problem solving team education

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Problem-Based Learning

Problem-based learning  (PBL) is a student-centered approach in which students learn about a subject by working in groups to solve an open-ended problem. This problem is what drives the motivation and the learning. 

Why Use Problem-Based Learning?

Nilson (2010) lists the following learning outcomes that are associated with PBL. A well-designed PBL project provides students with the opportunity to develop skills related to:

• Working in teams.
• Managing projects and holding leadership roles.
• Oral and written communication.
• Self-awareness and evaluation of group processes.
• Working independently.
• Critical thinking and analysis.
• Explaining concepts.
• Self-directed learning.
• Applying course content to real-world examples.
• Researching and information literacy.
• Problem solving across disciplines.

Considerations for Using Problem-Based Learning

Rather than teaching relevant material and subsequently having students apply the knowledge to solve problems, the problem is presented first. PBL assignments can be short, or they can be more involved and take a whole semester. PBL is often group-oriented, so it is beneficial to set aside classroom time to prepare students to   work in groups  and to allow them to engage in their PBL project.

Students generally must:

• Examine and define the problem.
• Explore what they already know about underlying issues related to it.
• Determine what they need to learn and where they can acquire the information and tools necessary to solve the problem.
• Evaluate possible ways to solve the problem.
• Solve the problem.
• Report on their findings.

Getting Started with Problem-Based Learning

• Articulate the learning outcomes of the project. What do you want students to know or be able to do as a result of participating in the assignment?
• Create the problem. Ideally, this will be a real-world situation that resembles something students may encounter in their future careers or lives. Cases are often the basis of PBL activities. Previously developed PBL activities can be found online through the University of Delaware’s PBL Clearinghouse of Activities .
• Establish ground rules at the beginning to prepare students to work effectively in groups.
• Introduce students to group processes and do some warm up exercises to allow them to practice assessing both their own work and that of their peers.
• Consider having students take on different roles or divide up the work up amongst themselves. Alternatively, the project might require students to assume various perspectives, such as those of government officials, local business owners, etc.
• Establish how you will evaluate and assess the assignment. Consider making the self and peer assessments a part of the assignment grade.

Nilson, L. B. (2010).  Teaching at its best: A research-based resource for college instructors  (2nd ed.).  San Francisco, CA: Jossey-Bass. 

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MTSS Problem-Solving Team

Roles and responsibilities.

Collaboration among members of a school problem-solving team is an essential component to ensuring the success of the MTSS processes. A successful problem-solving team will accurately identify student needs and challenges and—with successful collaboration—can design and implement solutions and measure the effectiveness of interventions. It is imperative that the team analyzes all interventions a classroom teacher has completed and reviews a child’s academic and behavioral history to design the most effective and intensive program. When problem-solving teams engage in successful collaboration, student success can be achieved and ultimately maintained.

The director of MTSS provides leadership and commitment to MTSS at all three tiers. Together with administrators, the director of MTSS leads implementation, participates on the MTSS team and provides relevant and focused professional development linked to MTSS, as well as supports to incorporate MTSS into the school improvement plans. Administrators also review universal screening data to ensure Tier 1 instruction is meeting the needs of a minimum of 80% of the school population. The director of MTSS and the MTSS Building Leadership team monitor the integrity of instruction at both the core and intervention levels.

Classroom teachers are the front line of MTSS. General education teachers have the best opportunity to enhance intervention and instruction in their classrooms by providing standards-based and differentiated core instruction for all students. Whether it is meeting the needs of students who are gifted, students who are learning English, or students who have IEPs, regular classroom teachers have the greatest daily impact on learning. Classroom teachers know and understand intervention plans for groups and individuals, allowing for follow-up and additional supports in the regular classroom. General education teachers and/or core subject teachers participate in data collection—both school-wide screening and progress monitoring. With this knowledge, these teachers are best able to change or adapt instructional strategies based upon information gained through the data collection process. Whether directly responsible for data collection or not, teachers review all their students’ data to understand performance levels and inform instruction.

Classroom teachers work with their MTSS team to identify and plan interventions for Tier 1 (in the classroom) and Tier 2. If a student demonstrates need for Tier 3 support, classroom teachers collaborate with the school’s MTSS Team.

Grade/Department-Level Teams (GLMs) serve a critical role in problem-solving at Tiers 1 and 2. They provide a collaborative learning environment to support effective differentiated instruction and classroom management strategies at all tiers. They plan for grouping, content, and delivery of instruction at Tiers 1 and 2. Professional Learning Committees (PLCs) review universal screening data and use this information to inform Tier 1 differentiated instruction.

Additionally, GLMs identify students who are not responding successfully to core instruction and supports, and utilize differentiated instruction to support them. GLMs make data-informed decisions to identify students in need of Tier 2 interventions. GLMs meet regularly for instructional planning, data review, intervention plan adjustment, paperwork completion and instructional decision-making (e.g., student movement between tiers). 

GLMs  work with the MTSS team to generate interventions based on individual problem-solving when students are considered for, or already receive, Tier 3 supports. MTSS teams review Tier 1 progress data to determine if Tier 3 targeted interventions are resulting in student success with core instruction and supports. Within an MTSS framework, it is recommended that classroom teachers manage students who are in Tier 1, while the MTSS team manage students in Tier 2 and Tier 3 (a teacher familiar with the student is generally a part of the MTSS team meeting).

Under the leadership and guidance of the site administrator, the MTSS team identifies key personnel to provide high-quality intervention and instruction, matches evidence-based instructional materials to student needs, and designs well-planned schedules to maximize the delivery of services within the three-tiered model. A critical resource in all schools is the highly-qualified support staff, who lend expertise to supporting student success. 

MTSS Problem-Solving Team Plan of Action

Monitoring core instruction.

• Are all students working with grade-level materials and standards? 
Are teachers well-supported in implementing adopted programs and items from the approved supplemental list?
 Is content for students appropriately paced?
• 
Does the movement through material attend to the developmental readiness of the student?
• Is there evidence of differentiated instruction?
• Is small-group, leveled instruction provided multiple days each week?

Monitoring Intervention Integrity

• Is the intervention plan implemented with integrity?
• Administrator signs off on integrity of instruction and intervention across tiers.

Establishing Feedback System Regarding Instructional Integrity

• Make quality instruction a part of the annual goals for all teachers.
• Acknowledge staff members who are delivering quality instruction and support those who are not to raise their level of performance. 
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Center for Teaching

Teaching problem solving.

Print Version

Tips and Techniques

Expert vs. novice problem solvers, communicate.

• Have students  identify specific problems, difficulties, or confusions . Don’t waste time working through problems that students already understand.
• If students are unable to articulate their concerns, determine where they are having trouble by  asking them to identify the specific concepts or principles associated with the problem.
• In a one-on-one tutoring session, ask the student to  work his/her problem out loud . This slows down the thinking process, making it more accurate and allowing you to access understanding.
• When working with larger groups you can ask students to provide a written “two-column solution.” Have students write up their solution to a problem by putting all their calculations in one column and all of their reasoning (in complete sentences) in the other column. This helps them to think critically about their own problem solving and helps you to more easily identify where they may be having problems. Two-Column Solution (Math) Two-Column Solution (Physics)

Encourage Independence

• Model the problem solving process rather than just giving students the answer. As you work through the problem, consider how a novice might struggle with the concepts and make your thinking clear
• Have students work through problems on their own. Ask directing questions or give helpful suggestions, but  provide only minimal assistance and only when needed to overcome obstacles.
• Don’t fear  group work ! Students can frequently help each other, and talking about a problem helps them think more critically about the steps needed to solve the problem. Additionally, group work helps students realize that problems often have multiple solution strategies, some that might be more effective than others

Be sensitive

• Frequently, when working problems, students are unsure of themselves. This lack of confidence may hamper their learning. It is important to recognize this when students come to us for help, and to give each student some feeling of mastery. Do this by providing  positive reinforcement to let students know when they have mastered a new concept or skill.

Encourage Thoroughness and Patience

• Try to communicate that  the process is more important than the answer so that the student learns that it is OK to not have an instant solution. This is learned through your acceptance of his/her pace of doing things, through your refusal to let anxiety pressure you into giving the right answer, and through your example of problem solving through a step-by step process.

Experts (teachers) in a particular field are often so fluent in solving problems from that field that they can find it difficult to articulate the problem solving principles and strategies they use to novices (students) in their field because these principles and strategies are second nature to the expert. To teach students problem solving skills,  a teacher should be aware of principles and strategies of good problem solving in his or her discipline .

The mathematician George Polya captured the problem solving principles and strategies he used in his discipline in the book  How to Solve It: A New Aspect of Mathematical Method (Princeton University Press, 1957). The book includes  a summary of Polya’s problem solving heuristic as well as advice on the teaching of problem solving.

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Roles and Responsibilities Within a Problem-Solving Team

Self-paced 3 credits

Full course description

After engaging in this course, learners should be able to do the following:

• Determine who should participate on MTSS problem-solving teams     
• Define the roles of problem-solving team members
• Plan effective meetings
• Implement effective problem-solving team practices
• Define the problem-solving team’s role in creating consistent expectations

This course is approved for 3 Continuing Professional Education (CPE) hours. Assessments of learner achievement of the objectives will include reflection/application activities, knowledge checks, and wrap-up questions. You will complete one lesson module at a time.

Credit will be assigned after all lesson modules are completed. Your certificate of completion will be accessible within 24 hours on the TEALearn Student Dashboard of the account used for registration. Instructions on claiming your certificate of completion are available after the last assignment. 

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• Published: 11 January 2023

The effectiveness of collaborative problem solving in promoting students’ critical thinking: A meta-analysis based on empirical literature

• Enwei Xu   ORCID: orcid.org/0000-0001-6424-8169 1 ,
• Wei Wang 1 &
• Qingxia Wang 1  

Humanities and Social Sciences Communications volume  10 , Article number:  16 ( 2023 ) Cite this article

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Collaborative problem-solving has been widely embraced in the classroom instruction of critical thinking, which is regarded as the core of curriculum reform based on key competencies in the field of education as well as a key competence for learners in the 21st century. However, the effectiveness of collaborative problem-solving in promoting students’ critical thinking remains uncertain. This current research presents the major findings of a meta-analysis of 36 pieces of the literature revealed in worldwide educational periodicals during the 21st century to identify the effectiveness of collaborative problem-solving in promoting students’ critical thinking and to determine, based on evidence, whether and to what extent collaborative problem solving can result in a rise or decrease in critical thinking. The findings show that (1) collaborative problem solving is an effective teaching approach to foster students’ critical thinking, with a significant overall effect size (ES = 0.82, z  = 12.78, P  < 0.01, 95% CI [0.69, 0.95]); (2) in respect to the dimensions of critical thinking, collaborative problem solving can significantly and successfully enhance students’ attitudinal tendencies (ES = 1.17, z  = 7.62, P  < 0.01, 95% CI[0.87, 1.47]); nevertheless, it falls short in terms of improving students’ cognitive skills, having only an upper-middle impact (ES = 0.70, z  = 11.55, P  < 0.01, 95% CI[0.58, 0.82]); and (3) the teaching type (chi 2  = 7.20, P  < 0.05), intervention duration (chi 2  = 12.18, P  < 0.01), subject area (chi 2  = 13.36, P  < 0.05), group size (chi 2  = 8.77, P  < 0.05), and learning scaffold (chi 2  = 9.03, P  < 0.01) all have an impact on critical thinking, and they can be viewed as important moderating factors that affect how critical thinking develops. On the basis of these results, recommendations are made for further study and instruction to better support students’ critical thinking in the context of collaborative problem-solving.

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Introduction.

Although critical thinking has a long history in research, the concept of critical thinking, which is regarded as an essential competence for learners in the 21st century, has recently attracted more attention from researchers and teaching practitioners (National Research Council, 2012 ). Critical thinking should be the core of curriculum reform based on key competencies in the field of education (Peng and Deng, 2017 ) because students with critical thinking can not only understand the meaning of knowledge but also effectively solve practical problems in real life even after knowledge is forgotten (Kek and Huijser, 2011 ). The definition of critical thinking is not universal (Ennis, 1989 ; Castle, 2009 ; Niu et al., 2013 ). In general, the definition of critical thinking is a self-aware and self-regulated thought process (Facione, 1990 ; Niu et al., 2013 ). It refers to the cognitive skills needed to interpret, analyze, synthesize, reason, and evaluate information as well as the attitudinal tendency to apply these abilities (Halpern, 2001 ). The view that critical thinking can be taught and learned through curriculum teaching has been widely supported by many researchers (e.g., Kuncel, 2011 ; Leng and Lu, 2020 ), leading to educators’ efforts to foster it among students. In the field of teaching practice, there are three types of courses for teaching critical thinking (Ennis, 1989 ). The first is an independent curriculum in which critical thinking is taught and cultivated without involving the knowledge of specific disciplines; the second is an integrated curriculum in which critical thinking is integrated into the teaching of other disciplines as a clear teaching goal; and the third is a mixed curriculum in which critical thinking is taught in parallel to the teaching of other disciplines for mixed teaching training. Furthermore, numerous measuring tools have been developed by researchers and educators to measure critical thinking in the context of teaching practice. These include standardized measurement tools, such as WGCTA, CCTST, CCTT, and CCTDI, which have been verified by repeated experiments and are considered effective and reliable by international scholars (Facione and Facione, 1992 ). In short, descriptions of critical thinking, including its two dimensions of attitudinal tendency and cognitive skills, different types of teaching courses, and standardized measurement tools provide a complex normative framework for understanding, teaching, and evaluating critical thinking.

Cultivating critical thinking in curriculum teaching can start with a problem, and one of the most popular critical thinking instructional approaches is problem-based learning (Liu et al., 2020 ). Duch et al. ( 2001 ) noted that problem-based learning in group collaboration is progressive active learning, which can improve students’ critical thinking and problem-solving skills. Collaborative problem-solving is the organic integration of collaborative learning and problem-based learning, which takes learners as the center of the learning process and uses problems with poor structure in real-world situations as the starting point for the learning process (Liang et al., 2017 ). Students learn the knowledge needed to solve problems in a collaborative group, reach a consensus on problems in the field, and form solutions through social cooperation methods, such as dialogue, interpretation, questioning, debate, negotiation, and reflection, thus promoting the development of learners’ domain knowledge and critical thinking (Cindy, 2004 ; Liang et al., 2017 ).

Collaborative problem-solving has been widely used in the teaching practice of critical thinking, and several studies have attempted to conduct a systematic review and meta-analysis of the empirical literature on critical thinking from various perspectives. However, little attention has been paid to the impact of collaborative problem-solving on critical thinking. Therefore, the best approach for developing and enhancing critical thinking throughout collaborative problem-solving is to examine how to implement critical thinking instruction; however, this issue is still unexplored, which means that many teachers are incapable of better instructing critical thinking (Leng and Lu, 2020 ; Niu et al., 2013 ). For example, Huber ( 2016 ) provided the meta-analysis findings of 71 publications on gaining critical thinking over various time frames in college with the aim of determining whether critical thinking was truly teachable. These authors found that learners significantly improve their critical thinking while in college and that critical thinking differs with factors such as teaching strategies, intervention duration, subject area, and teaching type. The usefulness of collaborative problem-solving in fostering students’ critical thinking, however, was not determined by this study, nor did it reveal whether there existed significant variations among the different elements. A meta-analysis of 31 pieces of educational literature was conducted by Liu et al. ( 2020 ) to assess the impact of problem-solving on college students’ critical thinking. These authors found that problem-solving could promote the development of critical thinking among college students and proposed establishing a reasonable group structure for problem-solving in a follow-up study to improve students’ critical thinking. Additionally, previous empirical studies have reached inconclusive and even contradictory conclusions about whether and to what extent collaborative problem-solving increases or decreases critical thinking levels. As an illustration, Yang et al. ( 2008 ) carried out an experiment on the integrated curriculum teaching of college students based on a web bulletin board with the goal of fostering participants’ critical thinking in the context of collaborative problem-solving. These authors’ research revealed that through sharing, debating, examining, and reflecting on various experiences and ideas, collaborative problem-solving can considerably enhance students’ critical thinking in real-life problem situations. In contrast, collaborative problem-solving had a positive impact on learners’ interaction and could improve learning interest and motivation but could not significantly improve students’ critical thinking when compared to traditional classroom teaching, according to research by Naber and Wyatt ( 2014 ) and Sendag and Odabasi ( 2009 ) on undergraduate and high school students, respectively.

The above studies show that there is inconsistency regarding the effectiveness of collaborative problem-solving in promoting students’ critical thinking. Therefore, it is essential to conduct a thorough and trustworthy review to detect and decide whether and to what degree collaborative problem-solving can result in a rise or decrease in critical thinking. Meta-analysis is a quantitative analysis approach that is utilized to examine quantitative data from various separate studies that are all focused on the same research topic. This approach characterizes the effectiveness of its impact by averaging the effect sizes of numerous qualitative studies in an effort to reduce the uncertainty brought on by independent research and produce more conclusive findings (Lipsey and Wilson, 2001 ).

This paper used a meta-analytic approach and carried out a meta-analysis to examine the effectiveness of collaborative problem-solving in promoting students’ critical thinking in order to make a contribution to both research and practice. The following research questions were addressed by this meta-analysis:

What is the overall effect size of collaborative problem-solving in promoting students’ critical thinking and its impact on the two dimensions of critical thinking (i.e., attitudinal tendency and cognitive skills)?

How are the disparities between the study conclusions impacted by various moderating variables if the impacts of various experimental designs in the included studies are heterogeneous?

This research followed the strict procedures (e.g., database searching, identification, screening, eligibility, merging, duplicate removal, and analysis of included studies) of Cooper’s ( 2010 ) proposed meta-analysis approach for examining quantitative data from various separate studies that are all focused on the same research topic. The relevant empirical research that appeared in worldwide educational periodicals within the 21st century was subjected to this meta-analysis using Rev-Man 5.4. The consistency of the data extracted separately by two researchers was tested using Cohen’s kappa coefficient, and a publication bias test and a heterogeneity test were run on the sample data to ascertain the quality of this meta-analysis.

Data sources and search strategies

There were three stages to the data collection process for this meta-analysis, as shown in Fig. 1 , which shows the number of articles included and eliminated during the selection process based on the statement and study eligibility criteria.

This flowchart shows the number of records identified, included and excluded in the article.

First, the databases used to systematically search for relevant articles were the journal papers of the Web of Science Core Collection and the Chinese Core source journal, as well as the Chinese Social Science Citation Index (CSSCI) source journal papers included in CNKI. These databases were selected because they are credible platforms that are sources of scholarly and peer-reviewed information with advanced search tools and contain literature relevant to the subject of our topic from reliable researchers and experts. The search string with the Boolean operator used in the Web of Science was “TS = (((“critical thinking” or “ct” and “pretest” or “posttest”) or (“critical thinking” or “ct” and “control group” or “quasi experiment” or “experiment”)) and (“collaboration” or “collaborative learning” or “CSCL”) and (“problem solving” or “problem-based learning” or “PBL”))”. The research area was “Education Educational Research”, and the search period was “January 1, 2000, to December 30, 2021”. A total of 412 papers were obtained. The search string with the Boolean operator used in the CNKI was “SU = (‘critical thinking’*‘collaboration’ + ‘critical thinking’*‘collaborative learning’ + ‘critical thinking’*‘CSCL’ + ‘critical thinking’*‘problem solving’ + ‘critical thinking’*‘problem-based learning’ + ‘critical thinking’*‘PBL’ + ‘critical thinking’*‘problem oriented’) AND FT = (‘experiment’ + ‘quasi experiment’ + ‘pretest’ + ‘posttest’ + ‘empirical study’)” (translated into Chinese when searching). A total of 56 studies were found throughout the search period of “January 2000 to December 2021”. From the databases, all duplicates and retractions were eliminated before exporting the references into Endnote, a program for managing bibliographic references. In all, 466 studies were found.

Second, the studies that matched the inclusion and exclusion criteria for the meta-analysis were chosen by two researchers after they had reviewed the abstracts and titles of the gathered articles, yielding a total of 126 studies.

Third, two researchers thoroughly reviewed each included article’s whole text in accordance with the inclusion and exclusion criteria. Meanwhile, a snowball search was performed using the references and citations of the included articles to ensure complete coverage of the articles. Ultimately, 36 articles were kept.

Two researchers worked together to carry out this entire process, and a consensus rate of almost 94.7% was reached after discussion and negotiation to clarify any emerging differences.

Eligibility criteria

Since not all the retrieved studies matched the criteria for this meta-analysis, eligibility criteria for both inclusion and exclusion were developed as follows:

The publication language of the included studies was limited to English and Chinese, and the full text could be obtained. Articles that did not meet the publication language and articles not published between 2000 and 2021 were excluded.

The research design of the included studies must be empirical and quantitative studies that can assess the effect of collaborative problem-solving on the development of critical thinking. Articles that could not identify the causal mechanisms by which collaborative problem-solving affects critical thinking, such as review articles and theoretical articles, were excluded.

The research method of the included studies must feature a randomized control experiment or a quasi-experiment, or a natural experiment, which have a higher degree of internal validity with strong experimental designs and can all plausibly provide evidence that critical thinking and collaborative problem-solving are causally related. Articles with non-experimental research methods, such as purely correlational or observational studies, were excluded.

The participants of the included studies were only students in school, including K-12 students and college students. Articles in which the participants were non-school students, such as social workers or adult learners, were excluded.

The research results of the included studies must mention definite signs that may be utilized to gauge critical thinking’s impact (e.g., sample size, mean value, or standard deviation). Articles that lacked specific measurement indicators for critical thinking and could not calculate the effect size were excluded.

Data coding design

In order to perform a meta-analysis, it is necessary to collect the most important information from the articles, codify that information’s properties, and convert descriptive data into quantitative data. Therefore, this study designed a data coding template (see Table 1 ). Ultimately, 16 coding fields were retained.

The designed data-coding template consisted of three pieces of information. Basic information about the papers was included in the descriptive information: the publishing year, author, serial number, and title of the paper.

The variable information for the experimental design had three variables: the independent variable (instruction method), the dependent variable (critical thinking), and the moderating variable (learning stage, teaching type, intervention duration, learning scaffold, group size, measuring tool, and subject area). Depending on the topic of this study, the intervention strategy, as the independent variable, was coded into collaborative and non-collaborative problem-solving. The dependent variable, critical thinking, was coded as a cognitive skill and an attitudinal tendency. And seven moderating variables were created by grouping and combining the experimental design variables discovered within the 36 studies (see Table 1 ), where learning stages were encoded as higher education, high school, middle school, and primary school or lower; teaching types were encoded as mixed courses, integrated courses, and independent courses; intervention durations were encoded as 0–1 weeks, 1–4 weeks, 4–12 weeks, and more than 12 weeks; group sizes were encoded as 2–3 persons, 4–6 persons, 7–10 persons, and more than 10 persons; learning scaffolds were encoded as teacher-supported learning scaffold, technique-supported learning scaffold, and resource-supported learning scaffold; measuring tools were encoded as standardized measurement tools (e.g., WGCTA, CCTT, CCTST, and CCTDI) and self-adapting measurement tools (e.g., modified or made by researchers); and subject areas were encoded according to the specific subjects used in the 36 included studies.

The data information contained three metrics for measuring critical thinking: sample size, average value, and standard deviation. It is vital to remember that studies with various experimental designs frequently adopt various formulas to determine the effect size. And this paper used Morris’ proposed standardized mean difference (SMD) calculation formula ( 2008 , p. 369; see Supplementary Table S3 ).

Procedure for extracting and coding data

According to the data coding template (see Table 1 ), the 36 papers’ information was retrieved by two researchers, who then entered them into Excel (see Supplementary Table S1 ). The results of each study were extracted separately in the data extraction procedure if an article contained numerous studies on critical thinking, or if a study assessed different critical thinking dimensions. For instance, Tiwari et al. ( 2010 ) used four time points, which were viewed as numerous different studies, to examine the outcomes of critical thinking, and Chen ( 2013 ) included the two outcome variables of attitudinal tendency and cognitive skills, which were regarded as two studies. After discussion and negotiation during data extraction, the two researchers’ consistency test coefficients were roughly 93.27%. Supplementary Table S2 details the key characteristics of the 36 included articles with 79 effect quantities, including descriptive information (e.g., the publishing year, author, serial number, and title of the paper), variable information (e.g., independent variables, dependent variables, and moderating variables), and data information (e.g., mean values, standard deviations, and sample size). Following that, testing for publication bias and heterogeneity was done on the sample data using the Rev-Man 5.4 software, and then the test results were used to conduct a meta-analysis.

Publication bias test

When the sample of studies included in a meta-analysis does not accurately reflect the general status of research on the relevant subject, publication bias is said to be exhibited in this research. The reliability and accuracy of the meta-analysis may be impacted by publication bias. Due to this, the meta-analysis needs to check the sample data for publication bias (Stewart et al., 2006 ). A popular method to check for publication bias is the funnel plot; and it is unlikely that there will be publishing bias when the data are equally dispersed on either side of the average effect size and targeted within the higher region. The data are equally dispersed within the higher portion of the efficient zone, consistent with the funnel plot connected with this analysis (see Fig. 2 ), indicating that publication bias is unlikely in this situation.

This funnel plot shows the result of publication bias of 79 effect quantities across 36 studies.

Heterogeneity test

To select the appropriate effect models for the meta-analysis, one might use the results of a heterogeneity test on the data effect sizes. In a meta-analysis, it is common practice to gauge the degree of data heterogeneity using the I 2 value, and I 2  ≥ 50% is typically understood to denote medium-high heterogeneity, which calls for the adoption of a random effect model; if not, a fixed effect model ought to be applied (Lipsey and Wilson, 2001 ). The findings of the heterogeneity test in this paper (see Table 2 ) revealed that I 2 was 86% and displayed significant heterogeneity ( P  < 0.01). To ensure accuracy and reliability, the overall effect size ought to be calculated utilizing the random effect model.

The analysis of the overall effect size

This meta-analysis utilized a random effect model to examine 79 effect quantities from 36 studies after eliminating heterogeneity. In accordance with Cohen’s criterion (Cohen, 1992 ), it is abundantly clear from the analysis results, which are shown in the forest plot of the overall effect (see Fig. 3 ), that the cumulative impact size of cooperative problem-solving is 0.82, which is statistically significant ( z  = 12.78, P  < 0.01, 95% CI [0.69, 0.95]), and can encourage learners to practice critical thinking.

This forest plot shows the analysis result of the overall effect size across 36 studies.

In addition, this study examined two distinct dimensions of critical thinking to better understand the precise contributions that collaborative problem-solving makes to the growth of critical thinking. The findings (see Table 3 ) indicate that collaborative problem-solving improves cognitive skills (ES = 0.70) and attitudinal tendency (ES = 1.17), with significant intergroup differences (chi 2  = 7.95, P  < 0.01). Although collaborative problem-solving improves both dimensions of critical thinking, it is essential to point out that the improvements in students’ attitudinal tendency are much more pronounced and have a significant comprehensive effect (ES = 1.17, z  = 7.62, P  < 0.01, 95% CI [0.87, 1.47]), whereas gains in learners’ cognitive skill are slightly improved and are just above average. (ES = 0.70, z  = 11.55, P  < 0.01, 95% CI [0.58, 0.82]).

The analysis of moderator effect size

The whole forest plot’s 79 effect quantities underwent a two-tailed test, which revealed significant heterogeneity ( I 2  = 86%, z  = 12.78, P  < 0.01), indicating differences between various effect sizes that may have been influenced by moderating factors other than sampling error. Therefore, exploring possible moderating factors that might produce considerable heterogeneity was done using subgroup analysis, such as the learning stage, learning scaffold, teaching type, group size, duration of the intervention, measuring tool, and the subject area included in the 36 experimental designs, in order to further explore the key factors that influence critical thinking. The findings (see Table 4 ) indicate that various moderating factors have advantageous effects on critical thinking. In this situation, the subject area (chi 2  = 13.36, P  < 0.05), group size (chi 2  = 8.77, P  < 0.05), intervention duration (chi 2  = 12.18, P  < 0.01), learning scaffold (chi 2  = 9.03, P  < 0.01), and teaching type (chi 2  = 7.20, P  < 0.05) are all significant moderators that can be applied to support the cultivation of critical thinking. However, since the learning stage and the measuring tools did not significantly differ among intergroup (chi 2  = 3.15, P  = 0.21 > 0.05, and chi 2  = 0.08, P  = 0.78 > 0.05), we are unable to explain why these two factors are crucial in supporting the cultivation of critical thinking in the context of collaborative problem-solving. These are the precise outcomes, as follows:

Various learning stages influenced critical thinking positively, without significant intergroup differences (chi 2  = 3.15, P  = 0.21 > 0.05). High school was first on the list of effect sizes (ES = 1.36, P  < 0.01), then higher education (ES = 0.78, P  < 0.01), and middle school (ES = 0.73, P  < 0.01). These results show that, despite the learning stage’s beneficial influence on cultivating learners’ critical thinking, we are unable to explain why it is essential for cultivating critical thinking in the context of collaborative problem-solving.

Different teaching types had varying degrees of positive impact on critical thinking, with significant intergroup differences (chi 2  = 7.20, P  < 0.05). The effect size was ranked as follows: mixed courses (ES = 1.34, P  < 0.01), integrated courses (ES = 0.81, P  < 0.01), and independent courses (ES = 0.27, P  < 0.01). These results indicate that the most effective approach to cultivate critical thinking utilizing collaborative problem solving is through the teaching type of mixed courses.

Various intervention durations significantly improved critical thinking, and there were significant intergroup differences (chi 2  = 12.18, P  < 0.01). The effect sizes related to this variable showed a tendency to increase with longer intervention durations. The improvement in critical thinking reached a significant level (ES = 0.85, P  < 0.01) after more than 12 weeks of training. These findings indicate that the intervention duration and critical thinking’s impact are positively correlated, with a longer intervention duration having a greater effect.

Different learning scaffolds influenced critical thinking positively, with significant intergroup differences (chi 2  = 9.03, P  < 0.01). The resource-supported learning scaffold (ES = 0.69, P  < 0.01) acquired a medium-to-higher level of impact, the technique-supported learning scaffold (ES = 0.63, P  < 0.01) also attained a medium-to-higher level of impact, and the teacher-supported learning scaffold (ES = 0.92, P  < 0.01) displayed a high level of significant impact. These results show that the learning scaffold with teacher support has the greatest impact on cultivating critical thinking.

Various group sizes influenced critical thinking positively, and the intergroup differences were statistically significant (chi 2  = 8.77, P  < 0.05). Critical thinking showed a general declining trend with increasing group size. The overall effect size of 2–3 people in this situation was the biggest (ES = 0.99, P  < 0.01), and when the group size was greater than 7 people, the improvement in critical thinking was at the lower-middle level (ES < 0.5, P  < 0.01). These results show that the impact on critical thinking is positively connected with group size, and as group size grows, so does the overall impact.

Various measuring tools influenced critical thinking positively, with significant intergroup differences (chi 2  = 0.08, P  = 0.78 > 0.05). In this situation, the self-adapting measurement tools obtained an upper-medium level of effect (ES = 0.78), whereas the complete effect size of the standardized measurement tools was the largest, achieving a significant level of effect (ES = 0.84, P  < 0.01). These results show that, despite the beneficial influence of the measuring tool on cultivating critical thinking, we are unable to explain why it is crucial in fostering the growth of critical thinking by utilizing the approach of collaborative problem-solving.

Different subject areas had a greater impact on critical thinking, and the intergroup differences were statistically significant (chi 2  = 13.36, P  < 0.05). Mathematics had the greatest overall impact, achieving a significant level of effect (ES = 1.68, P  < 0.01), followed by science (ES = 1.25, P  < 0.01) and medical science (ES = 0.87, P  < 0.01), both of which also achieved a significant level of effect. Programming technology was the least effective (ES = 0.39, P  < 0.01), only having a medium-low degree of effect compared to education (ES = 0.72, P  < 0.01) and other fields (such as language, art, and social sciences) (ES = 0.58, P  < 0.01). These results suggest that scientific fields (e.g., mathematics, science) may be the most effective subject areas for cultivating critical thinking utilizing the approach of collaborative problem-solving.

The effectiveness of collaborative problem solving with regard to teaching critical thinking

According to this meta-analysis, using collaborative problem-solving as an intervention strategy in critical thinking teaching has a considerable amount of impact on cultivating learners’ critical thinking as a whole and has a favorable promotional effect on the two dimensions of critical thinking. According to certain studies, collaborative problem solving, the most frequently used critical thinking teaching strategy in curriculum instruction can considerably enhance students’ critical thinking (e.g., Liang et al., 2017 ; Liu et al., 2020 ; Cindy, 2004 ). This meta-analysis provides convergent data support for the above research views. Thus, the findings of this meta-analysis not only effectively address the first research query regarding the overall effect of cultivating critical thinking and its impact on the two dimensions of critical thinking (i.e., attitudinal tendency and cognitive skills) utilizing the approach of collaborative problem-solving, but also enhance our confidence in cultivating critical thinking by using collaborative problem-solving intervention approach in the context of classroom teaching.

Furthermore, the associated improvements in attitudinal tendency are much stronger, but the corresponding improvements in cognitive skill are only marginally better. According to certain studies, cognitive skill differs from the attitudinal tendency in classroom instruction; the cultivation and development of the former as a key ability is a process of gradual accumulation, while the latter as an attitude is affected by the context of the teaching situation (e.g., a novel and exciting teaching approach, challenging and rewarding tasks) (Halpern, 2001 ; Wei and Hong, 2022 ). Collaborative problem-solving as a teaching approach is exciting and interesting, as well as rewarding and challenging; because it takes the learners as the focus and examines problems with poor structure in real situations, and it can inspire students to fully realize their potential for problem-solving, which will significantly improve their attitudinal tendency toward solving problems (Liu et al., 2020 ). Similar to how collaborative problem-solving influences attitudinal tendency, attitudinal tendency impacts cognitive skill when attempting to solve a problem (Liu et al., 2020 ; Zhang et al., 2022 ), and stronger attitudinal tendencies are associated with improved learning achievement and cognitive ability in students (Sison, 2008 ; Zhang et al., 2022 ). It can be seen that the two specific dimensions of critical thinking as well as critical thinking as a whole are affected by collaborative problem-solving, and this study illuminates the nuanced links between cognitive skills and attitudinal tendencies with regard to these two dimensions of critical thinking. To fully develop students’ capacity for critical thinking, future empirical research should pay closer attention to cognitive skills.

The moderating effects of collaborative problem solving with regard to teaching critical thinking

In order to further explore the key factors that influence critical thinking, exploring possible moderating effects that might produce considerable heterogeneity was done using subgroup analysis. The findings show that the moderating factors, such as the teaching type, learning stage, group size, learning scaffold, duration of the intervention, measuring tool, and the subject area included in the 36 experimental designs, could all support the cultivation of collaborative problem-solving in critical thinking. Among them, the effect size differences between the learning stage and measuring tool are not significant, which does not explain why these two factors are crucial in supporting the cultivation of critical thinking utilizing the approach of collaborative problem-solving.

In terms of the learning stage, various learning stages influenced critical thinking positively without significant intergroup differences, indicating that we are unable to explain why it is crucial in fostering the growth of critical thinking.

Although high education accounts for 70.89% of all empirical studies performed by researchers, high school may be the appropriate learning stage to foster students’ critical thinking by utilizing the approach of collaborative problem-solving since it has the largest overall effect size. This phenomenon may be related to student’s cognitive development, which needs to be further studied in follow-up research.

With regard to teaching type, mixed course teaching may be the best teaching method to cultivate students’ critical thinking. Relevant studies have shown that in the actual teaching process if students are trained in thinking methods alone, the methods they learn are isolated and divorced from subject knowledge, which is not conducive to their transfer of thinking methods; therefore, if students’ thinking is trained only in subject teaching without systematic method training, it is challenging to apply to real-world circumstances (Ruggiero, 2012 ; Hu and Liu, 2015 ). Teaching critical thinking as mixed course teaching in parallel to other subject teachings can achieve the best effect on learners’ critical thinking, and explicit critical thinking instruction is more effective than less explicit critical thinking instruction (Bensley and Spero, 2014 ).

In terms of the intervention duration, with longer intervention times, the overall effect size shows an upward tendency. Thus, the intervention duration and critical thinking’s impact are positively correlated. Critical thinking, as a key competency for students in the 21st century, is difficult to get a meaningful improvement in a brief intervention duration. Instead, it could be developed over a lengthy period of time through consistent teaching and the progressive accumulation of knowledge (Halpern, 2001 ; Hu and Liu, 2015 ). Therefore, future empirical studies ought to take these restrictions into account throughout a longer period of critical thinking instruction.

With regard to group size, a group size of 2–3 persons has the highest effect size, and the comprehensive effect size decreases with increasing group size in general. This outcome is in line with some research findings; as an example, a group composed of two to four members is most appropriate for collaborative learning (Schellens and Valcke, 2006 ). However, the meta-analysis results also indicate that once the group size exceeds 7 people, small groups cannot produce better interaction and performance than large groups. This may be because the learning scaffolds of technique support, resource support, and teacher support improve the frequency and effectiveness of interaction among group members, and a collaborative group with more members may increase the diversity of views, which is helpful to cultivate critical thinking utilizing the approach of collaborative problem-solving.

With regard to the learning scaffold, the three different kinds of learning scaffolds can all enhance critical thinking. Among them, the teacher-supported learning scaffold has the largest overall effect size, demonstrating the interdependence of effective learning scaffolds and collaborative problem-solving. This outcome is in line with some research findings; as an example, a successful strategy is to encourage learners to collaborate, come up with solutions, and develop critical thinking skills by using learning scaffolds (Reiser, 2004 ; Xu et al., 2022 ); learning scaffolds can lower task complexity and unpleasant feelings while also enticing students to engage in learning activities (Wood et al., 2006 ); learning scaffolds are designed to assist students in using learning approaches more successfully to adapt the collaborative problem-solving process, and the teacher-supported learning scaffolds have the greatest influence on critical thinking in this process because they are more targeted, informative, and timely (Xu et al., 2022 ).

With respect to the measuring tool, despite the fact that standardized measurement tools (such as the WGCTA, CCTT, and CCTST) have been acknowledged as trustworthy and effective by worldwide experts, only 54.43% of the research included in this meta-analysis adopted them for assessment, and the results indicated no intergroup differences. These results suggest that not all teaching circumstances are appropriate for measuring critical thinking using standardized measurement tools. “The measuring tools for measuring thinking ability have limits in assessing learners in educational situations and should be adapted appropriately to accurately assess the changes in learners’ critical thinking.”, according to Simpson and Courtney ( 2002 , p. 91). As a result, in order to more fully and precisely gauge how learners’ critical thinking has evolved, we must properly modify standardized measuring tools based on collaborative problem-solving learning contexts.

With regard to the subject area, the comprehensive effect size of science departments (e.g., mathematics, science, medical science) is larger than that of language arts and social sciences. Some recent international education reforms have noted that critical thinking is a basic part of scientific literacy. Students with scientific literacy can prove the rationality of their judgment according to accurate evidence and reasonable standards when they face challenges or poorly structured problems (Kyndt et al., 2013 ), which makes critical thinking crucial for developing scientific understanding and applying this understanding to practical problem solving for problems related to science, technology, and society (Yore et al., 2007 ).

Suggestions for critical thinking teaching

Other than those stated in the discussion above, the following suggestions are offered for critical thinking instruction utilizing the approach of collaborative problem-solving.

First, teachers should put a special emphasis on the two core elements, which are collaboration and problem-solving, to design real problems based on collaborative situations. This meta-analysis provides evidence to support the view that collaborative problem-solving has a strong synergistic effect on promoting students’ critical thinking. Asking questions about real situations and allowing learners to take part in critical discussions on real problems during class instruction are key ways to teach critical thinking rather than simply reading speculative articles without practice (Mulnix, 2012 ). Furthermore, the improvement of students’ critical thinking is realized through cognitive conflict with other learners in the problem situation (Yang et al., 2008 ). Consequently, it is essential for teachers to put a special emphasis on the two core elements, which are collaboration and problem-solving, and design real problems and encourage students to discuss, negotiate, and argue based on collaborative problem-solving situations.

Second, teachers should design and implement mixed courses to cultivate learners’ critical thinking, utilizing the approach of collaborative problem-solving. Critical thinking can be taught through curriculum instruction (Kuncel, 2011 ; Leng and Lu, 2020 ), with the goal of cultivating learners’ critical thinking for flexible transfer and application in real problem-solving situations. This meta-analysis shows that mixed course teaching has a highly substantial impact on the cultivation and promotion of learners’ critical thinking. Therefore, teachers should design and implement mixed course teaching with real collaborative problem-solving situations in combination with the knowledge content of specific disciplines in conventional teaching, teach methods and strategies of critical thinking based on poorly structured problems to help students master critical thinking, and provide practical activities in which students can interact with each other to develop knowledge construction and critical thinking utilizing the approach of collaborative problem-solving.

Third, teachers should be more trained in critical thinking, particularly preservice teachers, and they also should be conscious of the ways in which teachers’ support for learning scaffolds can promote critical thinking. The learning scaffold supported by teachers had the greatest impact on learners’ critical thinking, in addition to being more directive, targeted, and timely (Wood et al., 2006 ). Critical thinking can only be effectively taught when teachers recognize the significance of critical thinking for students’ growth and use the proper approaches while designing instructional activities (Forawi, 2016 ). Therefore, with the intention of enabling teachers to create learning scaffolds to cultivate learners’ critical thinking utilizing the approach of collaborative problem solving, it is essential to concentrate on the teacher-supported learning scaffolds and enhance the instruction for teaching critical thinking to teachers, especially preservice teachers.

Implications and limitations

There are certain limitations in this meta-analysis, but future research can correct them. First, the search languages were restricted to English and Chinese, so it is possible that pertinent studies that were written in other languages were overlooked, resulting in an inadequate number of articles for review. Second, these data provided by the included studies are partially missing, such as whether teachers were trained in the theory and practice of critical thinking, the average age and gender of learners, and the differences in critical thinking among learners of various ages and genders. Third, as is typical for review articles, more studies were released while this meta-analysis was being done; therefore, it had a time limit. With the development of relevant research, future studies focusing on these issues are highly relevant and needed.

Conclusions

The subject of the magnitude of collaborative problem-solving’s impact on fostering students’ critical thinking, which received scant attention from other studies, was successfully addressed by this study. The question of the effectiveness of collaborative problem-solving in promoting students’ critical thinking was addressed in this study, which addressed a topic that had gotten little attention in earlier research. The following conclusions can be made:

Regarding the results obtained, collaborative problem solving is an effective teaching approach to foster learners’ critical thinking, with a significant overall effect size (ES = 0.82, z  = 12.78, P  < 0.01, 95% CI [0.69, 0.95]). With respect to the dimensions of critical thinking, collaborative problem-solving can significantly and effectively improve students’ attitudinal tendency, and the comprehensive effect is significant (ES = 1.17, z  = 7.62, P  < 0.01, 95% CI [0.87, 1.47]); nevertheless, it falls short in terms of improving students’ cognitive skills, having only an upper-middle impact (ES = 0.70, z  = 11.55, P  < 0.01, 95% CI [0.58, 0.82]).

As demonstrated by both the results and the discussion, there are varying degrees of beneficial effects on students’ critical thinking from all seven moderating factors, which were found across 36 studies. In this context, the teaching type (chi 2  = 7.20, P  < 0.05), intervention duration (chi 2  = 12.18, P  < 0.01), subject area (chi 2  = 13.36, P  < 0.05), group size (chi 2  = 8.77, P  < 0.05), and learning scaffold (chi 2  = 9.03, P  < 0.01) all have a positive impact on critical thinking, and they can be viewed as important moderating factors that affect how critical thinking develops. Since the learning stage (chi 2  = 3.15, P  = 0.21 > 0.05) and measuring tools (chi 2  = 0.08, P  = 0.78 > 0.05) did not demonstrate any significant intergroup differences, we are unable to explain why these two factors are crucial in supporting the cultivation of critical thinking in the context of collaborative problem-solving.

Data availability

All data generated or analyzed during this study are included within the article and its supplementary information files, and the supplementary information files are available in the Dataverse repository: https://doi.org/10.7910/DVN/IPFJO6 .

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Acknowledgements

This research was supported by the graduate scientific research and innovation project of Xinjiang Uygur Autonomous Region named “Research on in-depth learning of high school information technology courses for the cultivation of computing thinking” (No. XJ2022G190) and the independent innovation fund project for doctoral students of the College of Educational Science of Xinjiang Normal University named “Research on project-based teaching of high school information technology courses from the perspective of discipline core literacy” (No. XJNUJKYA2003).

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Xu, E., Wang, W. & Wang, Q. The effectiveness of collaborative problem solving in promoting students’ critical thinking: A meta-analysis based on empirical literature. Humanit Soc Sci Commun 10 , 16 (2023). https://doi.org/10.1057/s41599-023-01508-1

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You need both diversity and safety.

An analysis of 150 senior teams showed that the ones who solve problems the fastest tend to be cognitively diverse. But this isn’t always true — sometimes, those teams still struggle. So what separates the best teams from the rest? It turns out that it’s a combination of cognitive diversity and psychological safety. Teams high in both traits show curious and encouraging behavior, and also the level of forcefulness and experimentation needed to keep their momentum. Teams low in either trait were either too combative (if they were high in cognitive diversity and low in psychological safety) or too prone to group-think (if the reverse was true).

Imagine you are a fly on the wall in a corporate training center where a management team of 12 is participating in a session on executing strategy. The team is midway through attempting to solve a new, uncertain, and complex problem. The facilitators look on as at first the exercise follows its usual path. But then activity grinds to a halt — people have no idea what to do. Suddenly, a more junior member of the team raises her hand and exclaims, “I think I know what we should do!” Relieved, the team follows her instructions enthusiastically. There is no doubt she has the answer — but as she directs her colleagues, she makes one mistake and the activity breaks down. Not a word is spoken but the entire group exude disappointment. Her confidence evaporates. Even though she has clearly learnt something important, she does not contribute again. The group gives up.

• AR Alison Reynolds  is a member of faculty at the UK’s Ashridge Business School where she works with executive groups in the field of leadership development, strategy execution and organization development. She has previously worked in the public sector and management consulting, and is an advisor to a number of small businesses and charities.
• DL David Lewis  is Director of London Business School’s Senior Executive Programme and teaches on strategy execution and leading in uncertainty. He is a consultant and works with global corporations, advising and coaching board teams.  He is co-founder of a research company focusing on developing tools to enhance individual, team and organization performance through better interaction.

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40 problem-solving techniques and processes

All teams and organizations encounter challenges. Approaching those challenges without a structured problem solving process can end up making things worse.

Proven problem solving techniques such as those outlined below can guide your group through a process of identifying problems and challenges , ideating on possible solutions , and then evaluating and implementing the most suitable .

In this post, you'll find problem-solving tools you can use to develop effective solutions. You'll also find some tips for facilitating the problem solving process and solving complex problems.

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What is problem solving?

Problem solving is a process of finding and implementing a solution to a challenge or obstacle. In most contexts, this means going through a problem solving process that begins with identifying the issue, exploring its root causes, ideating and refining possible solutions before implementing and measuring the impact of that solution.

For simple or small problems, it can be tempting to skip straight to implementing what you believe is the right solution. The danger with this approach is that without exploring the true causes of the issue, it might just occur again or your chosen solution may cause other issues.

Particularly in the world of work, good problem solving means using data to back up each step of the process, bringing in new perspectives and effectively measuring the impact of your solution.

Effective problem solving can help ensure that your team or organization is well positioned to overcome challenges, be resilient to change and create innovation. In my experience, problem solving is a combination of skillset, mindset and process, and it’s especially vital for leaders to cultivate this skill.

What is the seven step problem solving process?

A problem solving process is a step-by-step framework from going from discovering a problem all the way through to implementing a solution.

With practice, this framework can become intuitive, and innovative companies tend to have a consistent and ongoing ability to discover and tackle challenges when they come up.

You might see everything from a four step problem solving process through to seven steps. While all these processes cover roughly the same ground, I’ve found a seven step problem solving process is helpful for making all key steps legible.

We’ll outline that process here and then follow with techniques you can use to explore and work on that step of the problem solving process with a group.

The seven-step problem solving process is:

1. Problem identification 

The first stage of any problem solving process is to identify the problem(s) you need to solve. This often looks like using group discussions and activities to help a group surface and effectively articulate the challenges they’re facing and wish to resolve.

Be sure to align with your team on the exact definition and nature of the problem you’re solving. An effective process is one where everyone is pulling in the same direction – ensure clarity and alignment now to help avoid misunderstandings later.

2. Problem analysis and refinement

The process of problem analysis means ensuring that the problem you are seeking to solve is  the   right problem . Choosing the right problem to solve means you are on the right path to creating the right solution.

At this stage, you may look deeper at the problem you identified to try and discover the root cause at the level of people or process. You may also spend some time sourcing data, consulting relevant parties and creating and refining a problem statement.

Problem refinement means adjusting scope or focus of the problem you will be aiming to solve based on what comes up during your analysis. As you analyze data sources, you might discover that the root cause means you need to adjust your problem statement. Alternatively, you might find that your original problem statement is too big to be meaningful approached within your current project.

Remember that the goal of any problem refinement is to help set the stage for effective solution development and deployment. Set the right focus and get buy-in from your team here and you’ll be well positioned to move forward with confidence.

3. Solution generation

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

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

4. Solution development

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

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

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

5. Decision making and planning

Nearly there! Once you’ve got a set of possible, you’ll need to make a decision on which to implement. This can be a consensus-based group decision or it might be for a leader or major stakeholder to decide. You’ll find a set of effective decision making methods below.

Once your group has reached consensus and selected a solution, there are some additional actions that also need to be decided upon. You’ll want to work on allocating ownership of the project, figure out who will do what, how the success of the solution will be measured and decide the next course of action.

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

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

6. Solution implementation 

This is what we were waiting for! All problem solving processes have the end goal of implementing an effective and impactful solution that your group has confidence in.

Project management and communication skills are key here – your solution may need to adjust when out in the wild or you might discover new challenges along the way. For some solutions, you might also implement a test with a small group and monitor results before rolling it out to an entire company.

You should have a clear owner for your solution who will oversee the plans you made together and help ensure they’re put into place. This person will often coordinate the implementation team and set-up processes to measure the efficacy of your solution too.

7. Solution evaluation 

So you and your team developed a great solution to a problem and have a gut feeling it’s been solved. Work done, right? Wrong. All problem solving strategies benefit from evaluation, consideration, and feedback.

You might find that the solution does not work for everyone, might create new problems, or is potentially so successful that you will want to roll it out to larger teams or as part of other initiatives. 

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

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

It’s also worth underlining how important record keeping is throughout the problem solving process. If a solution didn’t work, you need to have the data and records to see why that was the case. If you go back to the drawing board, notes from the previous workshop can help save time.

What does an effective problem solving process look like?

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

The format of a workshop ensures that you can get buy-in from your group, encourage free-thinking and solution exploration before making a decision on what to implement following the session.

This Design Sprint 2.0 template is an effective problem solving process from top agency AJ&Smart. It’s a great format for the entire problem solving process, with four-days of workshops designed to surface issues, explore solutions and even test a solution.

Check it for an example of how you might structure and run a problem solving process and feel free to copy and adjust it your needs!

For a shorter process you can run in a single afternoon, this remote problem solving agenda will guide you effectively in just a couple of hours.

Whatever the length of your workshop, by using 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!

Complete problem-solving methods

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

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.

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

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   It doesn’t matter where you work and what your job role is, if you work with other people together as a team, you will always encounter the same challenges: Unclear goals and miscommunication that cause busy work and overtime Unstructured meetings that leave attendants tired, confused and without clear outcomes. Frustration builds up because internal challenges to productivity are not addressed Sudden changes in priorities lead to a loss of focus and momentum Muddled compromise takes the place of clear decision- making, leaving everybody to come up with their own interpretation. In short, a lack of structure leads to a waste of time and effort, projects that drag on for too long and frustrated, burnt out teams. AJ&Smart has worked with some of the most innovative, productive companies in the world. What sets their teams apart from others is not better tools, bigger talent or more beautiful offices. The secret sauce to becoming a more productive, more creative and happier team is simple: Replace all open discussion or brainstorming with a structured process that leads to more ideas, clearer decisions and better outcomes. When a good process provides guardrails and a clear path to follow, it becomes easier to come up with ideas, make decisions and solve problems. This is why AJ&Smart created Lightning Decision Jam (LDJ). It’s a simple and short, but powerful group exercise that can be run either in-person, in the same room, or remotely with distributed teams.

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.

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.

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.

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.

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.

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!

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.

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.

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.

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.

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.

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.

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.

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.

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!

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 brainstorming solutions

Now you have the context and background of the problem you are trying to solving, now comes the time to start ideating and thinking about how you’ll solve the issue.

Here, you’ll want to encourage creative, free thinking and speed. Get as many ideas out as possible and explore different perspectives so you have the raw material for the next step.

Looking at a problem from a new angle can be one of the most effective ways of creating an effective solution. TRIZ is a problem-solving tool that asks the group to consider what they must not do in order to solve a challenge.

By reversing the discussion, new topics and taboo subjects often emerge, allowing the group to think more deeply and create ideas that confront the status quo in a safe and meaningful way. If you’re working on a problem that you’ve tried to solve before, TRIZ is a great problem-solving method to help your team get unblocked.

Making Space with TRIZ   #issue analysis   #liberating structures   #issue resolution   You can clear space for innovation by helping a group let go of what it knows (but rarely admits) limits its success and by inviting creative destruction. TRIZ makes it possible to challenge sacred cows safely and encourages heretical thinking. The question “What must we stop doing to make progress on our deepest purpose?” induces seriously fun yet very courageous conversations. Since laughter often erupts, issues that are otherwise taboo get a chance to be aired and confronted. With creative destruction come opportunities for renewal as local action and innovation rush in to fill the vacuum. Whoosh!

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.

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.

Idea and Concept Development

Brainstorming without structure can quickly become chaotic or frustrating. In a problem-solving context, having an ideation framework to follow can help ensure your team is both creative and disciplined.

In this method, you’ll find an idea generation process that encourages your group to brainstorm effectively before developing their ideas and begin clustering them together. By using concepts such as Yes and…, more is more and postponing judgement, you can create the ideal conditions for brainstorming with ease.

Idea & Concept Development   #hyperisland   #innovation   #idea generation   Ideation and Concept Development is a process for groups to work creatively and collaboratively to generate creative ideas. It’s a general approach that can be adapted and customized to suit many different scenarios. It includes basic principles for idea generation and several steps for groups to work with. It also includes steps for idea selection and development.

Problem-solving techniques for developing and refining 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 develop and refine your ideas in order to bring them closer to a solution that actually solves the problem.

Use these problem-solving techniques when you want to help your team think through their ideas and refine them as part of your problem solving process.

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.

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

Ensuring that everyone in a group is able to contribute to a discussion is vital during any problem solving process. Not only does this ensure all bases are covered, but its then easier to get buy-in and accountability when people have been able to contribute to the process.

1-2-4-All is a tried and tested facilitation technique where participants are asked to first brainstorm on a topic on their own. Next, they discuss and share ideas in a pair before moving into a small group. Those groups are then asked to present the best idea from their discussion to the rest of the team.

This method can be used in many different contexts effectively, though I find it particularly shines in the idea development stage of the process. Giving each participant time to concretize their ideas and develop them in progressively larger groups can create a great space for both innovation and psychological safety.

1-2-4-All   #idea generation   #liberating structures   #issue analysis   With this facilitation technique you can immediately include everyone regardless of how large the group is. You can generate better ideas and more of them faster than ever before. You can tap the know-how and imagination that is distributed widely in places not known in advance. Open, generative conversation unfolds. Ideas and solutions are sifted in rapid fashion. Most importantly, participants own the ideas, so follow-up and implementation is simplified. No buy-in strategies needed! Simple and elegant!

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.

Problem-solving techniques for making decisions and planning

After your group is happy with the possible solutions you’ve developed, now comes the time to choose which to implement. There’s more than one way to make a decision and the best option is often dependant on the needs and set-up of your group.

Sometimes, it’s the case that you’ll want to vote as a group on what is likely to be the most impactful solution. Other times, it might be down to a decision maker or major stakeholder to make the final decision. Whatever your process, here’s some techniques you can use to help you make a decision during your problem solving process.

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.

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.

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.

Straddling the gap between decision making and planning, MoSCoW is a simple and effective method that allows a group team to easily prioritize a set of possible options.

Use this method in a problem solving process by collecting and summarizing all your possible solutions and then categorize them into 4 sections: “Must have”, “Should have”, “Could have”, or “Would like but won‘t get”.

This method is particularly useful when its less about choosing one possible solution and more about prioritorizing which to do first and which may not fit in the scope of your project. In my experience, complex challenges often require multiple small fixes, and this method can be a great way to move from a pile of things you’d all like to do to a structured plan.

MoSCoW   #define intentions   #create   #design   #action   #remote-friendly   MoSCoW is a method that allows the team to prioritize the different features that they will work on. Features are then categorized into “Must have”, “Should have”, “Could have”, or “Would like but won‘t get”. To be used at the beginning of a timeslot (for example during Sprint planning) and when planning is needed.

When it comes to managing the rollout of a solution, clarity and accountability are key factors in ensuring the success of the project. The RAACI chart is a simple but effective model for setting roles and responsibilities as part of a planning session.

Start by listing each person involved in the project and put them into the following groups in order to make it clear who is responsible for what during the rollout of your solution.

• Responsibility  (Which person and/or team will be taking action?)
• Authority  (At what “point” must the responsible person check in before going further?)
• Accountability  (Who must the responsible person check in with?)
• Consultation  (Who must be consulted by the responsible person before decisions are made?)
• Information  (Who must be informed of decisions, once made?)

Ensure this information is easily accessible and use it to inform who does what and who is looped into discussions and kept up to date.

RAACI   #roles and responsibility   #teamwork   #project management   Clarifying roles and responsibilities, levels of autonomy/latitude in decision making, and levels of engagement among diverse stakeholders.

Problem-solving warm-up activities

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

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.

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.

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.

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.

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.

Closing activities for a problem-solving process

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

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.

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.

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.

Tips for 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.

Create psychologically safe spaces for discussion

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 tough for people to stand up and contribute if the problems or challenges are emotive or personal in nature. Try and create a psychologically safe space for these kinds of discussions and where possible, create regular opportunities for challenges to be brought up organically.

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!

Save time and effort creating an effective problem solving process

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 exercises designed to guide discussion and generate purposeful ideas, we hope we’ve given you the tools to find the best solutions as simply and easily as possible.

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

thank you very much for these excellent techniques

Certainly wonderful article, very detailed. Shared!

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

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

By immersing yourself in problem-solving activities, you can develop valuable strategies, improve your decision-making abilities, and boost your overall problem-solving IQ.

One key aspect of successful problem-solving is ensuring clear and effective communication, such as when teams use critical tools available online. For example, testing emails for deliverability and avoiding spam filters can improve team efficiency (Maileroo’s) free mail tester to validate email campaigns effectively. Get ready to unlock your full potential and tackle any challenge that comes your way with these exciting activities for problem-solving.

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

What Are Problem Solving Activities?

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

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

Some widely practiced problem-solving activities include:

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

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

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

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

#1. Crossword Puzzles

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

Estimated Time: 15-20 Minutes 

Materials Needed:

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

Tips for Facilitators:

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

#2. A Shrinking Vessel

Estimated Time: 10-15 Minutes

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

#3. Human Knots

• Objective: Improving Collaboration & enhancing Communication Skills

Estimated Time: 15-20 minutes

• Materials: None required

Procedure: 

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

#4. Egg Drop

Helps With: Decision Making, Collaboration

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

#5. Marshmallow Spaghetti Tower

Helps With: Collaboration

Estimated Time: 20-30 Minutes

Materials Needed (per team):

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

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

Estimated Time: 20-25 Minutes 

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

Helps With: Communication, Problem-solving, & Management

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

#8. Frostbite for Group Problem Solving Activities

Helps With: Decision Making, Trust, Leadership

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

#9. Dumbest Idea First

Helps With: Critical Thinking & Creative Problem Solving Activity

Estimated Time: 15-20 Minutes

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

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

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

#10: Legoman

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

Estimated Time: 20-30 minutes

• Lego bricks
• Lego instruction manuals

Procedure :

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

#11: Minefield

Helps With: Trust, Communication, Patience

Materials Needed: Open space, blindfolds

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

#12: Reverse Pyramid

Helps With: Teamwork, Communication, Creativity

Materials Needed: 36 cups per group, tables

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

Teamwork: Collaborate to construct the pyramid.

Communication: Discuss and execute the building strategy.

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

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

Encourage Perseverance: Motivate groups to continue despite challenges.

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

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

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

#13: Stranded

Helps With: Decision-making, Prioritization, Teamwork

Materials Needed: List of salvaged items, paper, pens

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

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

Types of Problem-Solving Activities

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

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

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

Creative Problem-Solving Activities

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

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

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

Group Problem-Solving Activities

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

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

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

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

Individual Problem-Solving Activities

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

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

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

Fun Problem-Solving Activities

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

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

Team Problems You Can Address Through Problem Solving Activities

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

• Communication Breakdowns:  

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

• Lack of Trust and Cohesion:  

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

• Innovative Thinking:  

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

• Decision-Making Challenges:  

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

• Leadership and Role Clarification:  

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

• Problem-Solving Strategies:  

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

• Team Morale and Engagement:  

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

The incentives of event prizes can further stimulate the enthusiasm and participation of team members. The choice of prizes is crucial, as it can directly affect the attractiveness and participation of the event. Among them, Medals are essential prizes.

Medals are symbols of honor awarded to winners and represent the value and achievement of an event.

Medals also have a motivational effect, they encourage team members to pursue higher achievements and progress.

Medals are artistic and aesthetic. They are usually designed by designers according to different occasions and themes and have high collection value.

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

The Benefits of Problem Solving Activities for Your Team

#1 Better Thinking

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

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

#2 Better Risk Handling

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

#3 Better Communication

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

#4 Improved Productivity Output

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

How Onethread Enhances the Effect of Problem Solving Activities

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

Open Channels for Discussion:

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

Centralized Sharing of Resources:

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

Efficient Task Allocation and Monitoring:

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

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

Seamless Documentation and Insights Sharing:

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

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

What are the 5 problem-solving skills?

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

What are the steps of problem-solving?

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

How do you teach problem-solving skills?

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

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

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

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

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Team Problem Solving

So many different areas of healthcare—including patient safety, throughput and supply chain management—can be measurably improved by implementing replicable, scalable, evidence-based best practices. That said, healthcare is incredibly complicated and not all problems have easy, prescriptive solutions. Healthcare leaders facing so many complex challenges may be tempted to look outside their organization for answers. While there is certainly a time and place to seek advice from outside subject matter experts, too often, leaders overlook their internal teams for input.

By engaging staff in problem-solving efforts, leaders make teams feel heard and valued. Additionally, employees can tailor solutions to the organization’s unique culture and operational processes, and they may be more likely to support transformation efforts they helped form.

Here are five tips for engaging your team in problem-solving efforts:

1. Begin your meetings with a simple and important question:

“What have you noticed since our last meeting that has been better or different?” After you ask the question, listen to the feedback. Once employees begin chiming in, be ready to ask follow-up questions like, “How did you make that happen?” or “What did we do to initiate that?” Framing your questions this way will get you on track to solutions as opposed to lingering on problems. If you ask, “How’s it going?” you are very likely to get the typical “I’m busy” response. Or worse, this vague question can send your team down a rabbit hole of complaints from which your meeting will never recover. By focusing on what is “better or different,” you encourage your team to focus on movement that is happening that we might miss if we focus on being “busy.”

2. Use meetings to solve problems, not to give updates.

One of my CMO clients used his Monday team meetings only to solve problems, never to just share updates. Each week, the eight people who reported to him were expected to submit a 200-word brief outlining an issue with which they wanted help. The CMO’s administrator published a newsletter with everyone’s brief each Thursday, and the following Monday meetings were used to tackle the issues together. Consider reframing your own team meetings as a time to find solutions to challenges instead of a time to report everyone’s to-do lists.

3. Take time for training.

Once, while vacationing in South Dakota, I came across a coffee shop that closed every Wednesday in October and November for staff training. Upon speaking with an employee, I learned that the shop dedicated those days to one-on-one and larger group training sessions, some of which were led by team members. Occasionally, the shop would bring in someone for the staff to interview such as a local business owner or a pastor engaged with the local community. The training sessions kept the younger staff members learning and the senior staff engaged. As a healthcare leader, you can’t shut down a hospital for training days, but always remember that professional development keeps team members learning, growing and ready to solve problems.

4. Ditch the tables and circle up for discussions.

Similar to how preschool teachers have students “circle up” for story time, healthcare leaders should ditch the tables at meetings and have team members form circles for brainstorming and problem-solving sessions. Being in a circle allows everyone to hear and see each other clearly and—without the distraction of computers or notepads that you might have when people are sitting at tables—makes it easier to focus on the task at hand. I’ve done this with groups as large as 60 physicians and as small as five executives and it bonds people in a way that keeps the energy flowing.

5. Have an opening and closing routine at every meeting.

One client starts every meeting with a “safety moment” to review a near miss or adverse event and a “service moment” to acknowledge a staff member for following guidelines or for going above and beyond. This routine reminds staff of the problems we are all trying to avoid, the solutions we have in place the mitigate issues and the accomplishments we should aspire to achieve.

Another client closes every gathering with a “meeting effectiveness moment,” similar to the military’s After Action Review , where the last five minutes are devoted to looking back on the meeting and evaluating it. Leaders can ask questions such as, “Did we use too much PowerPoint?” “Was there a lack of engagement?” and “Was the agenda too broad?” This allows everyone to speak up to make the next meeting even better. Bookending meetings this way is a simple tactic for consistently soliciting feedback, making staff feel comfortable speaking up when something isn’t going well and offering solutions, and holding ourselves accountable for incorporating our team’s suggestions on an ongoing basis.

Looking Inward for Solutions

Inspiration can be found anywhere, but the most successful solutions tend to come from our teams—from their energy, their vision and, most importantly, their engagement. Nora Dunn, a “Saturday Night Live” cast member from the ‘80s, once said, “Your job is not to please the audience, your job is to engage the audience…and it is in the engagement, that is when they will be pleased.” As a healthcare leader, your job is not to solve every single team member’s problems, your job is to engage the team in problem-solving efforts…and it is in that engagement that your team will feel comfortable creating solutions and fostering innovation.

Kevin E. O’Connor, CSP, LCPC, LMFT, CCMHC, is a Certified Speaking Professional TM and member of ACHE. He serves as an ACHE faculty member and teaches at Loyola University Chicago ( [email protected] ).

Initial Thoughts

Perspectives & resources, what is the pre-referral process.

• Page 1: Overview of the Pre-Referral Process

Page 2: Goals and Benefits of the Pre-Referral Process

What are the stages of the pre-referral process and what do they involve.

• Page 3: Six Stages in the Pre-Referral Process
• Page 4: Stage 1: Initial Concern
• Page 5: Stage 2: Information Gathering
• Page 6: Stage 3: Information Sharing and Team Discussion
• Page 7: Stage 4: Discussion of Possible Strategies
• Page 8: Stage 5: Implementation and Monitoring of Strategies
• Page 9: Stage 6: Evaluation and Decision Making
• Page 10: References & Additional Resources
• Page 11: Credits

Pre-referral uses a problem-solving team to help teachers find effective teaching strategies for use with students who exhibit academic or behavioral difficulties. Of course, the mere fact that a student displays such behavior does not necessarily mean that the student requires special education services. In some cases, supports for students can be put in place to improve their performance and subsequently prevent inappropriate referrals to special education. During those cases in which a referral is warranted, the pre-referral team contributes data to support later assessment and identification efforts. Besides helping to avoid inappropriate referrals, the pre-referral process boasts a number of benefits, among them that it:

• Provides a forum for teachers and other team members—including parents—to discuss how to meet students’ needs
• Empowers general education teachers with a variety of strategies to better serve diverse learners
• Prevents the overrepresentation of students from a particular group (e.g., English learners, students at risk due to poor teaching) in special education
• Improves communication between parents and the school by involving families in the process (e.g., parents offer information, participate in intervention development, become members of the team)

• 1-800-565-8735
• [email protected]

22 Unbeatable Team Building Problem Solving Activities

Problem-solving is a critical skill for professionals and with team building problem-solving activities, you can sharpen your skills while having fun at the same time.  

Updated: March 1, 2024

In the professional world, one thing is for sure: problem-solving is a vital skill if you want to survive and thrive. It’s a universal job skill that organizations seek in new potential employees and that managers look for when considering candidates for promotions.  

But there’s a problem. 

According to Payscale, 60% of managers feel that new grads entering the workforce lack problem-solving abilities – making it the most commonly lacking soft skill.  

Problem-solving skill needs to be practiced and perfected on an ongoing basis in order to be applied effectively when the time comes. And while there are tons of traditional approaches to becoming a better problem-solver, there’s another (much more interesting) option: team building problem-solving activities. 

The good news? This means learning and having fun don’t have to be mutually exclusive. And you can create a stronger team at the same time. 

16 In-Person Team Building Problem Solving Activities for Your Work Group  

1. cardboard boat building challenge, 2. egg drop , 3. clue murder mystery, 4. marshmallow spaghetti tower  , 5. corporate escape room, 6. wild goose chase, 7. lost at sea  , 8. domino effect challenge, 9. reverse pyramid  , 10. ci: the crime investigators, 11. team pursuit, 12. bridge builders, 13. domino effect challenge, 14. hollywood murder mystery, 15. code break, 16. cardboard boat building challenge, 6 virtual team building problem solving activities for your work group  , 1. virtual escape room: mummy’s curse, 2. virtual clue murder mystery, 3. virtual escape room: jewel heist, 4. virtual code break  , 5. virtual trivia time machine.

• 6. Virtual Jeoparty Social

There are a ton of incredible team building problem solving activities available. We’ve hand-picked 16 of our favorites that we think your corporate group will love too. 

Split into teams and create a cardboard boat made out of just the materials provided: cardboard and tape. Team members will have to work together to engineer a functional boat that will float and sail across water without sinking. Once teams have finished making their boats, they will create a presentation to explain why their boat is the best, before putting their boats to the test. The final challenge will have teams racing their boats to test their durability! Nothing says problem-solving like having to make sure you don’t sink into the water!

Every day at work, you’re forced to make countless decisions – whether they’re massively important or so small you barely think about them.  

But your ability to effectively make decisions is critical in solving problems quickly and effectively.  

With a classic team building problem solving activity like the Egg Drop, that’s exactly what your team will learn to do. 

For this activity, you’ll need some eggs, construction materials, and a place you wouldn’t mind smashing getting dirty with eggshells and yolks.  

The goal of this activity is to create a contraption that will encase an egg and protect it from a fall – whether it’s from standing height or the top of a building. But the challenge is that you and your team will only have a short amount of time to build it before it’s time to test it out, so you’ll have to think quickly! 

To make it even more challenging, you’ll have to build the casing using only simple materials like: 

• Newspapers 
• Plastic wrap
• Rubber bands
• Popsicle sticks
• Cotton balls

Feel free to have some fun in picking the materials. Use whatever you think would be helpful without making things too easy! 

Give your group 15 minutes to construct their egg casing before each team drops their eggs. If multiple eggs survive, increase the height gradually to see whose created the sturdiest contraption.  

If you’re not comfortable with the idea of using eggs for this activity, consider using another breakable alternative, such as lightbulbs for a vegan Egg Drop experience. 

With Clue Murder Mystery, your team will need to solve the murder of a man named Neil Davidson by figuring out who had the means, motive, and opportunity to commit the crime.

But it won’t be easy! You’ll need to exercise your best problem-solving skills and channel your inner detectives if you want to keep this case from going cold and to get justice for the victim.

Collaboration is critical to problem solving. 

Why? Because, as the old saying goes, the whole is greater than the sum of its parts. This expression reflects the fact that people are capable of achieving greater things when they work together to do so. 

If you’re looking for a team building problem solving activity that helps boost collaboration, you’ll love Marshmallow Spaghetti Tower.  

This game involves working in teams to build the tallest possible freestanding tower using only marshmallows, uncooked spaghetti, tape, and string.  

The kicker? This all has to be done within an allotted timeframe. We recommend about thirty minutes.  

For an added dimension of challenge, try adding a marshmallow to the top of the tower to make it a little more top heavy.  

Whichever team has the highest tower when time runs out is the winner! 

If you’ve never participated in an escape room, your team is missing out! It’s one of the most effective team building problem solving activities out there because it puts you and your colleagues in a scenario where the only way out is collaboratively solving puzzles and deciphering clues.  

The principle is simple: lock your group in a room, hide the key somewhere in that room, and have them work through challenges within a set time frame. Each challenge will lead them one step closer to finding the key and, ultimately, their escape.    

At Outback, we offer “done-for-you” escape rooms where we’ll transform your office or meeting room so you don’t have to worry about:

• Seeking transportation for your team 
• Capacity of the escape rooms  
• High costs 
• Excessive planning  

That way, you and your team can simply step inside and get to work collaborating, using creative problem solving, and thinking outside the box.   

In this smartphone-based scavenger hunt team building activity , your group will split into teams and complete fun challenges by taking photos and videos around the city. Some examples of challenges you can do in this activity are:

• Parkour:  Take a picture of three team members jumping over an object that’s at least waist-high.
• Beautiful Mind:  Snap a photo of a team member proving a well-known mathematical theorem on a chalkboard.
• Puppy Love:  Take a photo of all of your team members petting a stranger’s dog at the same time.

It takes a ton of critical thinking and problem-solving to be crowned the Wild Goose Chase Champions!

Can you imagine a higher-pressure situation than being stranded at sea in a lifeboat with your colleagues? 

With this team building problem solving activity, that’s exactly the situation you and your group will put yourselves. But by the time the activity is over, you’ll have gained more experience with the idea of having to solve problems under pressure – a common but difficult thing to do. 

Here’s how it works. 

Each team member will get a six-columned chart where: 

• The first column lists the survival items each team has on hand (see the list below) 
• The second column is empty so that each team member can rank the items in order of importance for survival  
• The third column is for group rankings  
• The fourth column is for the “correct” rankings, which are revealed at the end of the activity 
• The fifth and sixth columns are for the team to enter thee difference between their individual and correct scores and the team and correct rankings 

Within this activity, each team will be equipped with the following “survival items,” listed below in order of importance, as well as a pack of matches:  

• A shaving mirror (this can be used to signal passing ships using the sun) 
• A can of gas (could be used for signaling as it could be put in the water and lit with the pack of matches) 
• A water container (for collecting water to re-hydrate ) 
• Emergency food rations (critical survival food) 
• One plastic sheet (can be helpful for shelter or to collect rainwater) 
• Chocolate bars (another food supply) 
• Fishing rods (helpful, but no guarantee of catching food) 
• Rope (can be handy, but not necessarily essential for survival) 
• A floating seat cushion (usable as a life preserver)  
• Shark repellant (could be important when in the water) 
• A bottle of rum (could be useful for cleaning wounds) 
• A radio (could be very helpful but there’s a good chance you’re out of range) 
• A sea chart (this is worthless without navigation equipment) 
• A mosquito net (unless you’ve been shipwrecked somewhere with a ton of mosquitos, this isn’t very useful) 

To get the activity underway, divide your group into teams of five and ask each team member to take ten minutes on their own to rank the items in order of importance in the respective column. Then, give the full team ten minutes as a group to discuss their individual rankings together and take group rankings, listed in that respective column. Ask each group to compare their individual rankings with those of the group as a whole. 

Finally, read out the correct order according to the US Coast Guard, listed above.  

The goal of this activity is for everyone to be heard and to come to a decision together about what they need most to survive.  

If your team works remotely, you can also do this activity online. Using a video conferencing tool like  Zoom , you can bring your group together and separate teams into “break-out rooms” where they’ll take their time individually and then regroup together. At the end, you can bring them back to the full video conference to go through the answers together. 

Many problems are intricately complex and involve a ton of moving parts. And in order to solve this type of problem, you need to be able to examine it systematically, one piece at a time.  

Especially in the business world, many problems or challenges involve multiple different teams or departments working through their respective portions of a problem before coming together in the end to create a holistic solution. 

As you can imagine, this is often easier said than done. And that’s why it’s so important to practice this ability.  

With a collaborative team building problem solving activity like Domino Effect Challenge, that’s exactly what you’ll need to do as you and your group work to create a massive, fully functional chain reaction machine. 

Here’s how it goes. 

Your group will break up into teams, with each team working to complete their own section of a massive “Rube Goldberg” machine. Then, all teams will regroup and assemble the entire machine together. You’ll need to exercise communication, collaboration, and on-the-fly problem solving in order to make your chain reaction machine go off without a hitch from start to finish. 

Being a great problem-solver means being adaptable and creative. And if you’re looking for a quick and easy team building problem solving activity, you’ll love the reverse pyramid. 

The idea here is simple: break your group out into small teams and then stand in the form of a pyramid.  

Your challenge is to flip the base and the peak of the pyramid – but you can only move three people in order to do so.  

Alternatively, rather than doing this activity with people as the pyramid, you can do another version –  the Pyramid Build  – using plastic cups instead.   

This version is a little bit different. Rather than flipping the base of a pyramid to the top, you’ll need to build the pyramid instead–but in reverse, starting from the top cup and working down. 

With this version, you’ll need 36 cups and one table per group. We recommend groups of five to seven people. Give your group 20 to 30 minutes to complete the activity. 

To get started, place one cup face down. Then, lift that cup and place the subsequent two cups underneath it. 

The real challenge here? You can only lift your pyramid by the bottom row in order to put a new row underneath – and only one person at a time can do the lifting. The remaining group members will need to act quickly and work together in order to add the next row so that it will balance the rest of the pyramid. 

If any part of your pyramid falls, you’ll need to start over. Whichever team has the most complete pyramid when time runs out will be the winner!  

The value of being able to approach problems analytically can’t be overstated. Because when problems arise, the best way to solve them is by examining the facts and making a decision based on what you know. 

With CI: The Crime Investigators, this is exactly what your team will be called upon to do as you put your detective’s hats on and work to solve a deadly crime. 

You’ll be presented with evidence and need to uncover and decipher clues. And using only the information at your disposal, you’ll need to examine the facts in order to crack the case. 

Like many of our team building problem solving activities, CI: The Crime Investigators is available in a hosted format, which can take place at your office or an outside venue, as well as a virtually-hosted format that uses video conferencing tools, or a self-hosted version that you can run entirely on your own.  

Each member of your team has their own unique strengths and skills. And by learning to combine those skills, you can overcome any challenge and solve any problem. With Team Pursuit, you and your team together to tackle challenges as you learn new things about one another, discover your hidden talents, and learn to rely on each other.

This team building problem solving activity is perfect for high-energy groups that love to put their heads together and work strategically to solve problems as a group.

Collaborate with your colleague to design and build different segments of a bridge. At the end, see if the sections come together to create a free-standing structure!   

Together as a group, see if you and your colleagues can build a gigantic “chain-reaction” machine that really works!

In smaller groups, participants work together to solve the challenge of creating sections of the machine using miscellaneous parts, and at the end, you’ll have to collaborate to connect it all together and put it in motion.

The case is fresh, but here’s what we know so far: we’ve got an up-and-coming actress who’s been found dead in her hotel room following last night’s awards show.

We have several suspects, but we haven’t been able to put the crime on any of them for sure yet. Now, it’s up to you and your team of detectives to crack the case. Together, you’ll review case files and evidence including police reports, coroners’ reports, photo evidence, tabloids, interrogations, and phone calls as you determine the motive, method, and murderer and bring justice for the victim.

You’ll need to put your problem-solving skills to the test as you share theories, collaborate, and think outside the box with your fellow investigators.

Using Outback’s app, split up into small groups and put your heads together to solve a variety of puzzles, riddles, and trivia. The team who has completed the most challenges when time is up, wins!

Can you stay afloat in a body of water in a boat made entirely of cardboard? Now that is a problem that urgently needs solving.

With this team building problem solving activity, you and your colleagues will split into groups and create a cardboard boat made out of just the materials provided – cardboard and tape.

Team members will have to work together to engineer a functional boat that will float and sail across water without sinking. Once teams have finished making their boats, they will create a presentation to explain why their boat is the best, before putting their boats to the test. The final challenge will have teams racing their boats across the water!

If you and your team are working remotely, don’t worry. You still have a ton of great virtual team building problem solving options at your disposal.

In this virtual escape room experience, your team will be transported into a pyramid cursed by a restless mummy. You’ll have to work together to uncover clues and solve complex challenges to lift the ancient curse.

You’ve probably never heard of a man named Neil Davidson. But your group will need to come together to solve the mystery of his murder by analyzing clues, resolving challenges, and figuring out who had the means, motive, and opportunity to commit a deadly crime. 

This activity will challenge you and your group to approach problems analytically, read between the lines, and use critical thinking in order to identify a suspect and deliver justice.  

If you and your team like brainteasers, then Virtual Escape Room: Jewel Heist will be a big hit.  

Here’s the backstory.

There’s been a robbery. Someone has masterminded a heist to steal a priceless collection of precious jewels, and it’s up to you and your team to recover them before time runs out.

Together, you’ll need to uncover hidden clues and solve a series of brain-boggling challenges that require collaboration, creative problem-solving, and outside-the-box thinking. But be quick! The clock is ticking before the stolen score is gone forever.

With Virtual Code Break, you and your team can learn to be adaptive and dynamic in your thinking in order to tackle any new challenges that come your way. In this activity, your group will connect on a video conferencing platform where your event host will split you out into teams. Together, you’ll have to adapt your problem-solving skills as you race against the clock to tackle a variety of mixed brainteaser challenges ranging from Sudoku to puzzles, a game of Cranium, riddles, and even trivia. 

Curious to see how a virtual team building activity works? Check out this video on a Virtual Clue Murder Mystery in action. 

Step into the Outback Time Machine and take a trip through time, from pre-pandemic 21st century through the decades all the way to the 60’s. 

This exciting, fast-paced virtual trivia game, packed with nostalgia and good vibes, is guaranteed to produce big laughs, friendly competition, and maybe even some chair-dancing. 

Your virtual game show host will warm up guests with a couple of “table hopper rounds” (breakout room mixers) and split you out into teams. Within minutes, your home office will be transformed into a game show stage with your very own game show buzzers! 

And if your team loves trivia, check out our list of the most incredible virtual trivia games for work teams for even more ideas.

6.  Virtual Jeoparty Social

If your remote team is eager to socialize, have some fun as a group, and channel their competitive spirit, we’ve got just the thing for you! With Virtual Jeoparty Social, you and your colleagues will step into your very own virtual Jeopardy-style game show—equipped with a buzzer button, a professional actor as your host, and an immersive game show platform! Best of all, this game has been infused with an ultra-social twist: players will take part in a unique social mixer challenge between each round. 

With the right team building problem solving activities, you can help your team sharpen their core skills to ensure they’re prepared when they inevitably face a challenge at work. And best of all, you can have fun in the process. 

Do you have any favorite team building activities for building problem-solving skills? If so, tell us about them in the comments section below! 

Learn More About Team Building Problem Solving Activities  

For more information about how your group can take part in a virtual team building, training, or coaching solution, reach out to our Employee Engagement Consultants.     

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And stay updated, related articles.

The Role of Corporate Training in Employee Experience

18 Incredible Virtual Trivia Games for Work Teams

29 Spring Team Building Activities to Help Shake Off the Winter Blues [Updated for 2024]

I love how this blog provides a variety of problem-solving activities for team building. It’s a great resource for anyone looking to foster teamwork and collaboration!

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A business journal from the Wharton School of the University of Pennsylvania

For New Ideas, Think Inside (This) Box

June 25, 2024 • 7 min read.

In this Nano Tool for Leaders, Penn's David Resnick offers guidance on using helpful constraints to unlock new solutions to old problems.

Nano Tools for Leaders®   —  a collaboration between  Wharton Executive Education  and  Wharton’s Center for Leadership and Change Management  — are fast, effective tools that you can learn and start using in less than 15 minutes, with the potential to significantly impact your success and the engagement and productivity of the people you lead.

Harness constraints and analogies to unlock new solutions to old problems.

Traditional brainstorming,  as coined by Alex Osborne in the 1950s, asks participants to consider any and all ideas that might solve a problem. While blue-sky, no-limits thinking has several benefits, the drawback is that leaders often, paradoxically, get stuck. They encounter challenges like the “curse of the blank page,” not knowing where to start because they can start anywhere. They may also face the “ Einstellung effect ,” a phenomenon whereby the easy recollection of familiar solutions can block their ability to think of new ones.

This has led some to (erroneously) believe that generating solutions is best left to people who are naturally creative. The good news is that there are tools that can help one become much better at generating new ideas. The even better news is that using these tools does not involve extensive training or attending workshops. In fact, one tool developed at Penn Medicine’s Center for Health Care Transformation and Innovation is a simple  card game , and the “secret sauce” it teaches is how to leverage constraints and analogies. The  Accelerators in Innovation  game has teams of players use accelerator cards to create new kinds of solutions with questions such as “How would you solve postpartum depression if you operated like IKEA?” and “How might you tackle long emergency room wait times if you were Warren Buffet?” The solutions are then applied to problems presented on challenge cards while trying to avoid monkey wrenches from their opponents. After rapid-fire pitches, the judge determines each round’s winner.

Action Steps

1. make sure you are solving a problem..

Don’t solve for how to implement a solution. A classic example involved a design team brought in to figure out how to increase access to incubators. The issue is that the solution was already baked in (increase access to incubators). The team spent some time reframing the problem to focus on the true issue: ensuring that newborns are kept at a safe temperature, especially when delivery occurs in places with little or no access to electricity. Reframing to focus on the actual problem opened the team to entirely different solutions.

2. Leverage analogies.

Having to pull ideas out of thin air can be difficult and stressful. Analogies force us to consider other options or perspectives we may never have thought of, or thought of and dismissed. They cause us to ask ourselves “What is good about this other solution and how might it be applied to solving the problem I’m facing?” Examples include:

Think about successful companies and how their strengths could be applied to your problem. For example, IKEA is phenomenal at clearly explaining to people with limited background knowledge and literacy how to do something. So how might IKEA go about explaining post-op care to knee replacement patients?

Similarly, try using personas. Mary Poppins is renowned for making an unpleasant experience a delightful one. Mr. Rogers is known for his commitment to leveraging the kindness of neighbors. Darth Vader’s approach to getting things done is a ruthless level punishment for those who fail. Regardless of whom you choose, you can use the strengths or philosophies of these characters to inspire ideas. How might Mary Poppins improve adherence to physical therapy regimens? How might Darth Vader?

3. Leverage constraints.

Constraints are, unintuitively, another great way to force new thinking. Some options are:

How might you solve a problem if you were forced to delete a crucial (but perhaps onerous or costly) step of the process? Great examples are “How might tollbooths collect fees without a human there to do it?” (FastPass) or “How might people get their rental car if there was no line to wait in?” (Hertz Gold).

Design for extremes

How might you solve the problem if you had to solve for extreme use cases or extreme targets? For example, what would it take to screen 100 percent of eligible patients for colon cancer? How might you reduce civilian traffic fatalities to zero?

Real-world issues

Apply real-world constraints that have thrown a monkey wrench in your plans for past ideas. For example, how might you create a new marketing campaign that must be successful for consumers who do not speak English? How might you build a new product to launch on time even if multiple team members take a sabbatical or parental leave?

Focus on solving for how to make your solution delightful to users. This isn’t about making something silly or fun. It’s about surprising your users in a manner that unexpectedly accomplishes something for them.

4. Push for volume.

An additional benefit to Penn Medicine’s  Accelerators  card game is that it encourages multiple rounds to hear multiple ideas. When thinking of solutions, push for volume in your initial rounds. You’ll soon “use up” the ideas that come to mind easily and be forced to consider more creative or audacious alternatives.

5. Don’t take yourself too seriously.

Another key component of generating ideas while playing a game is that it allows for laughter and a sense of play. This mindset can foster creativity and an atmosphere of psychological safety for sharing ideas.

How One Leader Uses It

Rebecca Trotta, PhD, director of the Center for Nursing Excellence at Penn, leveraged this tool in developing a new program to support older adults after hospitalization. Her challenge was to build a service that could provide intensive at-home support. Despite an existing evidence-based protocol, there was concern that patient acceptance of this support would be low. Many folks are simply exhausted after being in the hospital and don’t want someone in their home. Using the constraint of solving for “delight,” Trotta and her team came up with the idea of delivering home meals to these patients and their caregivers.

While it might appear as a frivolous and seemingly useless expense, it turned out that after spending days (and sometimes weeks) in the hospital, patients came home to fridges that were empty or full of spoiled food. Providing them with a meal ensured they had adequate nutrition. More importantly, though, the meals showed a sense of caring and thoughtfulness that went well beyond patients’ expectations. It built a strong sense of trust that paid dividends in drastically increasing the acceptance of home services compared to baseline.

Contributor to this Nano Tool

David Resnick, MPH, MSEd, Senior Innovation Manager at Penn Medicine’s Center for Health Care Transformation and Innovation.  Accelerators in Health Care  card game co-created with Michael Begley, MA, Senior Experience Consultant at EPAM Systems, and Visiting Professor and Assistant Program Director of Masters of UX at Thomas Jefferson University.

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Team leader or supervisor

This apprenticeship is in revision

A revised version of this apprenticeship standard has been agreed and is available for information only at present. In the meantime, the version below remains approved for delivery. Further details of this and other occupational standards in revision are available in the revisions status report.

Overview of the role

Managing teams and projects to meet a private, public or voluntary organisation's goals.

Reference Number: ST0384

Details of standard, o ccupation.

A Team leader or ​supervisor is a first line management role, with operational and project responsibilities or responsibility for managing a team to deliver a clearly defined outcome. They provide direction, instructions and guidance to ensure the achievement of set goals. Working in the private, public or third sector and in all sizes of organisation, specific responsibilities will vary, but the knowledge, skills and behaviours needed will be the same whatever the role.

Key responsibilities are likely to include supporting, managing and developing team members, managing projects, planning and monitoring workloads and resources, delivering operational plans, resolving problems, and building relationships internally and externally.

Typical job titles: 

Supervisor, Team leader, Project officer, Shift supervisor, Foreperson, and Shift manager.

Entr y requirements

The entry requirement for this apprenticeship will be decided by each employer, but may typically be five GCSEs at Grade C or higher.

Requirements: knowledge, skills and behaviours

Typically this apprenticeship will take 12 – 18 months

Qu a l i fi cations

Apprentices without level 2 English and maths will need to achieve this level prior to taking the end-point assessment.

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Problem and Solution

Ai generator.

A problem is a situation, condition, or issue that creates difficulty or presents an obstacle to achieving a desired goal or outcome. Problems can be identified in various contexts, including personal, professional, social, and technical environments. They require resolution to improve circumstances, processes, or performance. A solution is a method, process, or action taken to resolve a problem or address an issue.

Writing a short problem statement can help clearly define the issue at hand. For instance, a business problem solving proposal outlines the steps and strategies needed to tackle specific business challenges. In academic settings, a thesis problem statement articulates the research problem and its significance. Crafting a comprehensive problem statement is essential for setting the stage for finding effective solutions. Addressing a communication problem involves identifying barriers to effective communication and implementing strategies to overcome them.

What is Problem and Solution?

A problem and solution refers to a framework used to identify an issue and propose a way to address or resolve it. This approach involves clearly defining the problem, analyzing its causes and effects, and then developing and implementing strategies or actions to solve it. This method is commonly used in various fields such as business, education, engineering, and everyday life to systematically tackle challenges and improve outcomes.

Examples of Problem and Solution

• Traffic congestion: Build more public transportation options.
• Air pollution: Implement stricter emissions regulations for factories.
• Water scarcity: Develop advanced water recycling systems.
• Deforestation: Promote reforestation and sustainable logging practices.
• Obesity: Increase public awareness about healthy eating and exercise.
• Homelessness: Provide affordable housing and job training programs.
• Cybersecurity threats: Enhance encryption and cybersecurity protocols.
• Plastic waste: Promote the use of biodegradable materials and recycling.
• Climate change: Increase the use of renewable energy sources.
• Unemployment: Offer job retraining and education programs.
• Poor education quality: Invest in teacher training and educational resources.
• Food insecurity: Create community gardens and food banks.
• Income inequality: Implement progressive tax policies and social programs.
• Lack of healthcare access: Expand healthcare coverage and services.
• Energy consumption: Develop and promote energy-efficient technologies.
• Animal extinction: Enforce wildlife protection laws and conservation efforts.
• Ocean pollution: Regulate and reduce plastic disposal and cleanup efforts.
• Mental health issues: Increase mental health resources and support services.
• Traffic accidents: Improve road infrastructure and enforce traffic laws.
• Noise pollution: Implement noise control measures and urban planning strategies.

Types of Problem and Solution

1. Technical Problems

• Description : Issues related to technology , software , or hardware.
• Solutions : Debugging code, replacing faulty hardware, updating software, optimizing network configurations.

2. Operational Problems

• Description : Challenges in day-to-day operations and processes.
• Solutions : Streamlining processes, improving logistics, automating tasks, implementing new operational strategies.

3. Strategic Problems

• Description : Issues affecting the long-term direction and success of an organization.
• Solutions : Conducting market research, revising strategic plans, aligning organizational objectives, adopting new business models.

4. Financial Problems

• Description : Challenges related to the management of finances.
• Solutions : Creating a detailed budget, improving financial planning, cutting unnecessary costs, finding new revenue streams.

5. Human Resource Problems

• Description : Issues involving the workforce and employee management.
• Solutions : Enhancing employee engagement, offering competitive benefits, providing training and development, improving recruitment strategies.

6. Customer Service Problems

• Description : Challenges in delivering satisfactory customer service.
• Solutions : Implementing better customer service protocols, training staff, using customer feedback to improve services, adopting customer relationship management (CRM) systems.

7. Marketing Problems

• Description : Issues related to marketing and advertising strategies.
• Solutions : Developing targeted marketing campaigns, using data analytics, enhancing digital marketing efforts, rebranding.

8. Legal Problems

• Description : Issues involving legal compliance and regulations.
• Solutions : Ensuring compliance with laws, consulting with legal experts, protecting intellectual property, revising contracts.

9. Environmental Problems

• Description : Challenges related to environmental impact and sustainability.
• Solutions : Implementing sustainable practices, reducing waste, using renewable resources, enhancing environmental policies.

Problem and Solution in Research

1. identifying the research problem.

• Description : The research problem is a specific issue, difficulty, contradiction, or gap in knowledge that a researcher aims to address.
• Example : Lack of effective treatment for a certain disease, unclear mechanisms behind a social phenomenon, or inefficiencies in a technological process.

2. Formulating the Research Problem

• Description : Clearly defining and articulating the problem in a way that guides the research objectives and questions.
• Example : “What are the underlying factors contributing to the low recovery rate of patients with XYZ disease?”

3. Literature Review

• Description : Conducting a comprehensive review of existing research and theories related to the problem to understand the current state of knowledge.
• Example : Reviewing past studies, articles, and reports on XYZ disease to identify what has been discovered and what gaps remain.

4. Developing Research Questions

• Description : Formulating specific questions that the research aims to answer, derived from the research problem.
• Example : “What treatments have been most effective in improving recovery rates for XYZ disease?” or “How do socioeconomic factors influence recovery rates?”

5. Choosing the Research Methodology

• Description : Selecting appropriate methods and techniques to gather and analyze data that will address the research questions.
• Example : Deciding between qualitative methods (like interviews and focus groups) or quantitative methods (like surveys and experiments).

6. Data Collection

• Description : Gathering data using the chosen methods to obtain information relevant to the research problem.
• Example : Conducting surveys among patients, collecting medical records, or performing laboratory experiments.

7. Data Analysis

• Description : Analyzing the collected data to identify patterns, relationships, and insights that address the research questions.
• Example : Using statistical analysis to determine the effectiveness of different treatments or thematic analysis to identify common themes in interview responses.

8. Presenting the Solution

• Description : Proposing solutions or recommendations based on the findings of the research.
• Example : Recommending a new treatment protocol based on the data showing its higher effectiveness or suggesting policy changes to address identified socioeconomic barriers.

9. Evaluating the Solution

• Description : Assessing the proposed solutions for feasibility, effectiveness, and potential impact.
• Example : Conducting pilot studies to test the new treatment protocol or evaluating the practicality of suggested policy changes.

10. Disseminating the Findings

• Description : Sharing the research findings and proposed solutions with the wider community through publications, presentations, and reports.
• Example : Publishing in academic journals, presenting at conferences, or preparing reports for policymakers and practitioners.

Problem and Solution Synonyms

Uses of Problem and Solution

• Critical Thinking and Analysis : The problem and solution framework helps develop critical thinking and analytical skills. By systematically identifying a problem, analyzing its causes, and brainstorming possible solutions, individuals enhance their ability to think logically and solve complex issues.
• Education and Learning : Teachers and educators use the problem and solution approach to enhance learning experiences. It encourages students to engage with material actively, apply knowledge to real-world scenarios, and develop problem-solving skills essential for academic and personal success.
• Business and Management : In business, identifying problems and devising solutions is crucial for maintaining competitiveness and efficiency. Managers use this framework to address operational issues, improve processes, resolve conflicts, and innovate products and services.
• Engineering and Technology : Engineers and technologists rely on the problem and solution framework to design and develop new products, systems, and technologies. They identify technical challenges, analyze requirements, and create solutions that meet specific needs and constraints.
• Healthcare and Medicine : Healthcare professionals use the problem and solution approach to diagnose and treat medical conditions. By identifying symptoms (problems), they can determine the underlying causes and develop appropriate treatment plans (solutions).
• Policy Making and Public Administration : Policymakers use this framework to address societal issues such as poverty, education, and public health. By understanding the root causes of problems, they can create and implement policies aimed at providing effective solutions.
• Environmental Management : Environmental scientists and managers use the problem and solution approach to address issues like pollution, climate change, and resource depletion. Identifying environmental problems allows them to develop and implement strategies to mitigate negative impacts and promote sustainability.
• Project Management : Project managers use this framework to identify potential risks and issues that could affect project success. They develop risk mitigation plans and solutions to ensure projects are completed on time, within budget, and to the desired quality standards.

What are common problem-solving methods?

Common methods include brainstorming, root cause analysis, trial and error, and the scientific method.

What is root cause analysis?

Root cause analysis identifies the fundamental cause of a problem to address it effectively.

How does brainstorming help in problem-solving?

Brainstorming generates diverse ideas and solutions through collaborative thinking.

What is the scientific method’s role in problem-solving?

The scientific method uses systematic observation, measurement, and experimentation to identify solutions.

How do you prioritize problems?

Prioritize problems based on their urgency, impact, and feasibility of solutions.

What is a problem statement?

A problem statement clearly defines the issue, its context, and its impact.

How can you evaluate potential solutions?

Evaluate solutions by considering their effectiveness, feasibility, and potential consequences.

What is the role of creativity in problem-solving?

Creativity introduces novel and innovative approaches to finding solutions.

How can collaboration aid in solving problems?

Collaboration brings diverse perspectives and expertise, enhancing solution development.

What are the steps in the problem-solving process?

Steps include identifying the problem, analyzing it, generating solutions, implementing solutions, and evaluating outcomes.

Text prompt

• Instructive
• Professional

10 Examples of Public speaking

20 Examples of Gas lighting

• Open access
• Published: 26 June 2024

Collaborative project-based learning in global health: Enhancing competencies and skills for undergraduate nursing students

• Sujin Lee 1 , 2 ,
• Ju Young Yoon 2 &
• Yeji Hwang 2  

BMC Nursing volume  23 , Article number:  437 ( 2024 ) Cite this article

Metrics details

Despite the importance of collaboration and communication in global health, existing educational approaches often rely on traditional one-way instruction from instructor to student. Therefore, this study aimed to evaluate the effectiveness of a newly developed undergraduate curriculum on global health in enhancing nursing students’ competencies in global health and communication, problem-solving, and self-directed learning skills.

A 15-week course “Global Health and Nursing” was designed for undergraduate nursing students, and a collaborative project-based learning method was used. Study participants were undergraduate nursing students enrolled in the course. The study was a multi-method study and included quantitative and qualitative components. It employed a one-group pretest–posttest design to quantitatively assess the impact of the curriculum. Additionally, student experiences with the learning process were qualitatively explored through a focus group interview. A total of 28 students participated in this study, and 5 of them participated in the focus group interview.

The collaborative project-based learning method significantly improved global health competency ( t  = − 10.646, df  = 22, p  < 0.001), with a large effect size. It also improved communication skills ( t  = − 2.649, df  = 22, p  = 0.015), problem-solving skills ( t  = − 3.453, df  = 22, p  = 0.002), and self-directed learning skills ( t  = − 2.375, df  = 22, p  = 0.027). Three themes were found through the focus group interview: (a) Promoting global health competency; (b) Fostering life skills through collaborative projects; and (c) Recommendations for future classes. The focus group interview indicated that overall, the study participants were satisfied with the collaborative project-based method for global health education.

Conclusions

This study confirms that project-based learning significantly boosts the competencies and skills of students, recommending its broader adoption in nursing education. Nursing instructors should consider adopting this teaching approach for global health education at the undergraduate level. Future studies may employ a longitudinal design to assess the prolonged effects of the collaborative project-based learning approach, particularly focusing on the long-term retention of skills and the broader applicability of this model across different educational settings.

Peer Review reports

Introduction

Global health problems, such as infectious diseases and intensifying health inequality, have arisen due to the acceleration of globalization. Thus, it has been recommended that prospective medical personnel should obtain interest and globalized competencies in areas such as disease characteristics, epidemiology, and health polarization across countries [ 1 , 2 ]. The global health-related curriculum has been continuously developed in response to the demands of each era [ 3 , 4 , 5 ]. Starting with the International Federation of Medical Students’ Associations established in 1951, student participation and discussions to improve global health are actively taking place in various European countries [ 6 ]. Since the mid-1990s, global health education courses have been developed in countries such as Sweden, the United Kingdom, and the Netherlands [ 6 ]. In North America, after the establishment of the Global Health Education Consortium for International Health Education in 1991, the Consortium of Universities for Global Health was formed in 2008, and various academic systems and related organizations have cooperated to share information and develop global health education [ 7 ].

Project-based learning is a learner-centered teaching method in which the learner actively learns through autonomous goal setting, collaboration, communication, and reflection on practical cases [ 8 , 9 ]. Project-based learning is characterized by viewing students as active subjects in the learning process and respecting their knowledge, perspectives, and experiences [ 10 ]. In health-care education, project-based learning has been considered a remarkable method for training health-care personnel [ 11 , 12 ]. In this method, individuals and teams work collaboratively to improve the completeness of results through continuous team communication; students discover and develop their strengths in the process of understanding and solving project problems [ 13 , 14 ]. These characteristics can have a meaningful effect on the development of health-care personnel’s capabilities to collaborate with experts in various fields in the rapidly changing global health field [ 15 ].

According to previous literature on global health competencies, common features include collaboration, partnering, communication, self-directed and ongoing learning, and identifying innovative solutions to global health problems [ 16 , 17 ]. Therefore, when teaching global health, nurse educators need to consider improving the students’ global health competencies, communication, self-directed learning, and problem-solving skills so that they can become experts with sufficient competence in the global community. Problem-oriented learning is often suggested for global health education [ 17 , 18 ]. However, most global health education continues to use the one-way traditional teaching method from instructor to student [ 19 ], which is more limiting than the global health experience that can be attained through collaboration [ 2 ]. Traditional lecture-based teaching methods often restrict the development of critical thinking or problem-solving skills, both of which are essential components in the field of global health [ 20 ]. While it is crucial to educate nurses to effectively practice in various areas of the global community, the existing literature provides limited evidence on the impact of project-based learning in enhancing global health competencies among nursing students.

Therefore, the overarching aim of this study was to evaluate the effectiveness of a newly developed undergraduate nursing course in global health; the course used collaborative project-based learning methodology. Specifically, the study aims were: (1) to quantitatively evaluate the change in global health competency, communication skills, problem-solving skills, and self-directed learning skills before and after the implementation of the course; and (2) to qualitatively investigate the undergraduate nursing students’ overall experiences with the course. For the quantitative components, we hypothesized that the collaborative project-based learning method would improve global health competency, communication skills, problem-solving skills, and self-directed learning skills.

Study design

This study was a multi-method study and included quantitative and qualitative approaches [ 21 ]. It used a one-group pretest–posttest design to examine the effectiveness of a global health course that employed collaborative project-based learning. Additionally, a focus group interview was conducted after the course ended to explore the undergraduate nursing students’ overall experience with the course.

Study participants

The participants of this study were undergraduate nursing students from a university located in Seoul, Korea, enrolled in the course “Global Health and Nursing” during the fall semester of 2023. A total of 45 students enrolled in the course were approached for participation in this study. At the beginning of the study, its purpose and procedures were outlined to the students by the first author of this study (SL), who was not teaching the course. To ensure that participation was free of any undue pressure, the course director (YH) was not present during the information session.

The students were informed that participation was voluntary and that there would be no negative consequences to them if they did not participate in this study. Students who were 18 years old or older, enrolled in the course, and willing to participate were included in the study. Students who failed to complete the course (e.g., having more than five absences, not submitting assignments, or dropping out of the course) were excluded from the study. Consents to participate in the study were obtained from all participants, ensuring they were aware of their rights and the confidentiality measures taken to protect their personal information.

Out of the 45 enrolled in the course, 28 agreed to participate in this study. The initial survey (pretest) was completed by 28 students, and the follow-up survey (posttest) was completed by 23 students (Fig.  1 ). Consequently, the final analysis was conducted using the complete datasets from these 23 respondents. The sample size was calculated using G*Power 3.1.9.2 software before starting the study. With a large effect size (Cohen’s d  = 0.8), a power of 0.95, and a significance level of 0.05 [ 22 ], the minimum required sample size was determined as 19. Therefore, the sample size of the study was sufficient.

Participant Recruitment Flowchart

The pretest was administered at the beginning of the semester in September 2023, and the posttest was conducted at the end of the semester in December 2023. A focus group interview was conducted with 5 students at the end of the semester in December 2023. This study was approved by the Institutional Review Board at the authors’ institution (IRB No. 2309/001–005).

“Global Health and Nursing” course

The “Global Health and Nursing” course was developed by the corresponding author of this study (YH). It was an elective 15-week course for undergraduate nursing students taught in English. A collaborative project-based learning methodology was the main teaching method in this course. Although there were several mini-lectures on global health, the students mainly used the class time to work on their group projects. The development of the course, including the core content and topics for group projects, was based on literature on global health education [ 23 , 24 ].

The group projects involved group assignments made by the course director at the beginning of the semester; each group comprised 5 students. The students were provided with a list of topics from which they could choose their project topic. The list included topics such as access to health care, nutritional health disparities, advanced directives, health of immigrants, environmental and health issues, reproductive health, communicable diseases and health, and literacy and health. They were able to either choose a topic from the list or create their own after discussing their proposed topic with the course director. Then, each group selected a specific global health issue that they wished to work on within their chosen topic. For example, if a group selected “environmental and health issues,” they could select a specific topic such as “Fukushima nuclear wastewater release in 2023 and its potential health impacts.”

The course director provided guidelines to assist students in the group project. The goals of the group project were to state the nature of the selected global health issue, identify its potential solutions, and determine nurses’ roles in the global health issue. The objectives of the course were to acquire knowledge about a variety of global health issues abroad, to assess global health problems, to identify potential solutions for global health issues, and to discuss nurses’ roles in the field of global health. The course director monitored each group’s progress weekly, discussing their current status during class and providing appropriate guidance and feedback on the group projects. At the end of the semester, each group was evaluated via group project papers and presentations. The course director assessed each project based on several key factors: whether the paper clearly outlined its research question, whether accurate and recent data were used to describe a global health problem, how potential solutions for the issues were identified, and how the nurses’ roles in addressing these issues were articulated.

The course director actively encouraged students to utilize generative artificial intelligence (AI) software, such as ChatGPT, as a pedagogical tool to augment learning outcomes. Specifically, the students were allowed to leverage this generative AI software for various educational purposes, including initiating discussions, generating ideas, and assisting with their English writing for the final paper. This innovative approach aimed to enhance student engagement and understanding by integrating cutting-edge technology into the learning process, thereby facilitating a more interactive and supportive educational environment.

The course director implemented a system for students to document and report their usage of AI resources. Each week, students filled out a form detailing their use of these resources, which they submitted at the end of the semester. The purpose of this system was to monitor and evaluate how students integrated AI tools into their learning process, ensuring that these technologies were used responsibly and effectively to enhance their educational outcomes.

Additionally, students were required to provide citations in their final group project paper, indicating the use of any resources that were not their original work. The course director employed plagiarism-checking software to review the final papers, deducting points for any plagiarism identified that lacked proper citations.

Participant characteristics

Data on participant characteristics were collected. These characteristics included age, sex, academic year, grades, level of English communication skills, experience of visiting abroad, experience of contact with other cultures within the country, previous education related to global health, experience with participation in collaborative project-based learning, and satisfaction with the nursing major.

Global health competency

Global health competency was measured by the Global Health Competency Scale developed by the Global Health Education Consortium & Association of Faculties of Medicine of Canada to examine medical students’ global health competencies [ 25 ]. In this study, we used a Korean-translated version of the scale [ 26 ]. The scale has 30 items, which are measured on a 4-point Likert scale from 1 to 4. The possible scores range from 30 to 120, and a higher score indicates a greater level of competency in global health. The Cronbach’s alpha value for the Korean version of the scale is 0.95 [ 26 ], and in this study, the Cronbach’s alpha value was 0.97.

Communication, problem-solving, and self-directed learning skills

Communication, problem-solving, and self-directed learning skills were measured by the Life Skills Scale developed by Lee and colleagues in 2003 [ 27 ]. The original scale has 3 dimensions: communication skills (49 items), problem-solving skills (45 items), and self-directed learning skills (40 items). When developed, each dimension showed good reliability [ 27 ]. The alpha values of communication, problem-solving, and self-directed learning skills were 0.80, 0.94, and 0.93, respectively. Lee and colleagues have encouraged the use of the individual dimensions separately in other research [ 27 ]. Therefore, each dimension was used as a separate variable. In this study, Cronbach’s alpha for communication skills was 0.87, for problem-solving skills was 0.89, and for self-directed learning skills was 0.94.

Focus group interview

A focus group interview was conducted after all grades were released at the end of the semester. The course director (YH) arranged and conducted the interview with the participants who wished to participate. The interview was conducted in one group consisting of 5 students. It was completed in Korean so that the students could express their experiences without any language difficulties. The interview was conducted via Zoom and lasted approximately one hour. Participants gave verbal consent for the audio recording of the interview session. A semi-structured interview was conducted to understand the nursing students’ experiences with collaborative project-based global health education.

Interview questions included the following: “How has the collaborative project-based global health education impacted your global health competencies?” “How has the collaborative project-based global health education affected your communication skills?” “How has the collaborative project-based global health education influenced your problem-solving abilities?” “How has the collaborative project-based global health education affected your self-directed learning skills?” “What do you think about the approach of collaborative project-based global health education?” “Did you use generative AI, such as ChatGPT, for the class? If so, what was the experience like?” During the interview, participants were encouraged to freely express any additional thoughts. When new ideas emerged, the interviewer employed follow-up questions to elicit further details.

Data analysis

For quantitative analyses, the following methods were employed. First, descriptive analyses were conducted to describe the characteristics of the participants. Means, standard deviations, ranges, and percentages were used. Then, we assessed the normality of the scores for global health competency, communication skills, problem-solving skills, and self-directed learning skills. Paired t -tests were conducted to examine the effects of collaborative project-based learning on global health competency, communication skills, problem-solving skills, and self-directed learning skills. All statistical analyses were performed using SPSS ® software version 22.0. Statistical significance was set at a p -value less than 0.05.

To analyze the results of the focus group interview, qualitative content analysis was performed [ 28 ]. First, the interview was transcribed verbatim by one author (SL). Through a rigorous and iterative process of reviewing the original data, two authors of this study (SL and YH) identified initial codes. They then collaboratively worked to refine these codes into categories, from which subthemes and overarching themes were derived. This collaborative coding approach ensured methodological rigor and validity in analyzing the qualitative data. The analyses were conducted in Korean language, and the final themes and quotes were translated into English for this paper.

Table  1 describes the demographic characteristics of the participants. The mean age of the study participants was 22.64 ± 1.52 (Min–Max: 21–28). The majority of the participants were female ( n  = 25, 89.3%), sophomores ( n  = 17, 60.7%), and did not have any previous experience with global health ( n  = 18, 64.3%). Experience of visiting abroad or with other cultures within the country varied among the participants.

By evaluating the effectiveness of the course through paired t -tests, we found that the collaborative project-based learning approach produced statistically significant improvements in several key areas (Table  2 ; Fig.  2 ). There was a pronounced enhancement in global health competency ( t  = − 10.646, df  = 22, p  < 0.001), indicating a significant impact of the course on students’ understanding of global health issues. Moreover, communication skills improved significantly ( t  = − 2.649, df  = 22, p  = 0.015), suggesting that the course was effective in enhancing the ability of students to exchange ideas and cooperate with others. Another positive outcome was the improvement in problem-solving skills ( t  = − 3.453, df  = 22, p  = 0.002), reflecting a meaningful advance in the students’ capacity to tackle complex issues and think critically. Additionally, self-directed learning skills improved ( t  = − 2.375, df  = 22, p  = 0.027), underscoring the effect of the course in fostering independent learning among the students.

Comparison of scores in global health competency, communication, problem-solving, and self-directed learning skills ( N  = 23)

As a result of analyzing the focus group interview, three overarching themes that describe the experience of the collaborative project-based learning approach were identified: Theme 1: Promoting global health competency, Theme 2: Fostering life skills through collaborative projects, and Theme 3: Recommendations for future classes (Table  3 ).

Theme 1. Promoting global health competency

In-depth exploration by participating in collaborative projects.

Students experienced a substantial deepening of their knowledge and understanding through the collaborative projects. The collaborative project-based learning approach challenged them to engage with complex and unfamiliar topics, diverging from the traditional teaching methods that they were accustomed to. The traditional Korean teaching method in nursing includes one-way lectures from the lecturer to students. This shift required them to delve deeply and focus narrowly on specific issues, which they found to be a difficult yet rewarding process. By navigating the collaborative projects throughout the semester, the students felt that their global health competencies were significantly enhanced. The opportunity to analyze and think critically about global health issues provided a valuable learning experience, contributing positively to their educational growth and the development of their global health capabilities.

“When selecting a topic for the group project, we encountered topics that were unfamiliar, and selecting a topic was challenging. However, this experience led us to study in a very focused and in-depth manner, which I think had a positive impact on enhancing our global health competencies.” (Student 4) .

Participating in a collaborative project provided the students, who were accustomed to the traditional lecture-type teaching methods in nursing school, with a new learning experience.

Expanding nursing students’ perspectives

The course facilitated a significant broadening of the nursing students’ views related to global health, allowing them to gain a deeper understanding and empathy toward situations around the world. Students expressed an appreciation for the exposure to a wide array of global health issues, which they had not previously encountered to such an extent. This exposure expanded their horizons beyond the local or national context and contributed to a more comprehensive grasp of health as a global entity.

“The biggest takeaway for me was realizing that there are so many different health issues around the world, which has helped broaden my perspective significantly.” (Student 3) .

Additionally, the students valued the integration of global health education into their curriculum, which is traditionally dominated by a clinical focus on direct patient care. In Korea, a diverse global health curriculum is lacking, and less than half of nursing schools offer an undergraduate curriculum dealing with global health issues [ 19 ]. By learning about global health issues in their elective course, they felt better prepared for the broader nursing context.

Theme 2. Fostering life skills through collaborative projects

Process of reconciling perspectives.

The students reported that communication was challenging as they were required to collaborate on the projects. However, they also expressed that their communication skills improved after they finished the project. For example, when there was a diversity of interests within the group, it led to extensive group discussions and the reconciliation of diverse perspectives.

“Each team member had a lot of topics they were interested in…We communicated a lot with each other. I felt that my communication skills improved during that process.” (Student 1) .

One student reported that she learned the importance of explicit communication. The student recognized the need for more nuanced communication skills, especially regarding integrating and refining the collective inputs into the final product.

“The most difficult part was communicating during the final paper revisions. It was hard to grasp exactly what direction the feedback from each person was aiming for, and it was also a vague issue how to convey this to others…” (Student 4) .

Therefore, the process of reconciling perspectives was an iterative learning experience that underscored the importance of clear and effective communication in achieving a unified vision in collaborative work. Participating in collaborative projects provided the students, who were accustomed to traditional lecture-type teaching methods, with opportunities to hone their communication skills.

Enhancement of critical thinking skills

The collaborative projects underscored a significant growth in student abilities to engage deeply with complex issues facing the global community. By addressing real-world problems as a group, students experienced an increase in their awareness of global challenges and honed their critical thinking capabilities.

“It wasn’t just about searching for a topic and finding all the related materials. It involved first identifying countries related to the topic, then focusing on the issues that have arisen in those countries, and the policies being implemented to solve those problems. Narrowing down the scope in this way to find and interpret data was greatly helpful in enhancing my research and analytical skills.” (Student 3) .

The collaborative environment fostered by the team projects thus played a crucial role in developing students’ critical thinking skills, enabling them to approach global health challenges with an analytical and solution-oriented mindset.

Active learning and engagement

The students had a transformative educational experience, from conventional lecture-based learning toward a dynamic and participatory approach. The students shared their journey of engaging deeply with the course material. One student noted the unexpected depth of understanding gained through reading papers, researching materials, and preparing presentations, in contrast to merely studying from textbooks for exams. Another student emphasized the novelty of their experience in conducting thorough research, including finding and analyzing multiple papers on the same subject, which led to a broader exploration of related topics.

“Initially, I thought I wouldn’t study much for this subject since there were no exams. Contrary to my expectations, engaging in activities like reading papers, researching materials, and preparing presentations offered a depth of understanding far beyond what textbook study for exams could provide.” (Student 1) .

Theme 3. Recommendations for future classes

Use of generative ai software.

Students reported diverse experiences with generative AI software. These experiences ranged from highly beneficial to eliciting skepticism, illustrating the diverse ways in which students interacted with and perceived the value of generative AI in their studies.

One student leveraged ChatGPT for initial guidance, particularly for outlining and collecting related materials for their part of the project. This approach suggests that generative AI can serve as a starting point for research, offering a foundation to build upon and modify for specific academic needs. Another student found ChatGPT extremely useful for exploring cases, precedents, and solutions related to their project topic and appreciated the varied answers and insights it provided. This active engagement with the tool highlights its potential as a versatile resource for collecting information and generating ideas.

“The most significant aspect of using ChatGPT lies in its ability to yield diverse responses based on the type of question posed. For instance, when inquiring about strategies to address a sensitive topic like do-not-resuscitate (DNR) orders in Korea, ChatGPT can provide extensive insights. It may suggest examining policies from other countries, offering a comprehensive foundation for considering the implementation of analogous strategies within the Korean context.” (Student 2) .

Furthermore, a student highlighted that the use of ChatGPT was limited to English translation tasks within their group, and another student expressed their distrust of ChatGPT, citing its unreliability as a major concern, which led them to avoid using the tool altogether.

Overall, the landscape of student interactions with ChatGPT was nuanced, ranging from enriching research and idea generation to cautious or limited use. This reflects the evolving role of AI tools in educational settings and their varying impact on student learning and project development. Such diversity in use and opinion underscores the need for ongoing exploration into the efficacy and appropriateness of AI software use in future coursework.

Course director’s involvement

There was a range of student perspectives on the desired level of instructor involvement in the learning process. Some students appreciated the current level of involvement, which was hands-off, allowing them the autonomy to establish their own detailed timelines. This independence in managing their projects was perceived as beneficial, offering them the opportunity to develop self-regulation and project management skills.

Other students expressed a preference for more active intervention from the course director, such as the provision of a clear, structured timeline to guide them through the projects during the semester. This guidance was seen as a way to ensure consistent progress and help manage their workload effectively. Additionally, some students advocated for more assertive and direct feedback on their projects, including critical assessments. These students valued detailed and candid input, even negative, believing that such engagement could drive improvements and enhance the quality of their work.

“I believe that our learning capabilities could be enhanced if we received more feedback or were posed with sharper questions that challenge us. Personally, I’m open to and see the benefit of more assertive feedback.” (Student 2) .

This study was conducted to evaluate the effectiveness of global health education that utilized a collaborative project-based learning approach. This study found that the collaborative project-based learning approach was effective, especially in improving students’ skill sets.

Effect of the collaborative project-based learning approach

The results of this study confirm the effectiveness of the project-based learning approach that was reported in previous literature [ 9 , 29 ]. Many positive outcomes of applying a project-based learning approach have been reported [ 9 , 29 ]. One study reported that project-based learning was more effective in improving academic achievements than traditional teaching methods [ 29 ]. As project-based learning is inquiry-based and fosters student autonomy, it allows students to discover problems and find solutions on their own [ 8 , 30 ], which leads to improvements in motivation [ 31 ] and competency [ 32 ]. However, these results are mainly from other professional fields, and little knowledge is available on how project-based learning is effective specifically for nursing students. This study filled this gap in the literature by showing that project-based learning is an effective approach in the field of nursing as well. Furthermore, considering that project-based learning prepares students for real-world challenges [ 33 ], this method could significantly advance the professional development of nursing students by equipping them with practical skills for real-world settings. However, as the school environment, community support, or access to resources can influence project-based learning, nurse educators should consider providing a supportive environment and ensuring equal accessibility for such resources.

In addition to the project-based learning approach, the course integrated a collaborative approach so that students worked with their peers on a project. Collaboration and partnering are key aspects of global health competencies, as global health requires a diverse range of health professionals to work together [ 15 ]. Previous studies showed that collaborative learning has many positive effects, such as improving academic performance and enhancing student engagement [ 34 , 35 , 36 ]. Moreover, it can enhance cooperative skills among students [ 31 ], and effective communication, which is a critical skill for nurses [ 37 , 38 ]. Previous studies that applied collaborative learning to nursing students’ clinical practicum confirmed its effectiveness in enhancing nursing competencies [ 39 , 40 ]. Therefore, nurse educators who instruct courses on global health should consider applying a collaborative learning approach to improve communication skills among nursing students.

In this study, the collaborative project-based learning approach also improved problem-solving skills. This result is in line with previous studies, including systematic reviews and meta-analyses, reporting that problem-based learning improves overall thinking skills among nursing students [ 41 , 42 , 43 ]. Providing students with opportunities to contemplate real-world problems and potential solutions can increase their critical thinking skills. Therefore, nurse educators should consider exposing students to real-world problems to increase the students’ problem-solving skills.

Recommendations for the future

Several recommendations emerged from the focus group interview. First, there was a range of student experiences with the use of generative AI software, such as ChatGPT. Student experiences varied significantly. While some found it extremely helpful, others expressed skepticism about its reliability. The interview revealed diverse usage patterns of generative AI among the students. For instance, some utilized it for in-depth exploration, employing detailed and sequential questioning techniques.

Educational technologies have been widely used in nursing education including problem-based learning [ 30 , 44 ]. Generative AI software can be an effective supplementary learning tool in certain situations, but exploring whether it is being used effectively in project-based learning in nursing is necessary. Generative AI can be a learning partner when integrated into project-based learning and transform a competition-focused education system into a collaborative one [ 45 ]. Students can successfully perform a given task, gain confidence, and increase their participation through immediate feedback from AI learning partners, which can promote nursing education when appropriately used [ 46 ]. Further research is needed to determine whether generative AI can enhance learning outcomes for students. Specifically, these studies should explore how these technologies can be effectively integrated into curricula to maximize their potential benefits and address the unique challenges of global health training.

Another consideration for future classes includes the extent of the instructor’s involvement. Although the instructor’s support is essential in project-based learning, student choice and autonomy should be valued as well [ 8 ]. As mixed opinions were expressed by the students about the course director’s involvement in the collaborative projects, course instructors should consider the degree of their involvement when applying a project-based learning approach. Based on the findings, we recommend maintaining students’ autonomy while setting deadlines throughout the course so that students can keep it as a minimal guideline.

Moreover, exploring the cost-effectiveness of implementing collaborative project-based learning approaches in nursing education remains an essential area for future research. While this approach seems promising in enhancing student competencies, the financial and resource implications of widespread adoption in diverse educational settings warrant thorough investigation. For example, studies that analyze the scalability of such approaches and their impact on faculty workload and institutional resources could provide valuable insights into their practical viability. Additionally, challenges, such as managing group dynamics and workload distribution within collaborative settings, must be carefully considered. These factors can significantly influence the efficacy and sustainability of project-based learning methodologies.

Additionally, the long-term impact of collaborative project-based learning approaches on preparing nurses for global health careers should be further investigated. Understanding the immediate educational outcomes and how these approaches equip future healthcare professionals to handle complex global health challenges over the course of their careers is crucial.

Strengths and limitations

This study makes several contributions. First, although there is a lack of information available on applying a collaborative project-based learning approach in global health education, this study showed the effectiveness of this approach. Nursing instructors should consider adopting this teaching approach for global health education at the undergraduate level. Second, because this study employed a multi-method of quantitative and qualitative approaches, the effectiveness of the course was comprehensively assessed.

The study has several limitations as well. First, a pilot trial was not conducted before the study. Including a pilot trial could have enhanced the credibility and validity of our approach. Second, because the design of the study was a one-group pretest–posttest design, it did not include a control group for comparison, which limits the ability to attribute the observed changes directly to the intervention without considering other external factors. In future studies, randomized controlled trials should be considered to examine the approach’s effectiveness. Third, the study was conducted over a single semester; therefore, this 15-week course might not have been sufficient to observe long-term changes in student skills and knowledge. Future studies should consider extending the intervention duration to an academic year to evaluate its effect. Additionally, the long-term impact of the course was not observed in this study, which could have been possible by including time series results. Future studies should employ a longitudinal design so that the prolonged effects of the collaborative project-based learning approach can be assessed. Including follow-up assessments at multiple intervals post-intervention will enable better understanding of the sustainability of learning outcomes. Furthermore, integrating qualitative methods such as interviews or focus groups could provide deeper insights into how and why these approaches impact student learning over time. These strategies will not only enhance the robustness of the findings but also contribute to a more nuanced understanding of the educational interventions’ effectiveness.

Another limitation of this study was that it relied on the students’ self-reported data to examine the impact of collaborative project-based learning. Self-reported data can be susceptible to bias, and the improvements observed in global health competency, communication skills, problem-solving skills, and self-directed learning skills may reflect students’ perceptions rather than actual enhancements. Therefore, the findings must be interpreted with caution, as the reported improvements might not fully capture the students’ real skill development. Future studies should include objective measures in addition to self-reported data. Lastly, this study was conducted with a small sample of undergraduate students in Korea, and caution should be applied when interpreting the findings and considering their generalizability. Future studies with a larger and more diverse sample of nursing students are needed, and it is essential to test the approach in various educational settings to enhance generalizability and applicability.

Implications

This study highlights the effectiveness of collaborative project-based learning in significantly enhancing critical competencies in global health among nursing students. Notably, the competencies enhanced include an in-depth understanding of global health issues, improved communication skills such as idea exchange and teamwork, as well as elevated problem-solving and self-directed learning abilities. These improvements demonstrate the potential for more engaging and effective educational practices. However, implementing such approaches comes with challenges, including the need for adequate resources, instructor training, and adaptation to varying learning environments and student backgrounds. While this study demonstrated positive short-term outcomes, the long-term impacts of these competencies on professional practice remain to be explored. Future studies should, therefore, include longitudinal follow-up assessments to evaluate the sustainability of the learned skills over time. Additionally, given the diversity in educational settings, replicating this study across different contexts is crucial to verify its effectiveness and adaptability. We recommend that educational policymakers and curriculum developers consider these factors when integrating collaborative project-based learning strategies within nursing education programs. Furthermore, randomized controlled trials should be conducted to rigorously evaluate the approach’s effectiveness and facilitate its wider adoption.

The collaborative project-based learning approach was effective in global health education, especially in increasing students’ global health competencies and improving communication, problem-solving, and self-directed learning skills. Although they found it challenging, students were satisfied with the collaborative project-based learning approach, as it allowed them to delve deeply into learning global health issues. Therefore, nurse educators should consider applying this methodology to global health education for undergraduate nursing students. Future research employing a randomized controlled trial is warranted to further determine the effectiveness of the approach.

Data availability

The datasets generated and analyzed during the current study are not publicly available due ethical restrictions but are available from the corresponding author on reasonable request.

Abbreviations

artificial intelligence

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Acknowledgements

We would like to thank the study participants for providing valuable information for the study.

This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

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SL contributed to conceptualization, data analysis, and writing the draft of the manuscript. JY contributed to the conceptualization and critically revised the manuscript. YH contributed to conceptualization, investigation, writing the draft of the manuscript, and supervised the study.

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Correspondence to Yeji Hwang .

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Lee, S., Yoon, J.Y. & Hwang, Y. Collaborative project-based learning in global health: Enhancing competencies and skills for undergraduate nursing students. BMC Nurs 23 , 437 (2024). https://doi.org/10.1186/s12912-024-02111-8

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Moreno-Palma, N.; Hinojo-Lucena, F.-J.; Romero-Rodríguez, J.-M.; Cáceres-Reche, M.-P. Effectiveness of Problem-Based Learning in the Unplugged Computational Thinking of University Students. Educ. Sci. 2024 , 14 , 693. https://doi.org/10.3390/educsci14070693

Moreno-Palma N, Hinojo-Lucena F-J, Romero-Rodríguez J-M, Cáceres-Reche M-P. Effectiveness of Problem-Based Learning in the Unplugged Computational Thinking of University Students. Education Sciences . 2024; 14(7):693. https://doi.org/10.3390/educsci14070693

Moreno-Palma, Natalia, Francisco-Javier Hinojo-Lucena, José-María Romero-Rodríguez, and María-Pilar Cáceres-Reche. 2024. "Effectiveness of Problem-Based Learning in the Unplugged Computational Thinking of University Students" Education Sciences 14, no. 7: 693. https://doi.org/10.3390/educsci14070693

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