Thinglink.

Supportive learning activities Consider the purpose of the images.

HS—pick up a purpose (educational, commercial, personal) and improve the image quality to achieve that purpose.

LS—consider how to create images for educational purpose.

Relationship activities

HR-interaction with students is mainly two-way communication. For example, relationship activities can focus on reviewing whether the image achieves the chosen purpose or not, checking the quality of the images, providing guidance for further improvement, keeping check emotional level, reducing the fear of making mistakes, and avoiding overwhelming.

LR-interaction with students is mainly one-way communication. For example, relationship activities can focus on clarifying task requirements, checking task completion, making sure all the given tasks are completed and providing step-by-step assistance when necessary.

Rights and permissions

Reprints and permissions

About this article

Zhong, L., Xu, X. Developing real life problem-solving skills through situational design: a pilot study. Education Tech Research Dev 67 , 1529–1545 (2019). https://doi.org/10.1007/s11423-019-09691-2

Download citation

Published : 09 July 2019

Issue Date : December 2019

DOI : https://doi.org/10.1007/s11423-019-09691-2

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Problem-solving skills
• Individual differences
• Learning readiness
• Situational design
• Find a journal
• Publish with us
• Track your research

Creative Problem-Solving Approach: Skills, Framework, 3 Real-life Examples

What is creative problem-solving, creative problem-solving framework, 3 real-life examples of creative problem solving:, skills to develop for creative problem-solving.

Other Related Blogs

• Finding a new solution for a recurring issue at work
• Generating new marketing ideas for an upcoming product launch
• Coming up with unique ways to engage employees during meetings 

• Identifying the Real Problem : Imagine you wake up to a cold shower. The obvious problem? No hot water! But before you start dismantling the showerhead, take a step back. Is it a faulty heating element, a low thermostat setting, or a bigger issue with the building’s plumbing? This initial step is crucial. Ask yourself questions like “What are the symptoms?” and “When did this problem start?”. In our shower scenario, identifying the root cause (a faulty heating element) saves you time and unnecessary tinkering.
• Generating Wild Ideas : Now, it’s time to unleash your creativity! Remember that brainstorming session in school where every idea, no matter how wacky, was welcome? That’s the spirit! Back to our chilly shower situation, ideas might include: boiling water on the stove for a makeshift bath (not ideal!), calling the landlord for repairs (the most likely solution!), or – if you’re feeling adventurous – installing a solar water heater (hey, it could work!).
• Evaluating Ideas: Okay, so you have a list of ideas, from the practical to the downright peculiar. Here comes the filter. Evaluate each idea based on realistic criteria. For the shower scenario, fixing the heating element is likely the most feasible and impactful solution. While a solar water heater might be innovative, the cost and practicality might not make it the best choice at this moment.
• From Idea to Action Plan: We’ve identified the best course of action (fixing the heating element). Now, it’s time to develop a concrete solution. This might involve calling a plumber, gathering the necessary tools, or researching DIY repair tutorials (if you’re handy!). The key is to create a clear plan that addresses the problem directly.
• Putting Your Solution to the Test : The plan is in place, it’s time to implement! In our case, this means calling the plumber and getting that heating element fixed. Once the repair is done, take a celebratory hot shower! But remember, even the best plans can have hiccups. If the hot water issue persists, you might need to re-evaluate your initial diagnosis or call the plumber back for further troubleshooting.
• Decision Making Grids: 7 steps to create a grid and reach your potential
• Why Learner Engagement Strategies Fail? 5 Mistakes To Avoid
• 5 Powerful Skills to Become an Exceptional Business Leadership Coach
• Improving Employee Engagement As A Manager: 7 Simple Hacks
• The Top 6 Best Practices for Leadership Development in 2023
• 5 Types Of Conflicts In The Workplace And How To Beat Them
• 5s in the Office: Master in Streamlining Your Workplace
• 6 Advantages of a Performance Management System You Won’t Overlook
• Ineffective feedback: Are You Unable To Give Constructive Feedback?
• Optimizing Behavioral Learning Theory for L&D: Top 5 ways
• Netflix:  The company revolutionized how we watch TV shows and movies. However, when the company started, it faced a big challenge – getting people to watch their content when they were not a well-known brand. Instead of relying on traditional advertising, Netflix used creative problem-solving to develop a unique solution. They created an algorithm recommending TV shows and movies based on a user’s viewing history, leading to a highly personalized viewing experience. This recommendation engine became a critical factor in the company’s success, helping them attract and retain customers.
• NASA:  NASA had to devise an instant solution to save the Apollo 13 mission and their team. Their spacecraft was damaged, and they needed a solution to bring their astronauts safely back to Earth. The team fitted a square CO2 filter into a round hole using available materials on the spacecraft; the team used creative problem-solving to develop this approach. This innovative solution allowed the astronauts to return safely to Earth and set this incident as a classic creative solving example.
• IKEA:  IKEA makes stylish and affordable furniture and is a well-versed company. However, they faced significant challenges entering the Japanese market. Japanese apartments are comparatively smaller than the rest of the world, so the regular product range was irrelevant to Japanese customers. So, IKEA used creative problem-solving to develop a solution appealing to the Japanese market. They launched a variety of products specially created for smaller spaces that are easy to assemble and disassemble—they also introduced a range of futons designed to look like beds, appealing to Japanese customers who prefer sleeping on the floor. This innovative and creative approach helped IKEA successfully enter the Japanese market.

• Flexibility:  Being able to adapt to changing circumstances and consider multiple perspectives.
• Open-mindedness:  Being open to new ideas and willing to challenge assumptions.
• Curiosity:  Seek more information by questioning and better understanding the problem.
• Persistence:  If a solution does not work, apply another solution, but continue until the problem is solved.
• Divergent thinking:  Generating multiple ideas and exploring different possibilities.
• Convergent thinking:  Evaluating and selecting the best ideas based on specific criteria.
• Visualization:  Using mental imagery to explore solutions and ideas.
• Collaboration:  Working with others to combine different perspectives and knowledge.
• Risk-taking:  Being willing to take calculated risks and try new approaches.
• Innovation:  Combining ideas and approaches in novel ways to create new solutions.

Evaluate your problem-solving skills for free now

Take the free problem-solving assessment by Risely to get started on your journey.

What are the five steps in creative problem-solving?

What are the 4 ps of creative problem solving, is creative problem solving a skill, how is creative problem solving a logical process.

Top 15 Tips for Effective Conflict Mediation at Work

Top 10 games for negotiation skills to make you a better leader, manager effectiveness: a complete guide for managers in 2024, 5 proven ways managers can build collaboration in a team.

Problem Solving – How To Tackle Life’s Problems

Life is a constant struggle. Each one of us faces problems in his/her life in one way or another. In order to lead a happy and successful life we have to be a good problem solver. Problem solving skills are one of the basic life skills required to survive and succeed in this competitive and hard world.

What is Problem Solving?

Problem solving is the process that involves your abilities to resolve an issue and come out with a feasible solution. Every individual has his/her own way to solve or deal with the problems they encounter:

• Some of us learn from real life examples or observing other people handling similar situations.
• Others learn to deal with problems on their own when they actually face them in practical life.
• Now, the question is, whichever way we learn and choose to solve our problems, is it easy solving problem in day-to-day life or, do we FACE PROBLEMS while SOLVING PROBLEMS.

Whenever we face a problem or a challenge in life, however big or small it is, we do go through certain stages of problem solving mentally:

• To begin with, we identify the problem.
• Then, we look for possible solutions to deal with the problem.
• Next we choose the best possible solution which will work best in that problem situation.
• Finally, we implement the best solution to overcome our problem.

Apart from these stages, we should also be able to look at the following qualities of becoming an effective problem solver:

• Determination to solve a problem
• Remaining calm and patient while dealing with a problem
• Taking problems as a challenge
• Being analytical, thoughtful and creative
• Adequate information of possible solutions
• Ability to implement the best solution appropriately

Robert’s older brother wanted to buy some electronic spare parts for his computer urgently, but he had to go out for a meeting, so he asked Robert to go and get them for him. He wrote the specifications on a piece of paper and left. Robert left for the electronic store after some time had passed. The market was at a distant place and it took him more than an hour to reach there. After reaching the store, he realized that he had left that paper mentioning the details at home. He panicked and without thinking about a solution to this problem, he went back home, got the paper and came back to the electronic store. By the time he reached the electronic store again, it had already closed for the day. He returned home empty-handed. His brother was back and asked him what took him so long. Robert narrated the whole incident to his brother. His brother got upset, but then he told him, instead of coming back home to get the paper, if Robert would have called him and asked him about the details, then he would have told him again and it would have saved him from this trouble. Robert realized that he did not look for an alternate solution for his problem. If he would have done so, it would have been lot easier for him.

We all have different ways of looking at our problems and we solve them according to our own sensibilities.

But we should always remember that when we are stuck in a problem situation, it is always good to think of possible solutions to solve our problem and then apply the best one for that situation.

Using such an approach helps explore different ways of problem solving and we become more thoughtful, analytical and creative. Remember, when we face a problem and successfully solve it, we become more confident in ourselves, grow as a person, and become more independent in handling our lives.

• personal skills

About the Author

Varsha tyagi.

Varsha Tyagi is a Master's in Psychology with 5 years of Experience as a Life Skills Coach and a Counseling Psychologist. She has worked with many schools, colleges and corporates as a Counselor and a Life Skills Trainer and dealt with both children and adults. She is currently working as a Life Skills Facilitator with an organization.

Leave a Reply

Video courses to transform your life, popular blogs.

Popular Tracks

UserID (EmailID)

Remember Me

5 Real Life Algebra Problems That You Solve Everyday

Algebra has a reputation for not being very useful in daily life. In fact, in my experience as a high school math teacher, the complaint that I get the most often is that we don’t spend enough time solving real life algebra problems.

You might be surprised to hear that I understand the frustration that my students experience. Unless we are solving real life algebra problems related to money in some way, algebra can feel very “artificial” or disconnected from real life.

My goal here is to walk you through 5 real life algebra problems that will give you a whole new appreciation for the application of algebra to the real-world. I am excited to help you see how many algebraic equations and algebraic concepts are applicable beyond just algebra word problems in your math class!

What is an Example of Algebra in Real Life?

While it is often seen as an abstract branch of mathematics, there are many real-life applications of algebra in everyday life. Now, it is unlikely that you will be solving quadratic equations while walking your dog, or solving real-world problems with linear equations while you play video games. But you can see examples of real life algebra problems all around you!

A simple example is when you want to quickly determine the total cost of a product including taxes, or the total cost after a discount from the original price. Knowing the total amount of money something will cost is a real-life scenario that everyone can relate to!

Depending on your chosen career path, you may see the use of algebra more often than others (I know I see it a lot in my daily life as a math teacher…!).

For example, if you are a business owner, you may use algebra to determine the number of labor hours to spread amongst your staff, or the lowest price you can sell your product for to break even.

For more uses of algebra, check out my list of 20  examples of algebra in real life !

What is an Example of an Algebra Problem in Real Life?

An algebra problem is a mathematical problem that requires the use of algebraic concepts and strategies to determine unknown values or unknown variables. Much like how the order of operations are required to evaluate numerical expressions, algebra problems require the problem solver to apply a set of rules in order to arrive at a solution.

Real world problems that require the use of algebra usually involve modelling real-life situations with  algebraic formulas . A formula is a specific equation that can be applied to solve a problem. Formulas make it possible to make predictions about a given real-life scenario.

For example, consider the following problem:

You are saving up for a new smartphone and currently have $200 in your savings account. Your plan is to save a certain amount of money each week from your allowance. If the smartphone costs $600, and you want to have enough money to buy it in 8 weeks, how much money should you save each week?

To solve this problem, we first need to use the information provided in the problem to create an equation that models the real-life scenario. Thinking about the problem in terms of variables, we can define T as the total of the savings, and variable x as the amount saved each week.

Since we know that we have a fixed value of 200, we can use the following equation to model this real world problem:

$$T=200+8x$$

This equation says “the total saved is equal to the original $200 plus whatever amount is saved per week, for 8 weeks”.

Substituting the total of the smartphone allows us to begin solving for the unknown variable x. Remember, when solving algebraic equations, you must apply the same operation to both sides of the equation.

$$ \begin{split} T&=200+8x  \\ \\ 600&=200+8x  \\ \\ 600-200 &= 8x \\ \\ 400 &= 8x \\ \\ \frac{400}{8} &= \frac{8x}{8} \\\\ 50 &= x \end{split} $$

Therefore, since x = 50, you should save $50 each week in order to save enough money for the smartphone. For more practice with the algebra used in this solution, check out this free collection of  solving two step equations worksheets !

5 Real Life Algebra Problems with Step-By-Step Solutions

There are so many real-life examples of algebra problems, but I want to focus on 5 here that I believe will convince you of just how applicable algebra is to the real-world! So let’s dig into these 5 real-world algebraic word problems!

Example #1: Comparing Cell Phone Plans

Link is considering two different cell phone plans. Plan A charges a monthly fee of $30 and an additional $0.10 per minute of talk time. Plan B charges a monthly fee of $45 regardless of how much time is used talking. How many minutes of total time talking will make the plans equal in cost?

The best way to start this problem is by writing two equations to represent each scenario. If C represents total cost, and x represents minutes of talk time used, the equations can be written as follows:

• Plan A: \(C=30+0.1x\)
• Plan B: \(C=45\)

Setting the first equation equal to the second equation will allow us to employ algebra to solve for the number of minutes that makes the two plans equal.

$$ \begin{split}  30+0.1x&=45 \\ \\ 30-30+0.1x&=45-30 \\ \\ 0.1x&=15 \\ \\ \frac{0.1x}{0.1}&=\frac{15}{0.1} \\ \\ x&=150 \end{split} $$

Therefore, the two cell phone plans are equal when 150 minutes of total time talking are used.

Example #2: Calculating Gallons of Gas

Zelda is driving from Hyrule to the Mushroom Kingdom, which are 180 miles apart. Her car can travel 30 miles per gallon of gas. Write an equation to represent the number of gallons of gas, G, that Zelda needs for the trip in terms of the distance, d, she needs to travel. Then calculate how many gallons of gas she needs for this trip.

The number of gallons of gas (G) Zelda needs for any trip can be represented by the equation \(G = \frac{d}{30}\). Since the distance between Hyrule and the Mushroom Kingdom is 180 miles, we can substitute 180 into the equation for  d  to determine the number of gallons of gas needed:

$$G=\frac{180}{30}=6$$

Therefore, Zelda needs 6 gallons of gas for her trip.

Example #3: Basketball Players in Action!

A basketball player shoots a basketball from a height of 6 feet above the ground. Unfortunately he completely misses the net and the ball bounces off court. A sports analyst models the path of the basketball using the equation \(h(t) = -16t^2 + 16t + 6\), where h(t) represents the height of the basketball above the ground in feet at time t seconds after the shot. Determine the time it takes for the basketball to hit the ground.

Since we are asked for when the ball hits the ground and  h(t)  is given as the height above the ground, we know that we are looking for the x-intercepts of this quadratic function. We therefore set the equation equal to zero and solve for x. 

Note that we cannot use  trinomial factoring  here since the quadratic is not factorable! Thankfully quadratic equations are solvable using the quadratic formula!

$$ \begin{split}  x&=\frac{-b \pm \sqrt{b^2-4ac}}{2a} \\\\ &=\frac{-16 \pm \sqrt{16^2-4(-16)(6)}}{2(-16)}\\\\ &=\frac{-16 \pm \sqrt{640}}{-32}\\\\ x&=-0.291 \\\\ x&=1.291 \end{split}$$

Therefore, the ball hits the ground after approximately 1.3 seconds. Remember that time cannot be negative, so the first answer is inadmissible and rejected!

Example #4: Saving for a Computer Game

You are saving to buy a new computer game that costs $90. You decide to save up for the computer game by depositing some money into a savings account that earns an annual interest rate of 5% (compounded monthly). You start with an initial deposit of $30 and plan to save for 22 months. Will you have enough to purchase the computer game?

This is an example of a math problem that connects to financial problems people encounter everyday! Since the account you chose earns  interest , we can apply a compound interest formula to help us out here:

$$A=P(1+i)^n$$

In this formula:

• A(t)  is the total amount of money.
• P  is the initial deposit (which is $30 in this case).
• i  is the monthly interest rate (5% annual interest, compounded monthly means that  i  is approximately 0.004167).
• n  is the time that has elapsed (since we are working with months, we multiply by 12)

We can set up our equation and see if our total amount of money is greater than $90:

$$\begin{split}  A(22)&=30(1.004167)^{22 \times 12} \\\\ &=$89.93 \end{split} $$

Remember to always include a dollar sign in your answer and to round to two decimal places when working with money!

Since our answer is approximately equal to $90, we can say that you will have enough money after 22 months! It’s time to get saving!

Example #5: How Many Tickets Did the Movie Theater Sell?

A movie theater charges $10 per ticket for adults and $6 per ticket for children. On a particular day, the theater sold a total of 150 tickets, and the total revenue for the day was $1350. Write a system of equations to represent this real-life scenario and then solve for the number of adult and child tickets sold.

Let’s assume that variable  x  represents the number of adult tickets sold and variable  y  represents the number of child tickets sold. We can set up two linear equations as follows:

• First Equation (the total number of tickets sold): \(x+y=150\) 
• Second Equation (the total revenue from ticket sales is 1350): \(10x+6y=1350\) 

We can use substitution to solve this linear system by rearranging the first equation and substituting it into the second equation. You can catch a quick overview of the substitution process by checking out  this substitution video  on my YouTube channel!

Rearranging the first equation into a different form to solve for  y  results in \(y=-x+150\). Substituting this expression for  y  into the second equation results in: 

$$ \begin{split}  10x+6(-x+150)&=1350 \\ \\ 10x-6x+900&=1350 \\ \\ 4x&=450\\ \\ x&=112.5\\ \\ \end{split}  $$

We then substitute this value for  x  into our expression for  y: 

$$ \begin{split}  y&=-x+150 \\ \\ &=-112.50+150 \\ \\ &=37.5\\ \\ \end{split}  $$

Since we can’t have fractional ticket sales, we can say that approximately 112 adult tickets were sold and 38 child tickets were sold.

Appreciating Real Life Algebra Problems

While algebra is often seen as an abstract topic, I am hopeful that I have shown you just how applicable it can be to real-life situations! Some of these examples you may have even encountered in your own life!

Even if you aren’t drawing up complex equations and solving them while you are playing basketball, combining basic math and problem solving is one of the most important skills people can have in both their work and their lives. 

I hope that I have helped you further your understanding of algebra, while growing an appreciation for the different ways it can be used in your own life!

Did you find this guide to real life algebra problems helpful? Share this post and subscribe to Math By The Pixel on YouTube for more helpful mathematics content!

RECOMMENDED FOR YOU

Examples of One Solution Equations, Zero, and Infinite

Linear Equations Word Problems Worksheet with Solutions

• Business Essentials
• Leadership & Management
• Credential of Leadership, Impact, and Management in Business (CLIMB)
• Entrepreneurship & Innovation
• *New* Digital Transformation
• Finance & Accounting
• Business in Society
• For Organizations
• Support Portal
• Media Coverage
• Founding Donors
• Leadership Team

• Harvard Business School →
• HBS Online →
• Business Insights →

Business Insights

Harvard Business School Online's Business Insights Blog provides the career insights you need to achieve your goals and gain confidence in your business skills.

• Career Development
• Communication
• Decision-Making
• Earning Your MBA
• Negotiation
• News & Events
• Productivity
• Staff Spotlight
• Student Profiles
• Work-Life Balance
• Alternative Investments
• Business Analytics
• Business Strategy
• Business and Climate Change
• Design Thinking and Innovation
• Digital Marketing Strategy
• Disruptive Strategy
• Economics for Managers
• Entrepreneurship Essentials
• Financial Accounting
• Global Business
• Launching Tech Ventures
• Leadership Principles
• Leadership, Ethics, and Corporate Accountability
• Leading with Finance
• Management Essentials
• Negotiation Mastery
• Organizational Leadership
• Power and Influence for Positive Impact
• Strategy Execution
• Sustainable Business Strategy
• Sustainable Investing
• Winning with Digital Platforms

What Is Creative Problem-Solving & Why Is It Important?

• 01 Feb 2022

One of the biggest hindrances to innovation is complacency—it can be more comfortable to do what you know than venture into the unknown. Business leaders can overcome this barrier by mobilizing creative team members and providing space to innovate.

There are several tools you can use to encourage creativity in the workplace. Creative problem-solving is one of them, which facilitates the development of innovative solutions to difficult problems.

Here’s an overview of creative problem-solving and why it’s important in business.

Access your free e-book today.

What Is Creative Problem-Solving?

Research is necessary when solving a problem. But there are situations where a problem’s specific cause is difficult to pinpoint. This can occur when there’s not enough time to narrow down the problem’s source or there are differing opinions about its root cause.

In such cases, you can use creative problem-solving , which allows you to explore potential solutions regardless of whether a problem has been defined.

Creative problem-solving is less structured than other innovation processes and encourages exploring open-ended solutions. It also focuses on developing new perspectives and fostering creativity in the workplace . Its benefits include:

• Finding creative solutions to complex problems : User research can insufficiently illustrate a situation’s complexity. While other innovation processes rely on this information, creative problem-solving can yield solutions without it.
• Adapting to change : Business is constantly changing, and business leaders need to adapt. Creative problem-solving helps overcome unforeseen challenges and find solutions to unconventional problems.
• Fueling innovation and growth : In addition to solutions, creative problem-solving can spark innovative ideas that drive company growth. These ideas can lead to new product lines, services, or a modified operations structure that improves efficiency.

Creative problem-solving is traditionally based on the following key principles :

1. Balance Divergent and Convergent Thinking

Creative problem-solving uses two primary tools to find solutions: divergence and convergence. Divergence generates ideas in response to a problem, while convergence narrows them down to a shortlist. It balances these two practices and turns ideas into concrete solutions.

2. Reframe Problems as Questions

By framing problems as questions, you shift from focusing on obstacles to solutions. This provides the freedom to brainstorm potential ideas.

3. Defer Judgment of Ideas

When brainstorming, it can be natural to reject or accept ideas right away. Yet, immediate judgments interfere with the idea generation process. Even ideas that seem implausible can turn into outstanding innovations upon further exploration and development.

4. Focus on "Yes, And" Instead of "No, But"

Using negative words like "no" discourages creative thinking. Instead, use positive language to build and maintain an environment that fosters the development of creative and innovative ideas.

Creative Problem-Solving and Design Thinking

Whereas creative problem-solving facilitates developing innovative ideas through a less structured workflow, design thinking takes a far more organized approach.

Design thinking is a human-centered, solutions-based process that fosters the ideation and development of solutions. In the online course Design Thinking and Innovation , Harvard Business School Dean Srikant Datar leverages a four-phase framework to explain design thinking.

The four stages are:

• Clarify: The clarification stage allows you to empathize with the user and identify problems. Observations and insights are informed by thorough research. Findings are then reframed as problem statements or questions.
• Ideate: Ideation is the process of coming up with innovative ideas. The divergence of ideas involved with creative problem-solving is a major focus.
• Develop: In the development stage, ideas evolve into experiments and tests. Ideas converge and are explored through prototyping and open critique.
• Implement: Implementation involves continuing to test and experiment to refine the solution and encourage its adoption.

Creative problem-solving primarily operates in the ideate phase of design thinking but can be applied to others. This is because design thinking is an iterative process that moves between the stages as ideas are generated and pursued. This is normal and encouraged, as innovation requires exploring multiple ideas.

Creative Problem-Solving Tools

While there are many useful tools in the creative problem-solving process, here are three you should know:

Creating a Problem Story

One way to innovate is by creating a story about a problem to understand how it affects users and what solutions best fit their needs. Here are the steps you need to take to use this tool properly.

1. Identify a UDP

Create a problem story to identify the undesired phenomena (UDP). For example, consider a company that produces printers that overheat. In this case, the UDP is "our printers overheat."

2. Move Forward in Time

To move forward in time, ask: “Why is this a problem?” For example, minor damage could be one result of the machines overheating. In more extreme cases, printers may catch fire. Don't be afraid to create multiple problem stories if you think of more than one UDP.

3. Move Backward in Time

To move backward in time, ask: “What caused this UDP?” If you can't identify the root problem, think about what typically causes the UDP to occur. For the overheating printers, overuse could be a cause.

Following the three-step framework above helps illustrate a clear problem story:

• The printer is overused.
• The printer overheats.
• The printer breaks down.

You can extend the problem story in either direction if you think of additional cause-and-effect relationships.

4. Break the Chains

By this point, you’ll have multiple UDP storylines. Take two that are similar and focus on breaking the chains connecting them. This can be accomplished through inversion or neutralization.

• Inversion: Inversion changes the relationship between two UDPs so the cause is the same but the effect is the opposite. For example, if the UDP is "the more X happens, the more likely Y is to happen," inversion changes the equation to "the more X happens, the less likely Y is to happen." Using the printer example, inversion would consider: "What if the more a printer is used, the less likely it’s going to overheat?" Innovation requires an open mind. Just because a solution initially seems unlikely doesn't mean it can't be pursued further or spark additional ideas.
• Neutralization: Neutralization completely eliminates the cause-and-effect relationship between X and Y. This changes the above equation to "the more or less X happens has no effect on Y." In the case of the printers, neutralization would rephrase the relationship to "the more or less a printer is used has no effect on whether it overheats."

Even if creating a problem story doesn't provide a solution, it can offer useful context to users’ problems and additional ideas to be explored. Given that divergence is one of the fundamental practices of creative problem-solving, it’s a good idea to incorporate it into each tool you use.

Brainstorming

Brainstorming is a tool that can be highly effective when guided by the iterative qualities of the design thinking process. It involves openly discussing and debating ideas and topics in a group setting. This facilitates idea generation and exploration as different team members consider the same concept from multiple perspectives.

Hosting brainstorming sessions can result in problems, such as groupthink or social loafing. To combat this, leverage a three-step brainstorming method involving divergence and convergence :

• Have each group member come up with as many ideas as possible and write them down to ensure the brainstorming session is productive.
• Continue the divergence of ideas by collectively sharing and exploring each idea as a group. The goal is to create a setting where new ideas are inspired by open discussion.
• Begin the convergence of ideas by narrowing them down to a few explorable options. There’s no "right number of ideas." Don't be afraid to consider exploring all of them, as long as you have the resources to do so.

Alternate Worlds

The alternate worlds tool is an empathetic approach to creative problem-solving. It encourages you to consider how someone in another world would approach your situation.

For example, if you’re concerned that the printers you produce overheat and catch fire, consider how a different industry would approach the problem. How would an automotive expert solve it? How would a firefighter?

Be creative as you consider and research alternate worlds. The purpose is not to nail down a solution right away but to continue the ideation process through diverging and exploring ideas.

Continue Developing Your Skills

Whether you’re an entrepreneur, marketer, or business leader, learning the ropes of design thinking can be an effective way to build your skills and foster creativity and innovation in any setting.

If you're ready to develop your design thinking and creative problem-solving skills, explore Design Thinking and Innovation , one of our online entrepreneurship and innovation courses. If you aren't sure which course is the right fit, download our free course flowchart to determine which best aligns with your goals.

About the Author