problem solving training module

Problem-Solving Training Course Materials for the Workplace

Last updated August 28, 2024

These Problem-Solving training course materials are for you to provide training and for teaching sessions on how to solve fairly complex problems as workplace training. Suitable to train leaders, managers, and employees (and also students as needed) at any level.

Page Contents

What’s Included

With this Course, Instantly Download

✔  55 PowerPoint  slide deck (includes tutor notes on each slide)

✔ 89-page Trainers workbook

✔  Course documents (including sign-in sheet, course evaluation sheet, course outline, suggested reading list document)

✔ Participants’ workbook, which includes a list of further readings.

✔ Five activities handouts, which include scenarios and templates for class activities.

✔  Course certificate (printable to hand to participants)

✔ A PDF guide with suggestions on how to adapt the activities for teaching the course online, if you ever need to.

Documents are delivered using MS Word, PDF (in case you do not have MS Word), and PowerPoint.

This training package is:

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

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

Examples from the Training Materials

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Price to Buy

British GBP £119 (approx. USD$149)

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10 Problem Solving Training Courses for Better Solutions

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

1. Problem Solver by SC Training (formerly EdApp)

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

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

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

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

• Cost: Free (up to 10 users)
• Scope: Creative problem solving, principles of problem-solving, different kinds of problem-solving, kinds of decision making

Created by SC Training (formerly EdApp)

2. Creating a Problem Statement for Your Organization by SC Training (formerly EdApp)

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

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

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

Created By SC Training (formerly EdApp)

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

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

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

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

4. Handling Irate Customers (Call Center) by SC Training (formerly EdApp)

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

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

• Scope: Call resolutions, mock call conversations examples

5. Managing Difficult Conversations by SC Training (formerly EdApp)

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

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

Explore our library including problem solving training courses.

6. Handling Objections with Emotional Intelligence by SC Training (formerly EdApp)

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

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

• Scope: Active listening, body language, resolving conflicts

7. Active Listening by SC Training (formerly EdApp)

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

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

• Scope: Active listening strategies, bad listening practices

8. Retail Services - Communication by SC Training (formerly EdApp)

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

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

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

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

9. Effective Communication in Customer Service by SC Training (formerly EdApp)

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

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

• Scope: Active listening, active listening in customer interactions

10. Expectations Setting by SC Training (formerly EdApp)

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

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

• Scope: Elements of expectations, avoiding unrealistic expectations

Create better solutions with problem solving training courses

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

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Effective Problem Solving Awareness – eLearning

This set of 10 micro-learning modules covers the importance of identifying a problem and using problem solving to form sustainable solutions. These modules can help an organization develop and implement a robust problem solving process that will improve problem descriptions, ensure steps are not skipped, improve team member participation, improve the ability to prioritize, analyze and review concerns, and improve qualitative methods for problem solving.

These modules give only a high-level introduction to problem solving and the different tools and methodologies used to complete the problem solving process. This allows teams to select the best tools for their specific problems.

Purchase single-user access to this eLearning course or request a quote for corporate licensing to train your team.

• Identify the importance of problem solving and the steps involved.
• Distinguish between the tools and methodologies used in problem solving.
• Identify the correlation between the problem and its impact on the business.
• Appraise the scenario and apply the problem solving method.

Recommended for all problem solvers and practitioners responsible for ensuring the effectiveness of the problem-solving process, appropriate application of problem-solving tools, and establishing and reinforcing an effective problem-solving culture.Typically, this is performed by a multidisciplinary team from the following functions: internal auditors, manufacturing managers, supervisors and team leaders, quality-related personnel, equipment and tooling specialists, supplier quality engineers, laboratory technicians, core tools (MSA, SPC, FMEA, APQP/PPAP) coordinators, logistics related personnel, and anyone who participates in the corrective action and continual improvement processes.

Module 1: Effective Problem Solving: Fundamentals

• Define problem solving.
• Identify the types of tools and methodologies used for problem solving.
• Describe CQI-20: Effective Problem Solving.

Module 2: Effective Problem Solving: Becoming Aware of a Problem

• Identify the problem by gathering information.
• Identify different types of problems.
• Describe the severity of a problem.
• Describe the occurrence of a problem.

Module 3: Effective Problem Solving: Establishing the Team

• Identify the members of the team.
• Describe the roles and responsibilities of the team members.

Module 4: Effective Problem Solving: Describing the Problem

• Identify the methods for gathering information.
• Define the problem statement.
• Discuss recommended tools for this step

Module 5: Effective Problem Solving: Containing Symptoms

• Describe the containment process.
• Define suspect material: conforming or nonconforming.
• Discuss recommended tools for this step.

Module 6: Effective Problem Solving: Establishing the Root Cause

• Discuss the Failure Mode.
• Describe FMEA.
• Determine and confirm true root causes.

Module 7: Effective Problem Solving: Selecting and Testing Corrective Actions

• Identify suitable corrective actions based on the root causes.
• Describe testing of corrective actions.

Module 8: Effective Problem Solving: Implementing Corrective Actions

• Discuss the verification of corrective actions.
• Discuss the implemented corrective actions as lessons learned.

Module 9: Effective Problem Solving: Preventing Reoccurrence

• Discuss types of preventative actions.
• Discuss replication and institutionalizing the corrective actions to prevent further problems.

Module 10: Effective Problem Solving: Recognizing the Team’s Success

• Identify methods for recognizing the team.

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This two-day Live Virtual Workshop includes the problem-solving process (the 9 recommended steps to achieve a successful problem-solving event, similar to 8D methodology) and tools to assist organizations in developing and implementing a robust problem-solving process.

This two-day Live Virtual Workshop presents the 8-D model as an efficient and effective methodology for determining, planning, verifying, and documenting corrective actions.

This Live Virtual Workshop will assist in the execution of Process FMEAs using the new AIAG & VDA FMEA Handbook.

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Problem Solving

Audience: Anyone

Prerequisites: None

Course on How to Solve Problems as a Group by Brainstorming, Idea Generation and Collective Decision Making

Fully Customisable Training Course Material

Description

“It’s not that I’m so smart, it’s just that I stay with problems longer.” Albert Einstein

In just about any industry or any role, we are almost constantly involved in solving problem. It is what makes humanity progress forward by constantly searching for better solutions to common problems or new solutions to new problems as our societies become more complex.

As the problems have become more complex, the need to solve problems in a group has increased. Groups now contain a variety of experts looking at a problem in relation to their own respective domains. This course is ideal for groups of people who aim to solve problems collectively together. Solving problems as a group has its own unique issues. For example, some people like to dominate a meeting with their ideas at the expense of other less talkative members. This could be because of their character or a political agenda. This can lead to suboptimal solutions. Without a good thinking system a group may never come across novel ideas and even if it does, the idea might quickly be put aside, criticised or ridiculed.

Today, there are many powerful group-based problem solving and brainstorming techniques that can be used to increase creativity and productivity.

The aim of this exercise-driven course is to get the delegate practice these techniques in a simulated environment working on smaller problems. This allows them to learn how these techniques work. If the delegates are from the same organisation, you can also run it as a team building course where delegates go through a shared experience while solving problems. They will learn how to work together and improve their communication skills.

The course is also effective if delegates are from different organisations as they can focus on the details of the techniques and learn from each other’s approaches or how various techniques might be used in different industries.

The course contains many exercises. Optional exercises are also provided so the content of the course can be biased based on the requirements of the delegates.

A series of extra problem solving techniques are also discussed briefly at the end of the workbook. These can be explored by those interested to know more about this topic after the course.

In this highly practical course participants will learn:

What Is Problem Solving?

• Why people fail in solving problems?
• What are the helpful attitudes that can help to solve problems more efficiently?
• What are the ideal roles in a productive meeting?
• What techniques help to improve problem solving?

Defining the Problem

• What techniques are helpful in systematically exploring a problem domain?
• How to search for root causes of problems and visualise this using a powerful technique

Generating Ideas

• How to generate lots of ideas as a group and methodically organise them as they are generated
• How to use a powerful visual technique to increase the creativity of a group in coming up with new ideas
• How to avoid killing new ideas before they can be given a chance
• How to get a group to cooperate with each other when solving a problem rather than competing with each other

Brainstorming

• What should you do to improve your brainstorming sessions?
• What are good questions to ask in a meeting or when someone suggests an idea?
• What are bad questions?
• What are commonly used brainstorming techniques?
• What are their strengths and limitations?

Decision Making

• How to take advantage of a number of powerful qualitative decision making techniques to decide on a course of action
• How to use a system that helps to look at making a decision from many angles
• What is a Work Breakdown Structure?
• How can you use Gantt charts to plan?
• How to analyse work package dependencies to find out how late a work can finish without affecting the overall schedule
• How to analyse requirements to make sure you only focus on those that matter the most and can prioritise your plan 

Everything you need to run the course:

• Trainer Notes
• Specific Course Guidelines
• Guidelines on Training Methodology
• Course Outline
• Recommended Readings
• Feedback Forms
• Certificate of Achievement

Course Objectives

By the end of this course delegates will be able to:

• Avoid attitudes that hinder problem solving  and adopt those that increase your chances of success
• Explore and  define the problem systematically  by viewing it from different angles and search for root causes
• Methodically  generate ideas  and use  visual techniques  to organise them into meaningful logical categories
• Use a number of established  brainstorming techniques  to search for solutions by  maximising idea generation ,  participation and creativity
• Make  qualitative decisions  by evaluating various aspects of potential solutions using a systematic method
• Plan to implement your solution by  scheduling, analysing critical parts  of the plan, managing resources and carrying out a  requirements analysis
• Use problem solving techniques to  address issues as a group

Courseware Features

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• After payment processing, you are redirected to a download page
• You will also receive emails with download links
• Unzip the package and access all the training resources in MS Office format

You can customise, edit and modify the content as you desire

Unlimited workbook reprinting rights

The downloadable training package contains all you need to deliver a course

Designed based on the latest research in educational psychology, cognitive psychology, social sciences and business practices

Designed in line with the principles of accelerated learning

Designed to include many examples, case studies and exercises to improve learning and retention

Order online and download immediately after purchase

Receive editable source files in MS Office 365 (Word DOC/DOCX and Power Point PPT/PPTX) and previous Office versions 2003, 2007, 2010, 2013 & 2016

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Frequently Asked Questions

Sample Courses & Training Resources

About the Design Philosophy of Problem Solving Course

This is a course on problem solving and creativity which introduces delegates to effective and efficient problem solving techniques that can be used is groups.

The course is structured around various problem solving techniques and the exercises to practice those methods. The training content aims to increase the awareness of delegates about best practices and guidelines that will increase team productivity.

Instructions are also provided on the pacing of the course so depending on the number of participating delegates you can adjust the content to ensure the course runs smoothly and on time. 

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Skills Converged is a unique company that provides professionally designed fully-customisable training course materials based on the latest research in learning & development. Courses are designed with attention to detail both on content and style so that you can deliver unique state-of-the-art courses to your clients and get maximum results.

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Use ready-made modular courseware, tailor to your audience, respond to market quickly & effortlessly, for people developers, increase hr efficiency and save by supplying consistent professionally designed training materials to your trainers and help employees reach full potential.

Comprehensive

Affordable comprehensive training package with resources, guides and support documents

Fully Customisable

Customizable training materials with branding rights for tailored audience training

Extensive Trainer Notes

Clear user-friendly script and detailed guidelines on training methodology to achieve measurable results

Interactive Training

Packages designed for facilitation training with a high focus on exercises, games and activities

Extend the Problem Solving Course

We recommend the following courses to be used in conjunction with this course to create custom training materials..

Problem Solving   Course Modules

• Complete Courses
• Course Modules
• Team Building Games
• Case Studies
• 1:1 Coaching
• Icebreakers
• Review Activities

Counts as 1 download.

An Introduction to Coaching

Aims: • To enable participants to be able to define coaching and its purpose. • To explain the key differences between coaching and mentoring. • To enable participants to describe a basic coaching model. • To identify the core skills required by effective coaches.

Time: This exercise will take about 30 minutes to complete. In total, allowing for discussion, we recommend allowing 60 minutes to complete this module.

Group Size: This module is suitable for use with groups of up to 24 participants.

Useful For: Staff at all levels.

You'll Need: • Plenty of space for participants to work in pairs for this module.

Notes: Endorsed by The National Association of School-Based Teacher Trainers, NASBTT.

Remote/Virtual Delivery: There is a Remote Delivery version of this module available in Trainers’ Library.

At a Crossroads - Board Game for New Managers

Aims: • To explore some of the challenges participants will face as a manager and how to approach them with the right balance of ethics and pragmatism.

Time: The exercise in this module can be completed in about 60 minutes. In total, allowing for discussion, we recommend allowing about 75 minutes for this module.

Group Size: This module can be used with groups of between 4 to 18 participants.

Useful For: Learners who are brand new managers (or very soon will be), particularly if they have been promoted from within the team.

You'll Need: • Playing pieces, one per team. • Small prize for the winning team. • 60 second timer or stopwatch. • Facilitator Traffic Lights. • At a Crossroads Conundrum Cards. • At a Crossroads Diversion Cards (3 per team). • At a Crossroads Game Board. • At a Crossroads Suggested Answers (for the facilitator).

Notes: This exercise is suitable for use with groups of up to 18 participants. It is run as a competitive game, which is a race to the finish and played in teams of two or three players. We do not recommend having teams with more than three participants.

All the scenarios contained in the cards are based on actual experiences faced by managers in their first year of managing a team. It is a particularly useful exercise for people who have been promoted from within the team to become the manager and who are struggling to adapt to their new role with people who were once their peers.

At a Crossroads - Board Game for Trainers

Aims: • To explore some of the challenges participants will face as a trainer and encourage trainers to reflect on how they’d approach them.

Useful For: New trainers or those looking to build their skills and review challenges they might face or have faced.

All the scenarios contained in the cards are based on actual experiences faced by trainers.

At a Crossroads - Performance Management

Aims: • To explore some of the challenges participants will face whilst managing the performance of individuals in their team.

Useful For: Anyone who is responsible for the performance of others, or who soon will be.

You'll Need: • Playing pieces, one per team. • Small prize for the winning team. • 60 second timer or stopwatch. • Facilitator Traffic Lights. • Conundrum Cards. • Diversion Cards (3 per team). • Game Board. • Suggested Answers (for the facilitator).

Notes: This exercise is suitable for use with groups of up to 18 participants. It’s run as a competitive game and is a race to the finish. Played in teams of 2-3 players - we do not recommend having teams with more than 3 participants.

Brainstorming

Aims: • To explain the key rules of brainstorming.

Time: The exercise in this module will take about 15 minutes to complete. In total, allowing for discussion, we recommend allowing 25 minutes to complete this module.

Group Size: This module is suitable for use with groups of up to 25 participants.

Useful For: Junior staff or those unfamiliar with brainstorming as an idea generation technique.

You'll Need: • Flipchart paper and coloured marker pens for every team.

Notes: You may come across participants who question the use of the word brainstorming, and suggest it is offensive to people who suffer epilepsy.

Our research indicates that the concern over the word brainstorming is something of an urban myth. Charities representing those who suffer from epilepsy say they have asked people suffering from epilepsy and concluded that the word brainstorming does not cause concern. Indeed, the word bears no relation to what actually happens to someone suffering epilepsy.

Bridge Challenge - Maintaining Momentum

Aims: • To consider the importance of momentum when innovating. • To look at what builds momentum behind a project or idea, and what saps energy from a project or idea.

Time: The exercise in this module will take about 20 minutes to complete. In total, allowing for discussion, we recommend allowing 45 minutes to complete this module.

Group Size: This module is suitable for use with groups of any size.

Useful For: Managers.

You'll Need: For this exercise you'll need to be able to split your participants into 2 teams, each with a different room to work in.

You'll also need to gather a set of 'building materials' for each team.

Typically, we provide each team with the following: • 20 'pick-up' sticks. • 3 pairs of scissors. • 4 rulers. • 6 sheets of A3 card (or 12 sheets of A4 card). • A ball of string. • A roll of sticky tape.

You can vary the materials you provide in any way you wish - the important thing is that each team must have exactly the same materials to work with (including the same number of pairs of scissors etc). You'll also need a toy car for each team (each should be the same size and weight). Choose a car that is 'Dinky' sized, rather than 'Matchbox' sized. (More mature UK readers will know what we mean!) For those of you who don't, we mean a car that is not too small - aim for something about six or seven inches long and weighing about 1lb (500 gram). We want this exercise to be challenging.

Notes: For very large groups (20 or more participants) you’ll need more than 2 teams. Establish a number of small teams with 4 or 5 participants in them, and some very large teams with perhaps a dozen participants in them.

Bringing the Cows Home - Testing Analytical Thinking

Aims: • Test analytical skills and encourage clear thinking. • Test participants’ attention to detail, individually or collectively, and to test levels of accuracy under pressure. • Allow participants to work together to solve a specific problem.

Time: This game can be played in about 45 minutes. In total, allowing for discussion and evaluation, we recommend allowing 75 minutes.

Skills and Behaviours Tested: Analytical skills, attention to detail, problem solving, teamwork.

Group Size: We recommend placing participants into teams of 2–4 for this exercise. However, strictly speaking there is no minimum number of participants – this exercise can even be used to test individual skills.

You'll Need: • At least one Farm Map for each team; if teams have more than three people in them, you might prefer to provide teams with two copies of the map. • One copy of the Team Brief for each team.

Notes: In this exercise participants are presented with a lot of information and success will depend on their ability to approach the problem in a structured, methodical way and work effectively under pressure.

This exercise can also be used to examine the role of leaders within teams. If you wish to use the exercise in this way, you might want to pre-assign the role of leader to someone from each team.

Building Determination

Aims: • To demonstrate the importance of determination in building resilience. • To identify what determination is and where it comes from. • To list some of the key factors that help make people more determined. • To identify ways to become more determined.

Time: The exercise in this module can be completed in about 30 minutes. In total, allowing for discussion, we recommend allowing about 60 minutes for this module.

Group Size: This module can be used with groups of any size.

Useful For: Staff and managers at all levels.

You'll Need: Nothing other than the materials provided.

Building Strong Bridges - Basic Leadership Skills

Aims: • To encourage participants to consider planning and preparation as part of leadership. • To facilitate discussion around playing to the team's strength. • To consider factors that motivate staff to perform well. • To encourage staff to self assess, review and reflect on performance. • To encourage leaders to consider their communication skills. • To encourage leaders to consider the question of keeping people motivated. • To demonstrate leadership skills in a practical task.

Time: This exercise will take about 55 minutes to complete. In total, allowing for discussion, we recommend allowing 75 minutes to complete this module.

Useful For: First line managers and supervisors.

You'll Need: • Broadsheet newspapers (one per team). • Sticky tape (one per team). • A tennis ball.

Notes: In this exercise, participants will be working in teams of 4 or 5. Each team will need one broadsheet newspaper (for example, the Financial Times) and a roll of sticky tape. In addition, you will need a tennis ball (or similar) to test the strength of the teams’ structures.

Creating a Mission Statement

Aims: • To show the benefit of a mission statement when problem solving. • To demonstrate the importance of taking a step back and understanding our role in the relationships we have with others at work.

Time: The exercises in this module will take about 30 minutes to complete. In total, allowing for discussion, we recommend allowing 40 minutes to complete this module.

Useful For: Supervisors and above.

Notes: A useful module that looks at the importance of truly understanding the nature of the problem and the outcome desired. Useful for inclusion in any problem solving course, at the investigation stage of the problem solving process.

Creative Problem Solving Process

Aims: • To explore the process of creative problem solving. • To explain the role of idea generation and other creative thinking techniques.

Time: The exercise in this module will take about 15 minutes to complete. In total, allowing for discussion, we recommend allowing 45 minutes to complete this module.

Notes: This module provides an introductory overview of a creative problem solving process. Trainers' Library contains many practical modules for developing the skills required for each stage, including modules that introduce techniques for generating, exploring and evaluating ideas.

Decision Making Approaches

Aims: • To help participants understand how, and the extent to which, they involve others in the decision making process. • To help participants identify whether the decision making approaches currently used are the most effective. • To consider the pros and cons of using different approaches in different situations.

You'll Need: • Prepared post-its. • Blank post-its of a different colour. • Prepared flipcharts.

Notes: You will need to familiarise yourself with the handout for this module before running it.

You will also need to prepare a sheet of flipchart paper and a set of 10 post-its for each participant (see trainer notes).

Decision Matrix

Aims: • To demonstrate how a decision matrix can be used, when trying to decide between various options. • To demonstrate the importance of weighting different criteria when making decisions.

Time: The exercises in this module can be completed within 15 minutes. In total, allowing for discussion, we recommend allowing 30 minutes to complete the module.

Useful For: Staff up to junior managers.

Notes: This module introduces a simple scoring and weighting system to help the decision making process when choosing between several options.

An alternative module that also uses this approach is Honeymoon Dilemma .

Evaluating Ideas

Aims: • To show the importance of properly evaluating ideas and solutions. • To explain the need for a structured approach to evaluation. • To introduce one method for evaluating ideas and solutions. • To provide an opportunity for participants to practice evaluating ideas. • To encourage participants to recognise the need to tweak/adapt ideas and then re-evaluate them.

Time: The exercise in this module will take about 20 minutes to complete. In total, allowing for discussion, we recommend allowing 50 minutes to complete this module.

Notes: You will need to ensure you have familiarised yourself with the 4-stage process explained in the handout, before running this module.

Fishbone Chart - Problem Solving

Aims: • To show participants how to break problems down. • To give participants an opportunity to practise using a Fishbone Chart.

Time: The exercises in this module will take about 45 minutes to complete. In total, allowing for discussion, we recommend allowing 60 minutes to complete this module.

You'll Need: • Post-it notes and flipchart paper.

Notes: We suggest that before attending this training module, you ask participants to identify a workplace problem that they need to address. If participants work together you can encourage them to identify an issue they can work on together in the training.

You should pre-prepare a flipchart with the ‘bones’ of a Fishbone Chart for use in the first part of the module.

Forced Connections - An Idea Generation Tool

Aims: • To introduce ‘Forced Connections’ as a tool for generating unusual ideas by linking seemingly unrelated items. • To provide participants with an opportunity to practise using the technique.

Time: The exercise in this module will take about 30 minutes to complete. In total, allowing for discussion, we recommend allowing 45 minutes to complete this module.

You'll Need: • A bag or other container containing a selection of small toys or other random objects. Try to make the selection as varied as possible. • The Activity Link and your PIN, and an internet connection to stream the video.

Notes: If you do not have an internet connection in your training room, we have included a handout containing a worked example of the technique covered by this module.

There are a number of modules that introduce different idea generation techniques. As well as this one, have a look at Reframe, Idea Box and Reversal.

We strongly recommend introducing several different idea generation techniques in any creative thinking or problem solving course/workshop.

Getting to the Root - Creative Investigation

Aims: • To introduce one way to investigate problems. • To provide a structured approach for identifying the causes of a problem.

Time: The exercises in this module will take about 20 minutes to complete. In total, allowing for discussion, we recommend allowing 30 minutes to complete this module.

Group Size: This module is suitable for use with groups of up to 15 participants.

Notes: This module considers how problems are often expressed as symptoms and the importance of understanding what is causing those symptoms before taking action.

Gossip! - An Exercise in Communication

Aims: • To encourage participants to communicate effectively in order to gather all the information available. • To encourage participants to think about how they communicate. • To encourage participants to work co-operatively to solve a shared problem.

Group Size: The optimum number of participants for this exercise is 8, however it can be used with fewer. If you have more than 15 in your group, split them into teams.

You'll Need: Nothing, other than the materials provided.

Notes: This communication exercise is based on a logic puzzle.

You will need a minimum of 8 participants, which is the optimum number for the exercise. However, we have included additional Gossip Cards that enable the exercise to be used in groups of up to 15. (If you have more than 15 in your group, split the group into teams of 8 or more and get each team to complete the exercise separately.)

Please note that where there are more than 8 participants in a team some of the ‘gossip’ will be duplicated.

Half Full? - Optimism and its Importance

Aims: • To encourage participants to consider their attitude. • To encourage discussion around optimistic versus pessimistic outlooks. • To recognise the impact that attitude has on performance. • To enable participants to identify personal traits that might be holding them back. • To encourage leaders to consider how they might deal with negative attitudes in their team.

Time: The exercise in this module will take about 20 minutes to complete. In total, allowing for discussion, we recommend allowing 30 minutes to complete this module.

Notes: This module provides an excellent opportunity, when working with a wide range of participants, to consider how attitude can impact on performance. Topics where the inclusion of a module looking at optimism/pessimism might be beneficial include: • Managing change. • Problem solving and decision making. • Customer service. • Selling skills. • Leading a team. • Strategic leadership. • Communication skills. • Planning and scheduling.

Honeymoon Dilemma - Decision Making Matrix

Aims: • To demonstrate how a Decision Making Matrix can assist with solving problems.

Time: The exercise in this module can be completed in about 20 minutes. In total, allowing for discussion, we recommend allowing about 35 minutes for this module.

You'll Need: • A clock or stopwatch.

Notes: For this exercise you need a copy of all five of the handouts for each team, but you only give out Handout 5 if the team requests it.

Hotel Doldrums Part 1 - Where Are We Now?

Aims: • To build an understanding of the key steps in strategic planning. • To encourage participants to analyse financial and other data using a SWOT analysis. • To encourage participants to think about where they are now, before moving on in the next module to consider where they want to be.

Time: The exercise in this module can be completed in about 75 minutes. In total, allowing for discussion, we recommend allowing about 120 minutes for this module if working with 10-12 participants.

It is strongly recommended that, for maximum impact and best overall use of time, this module is run in conjunction with the other modules from the Hotel Doldrums series.

Group Size: An ideal group size for this module is 12, with participants working in 3 teams of 4. If you have more than 15 participants in your group, you may want to consider ‘doubling up’ on some of the briefs with more than one team using the same scenario. This doesn’t detract from the learning; in fact it can be interesting to see how different teams approach the same problem and task.

Useful For: Staff at all levels including individuals, groups and teams that need to use strategic planning and analysis skills in the workplace.

You'll Need: Each team will need a hotel data pack (provided) and a syndicate room or area.

Notes: Hotel Doldrums is a series of modules that are designed to be run in sequence.

Together they form a complete 1.5 day workshop, which can be run as a single workshop, or as three independent sessions, each lasting between 2 and 4 hours. We’ve also suggested other modules you could add to the programme, if you have more time available.

Hotel Doldrums can also be run as a teambuilding game, where teams are left to compete with less facilitator involvement during the exercise, but a thorough review at the end. This takes about 3.5 hours to run.

If you prefer to use the teambuilding version of Hotel Doldrums, please download the trainer’s notes from the teambuilding games section of Trainers’ Library.

This series of modules is set in the context of the hotel industry but requires no specialist knowledge of it.

The modules, when used together, also draw out skills relating to business planning, problem solving, influencing, team working and making presentations.

Hotel Doldrums Part 2 - Where Do We Want to Be?

Aims: • To give participants the opportunity to identify and explore options and appraise these. • For participants to create a 3-5 year outline strategic plan based on the fictional case study they’ve been given.

This module follows on from Hotel Doldrums, part 1, and is not designed to be used as a stand-alone module.

Time: The exercise in this module can be completed in about 135 minutes. In total, allowing for discussion, we recommend allowing about 180 minutes for this module if working with 10-12 participants.

You'll Need: Each team will a hotel data pack (provided) and a syndicate room or area.

Hotel Doldrums Part 3 - How Will We Get There?

Aims: • To encourage participants to develop a strategy from the options generated in previous sessions. • To encourage participants to prepare and give a persuasive presentation outlining their strategy and the work they have done. • To reflect on the learning from the Hotel Doldrums series of modules.

This module follows on from Hotel Doldrums, parts 1 and 2, and is not designed to be used as a stand-alone module.

Time: The exercise in this module can be completed in about 140 minutes. In total, allowing for discussion, we recommend allowing about 240 minutes for this module if working with 10-12 participants.

How Long? - The Importance of Confidence

Aims: • To demonstrate a link between self-belief and results. • To encourage participants to consider the impact positivity has on their own performance and the performance of others.

Time: The exercise in this module can be completed in about 20 minutes. In total, allowing for discussion, we recommend allowing about 30 minutes for this module.

Group Size: This module can be used with groups of up to 15 participants.

You'll Need: • A syndicate room, or separate area in which Team 1 can work. • A pack of 54 ‘Filing Frenzy’ cards for each team. • A stopwatch/timer. • You might like to use a bell or whistle to announce the start/end of the exercise.

Notes: This exercise may not be suitable for participants who are colour blind or visually impaired. However, in most cases anyone who falls into this category can still be involved. Ask them to observe/listen to the teams during the exercise, identifying effective and less effective behaviours in order to provide constructive feedback afterwards.

How We Make Decisions

Aims: • To help participants understand the role of feelings, logic, intuition and sensations in the decision making process. • To briefly consider participant's use of each of these elements in their own decision making.

Time: The exercise in this module can be completed within 10 minutes. In total, allowing for discussion, we recommend allowing 30 minutes to complete the module.

Notes: This short module introduces a useful matrix, which is useful in raising awareness of factors that influence our decision making.

Idea Box - Idea Generation

Aims: • To introduce 'Idea Box' as an idea generation technique. • To provide participants with an opportunity to practise using the technique.

Time: The exercises in this module will take about 20 minutes to complete. In total, allowing for discussion, we recommend allowing 40 minutes to complete this module.

You'll Need: • Breakout rooms or separate work areas.

Notes: There are several modules that introduce different idea generation techniques. As well as this one, have a look at Forced Connections, Reframe and Reversal.

Implementing Solutions

Aims: • To examine the steps towards successful implementation of change.

Time: The exercise in this module can be completed in about 40 minutes. In total, allowing for discussion, we recommend allowing about 60 minutes for this module.

Notes: This module is about the implementation of seemingly minor changes – a new process or procedure, a solution to a problem etc. It provides an overview of what needs to be considered before implementing any minor change.

Influencing Your Stakeholders

Aims: • Identify key stakeholders when delivering a workplace project. • Ensure that key stakeholders have a positive influence on the outcome of a project.

Time: The exercise in this module can be completed in about 55 minutes. In total, allowing for discussion, we recommend allowing about 75 minutes for this module.

Group Size: This module can be used with groups of almost any size.

Useful For: Staff at all levels working to deliver workplace projects.

You'll Need: • Flipchart paper, pens and post it notes.

Notes: This exercise involves creating an Action Plan for influencing stakeholders on a real project. We recommend that you encourage your participants to identify the project they will use before they come to the training session.

Introducing Leadership - A Logical Puzzle Based Exercise

Aims: • Understand the difference between leadership and management and the importance of both. • To identify ways that participants can lead and manage their most important team members.

Time: The exercise in this module can be completed in about 45 minutes. In total, allowing for discussion, we recommend allowing about 75 minutes for this module.

Group Size: This module is suitable for use with groups of up to about 25 participants.

Useful For: Participants with current (or imminent) managerial responsibility.

Notes: This exercise is a great way to open up a workshop about leadership. It removes the need for the more traditional participant introductions and enables you to observe the participants in action and explore their priorities and attitudes to managing people.

You can run this exercise with a range of team sizes, with between 4 and 8 players in each team. Please select the correct Clue Card pack based on the number in the team. Choose the team sizes that work for you. For example, with a group of 15, the exercise can be run with 3 teams of 5 or 2 teams, one of 7 and the other 8.

Introduction to Counselling Skills

Aims: • To identify the key 'don't' when using counselling skills at work.

Time: The exercise in this module will take about 10 minutes to complete. In total, allowing for discussion, we recommend allowing 30 minutes to complete this module.

Group Size: This module is suitable for use with groups of almost any size.

You'll Need: • Glue or double sided sticky tape.

Island of Opportunity - A Test of Negotiation Skills

Aims: • To demonstrate the importance of building a clear understanding of needs and feelings in negotiation, through effective questioning and listening. • To show the importance of separating people and personalities from the problems. • To show the value of a shared problem/creative solution finding approach to negotiation. • To provide an opportunity to practise negotiation, teamwork and problem solving skills.

Time: This game can be played in about 70 minutes. In total, allowing for discussion and evaluation, we recommend allowing 90 minutes.

Skills and Behaviours Tested: Negotiation skills, communication, leadership, teamwork and collaboration, and problem solving.

Group Size: This game involves participants working individually (or in pairs) representing one of 3 or, ideally 4 tribes. So each game requires a minimum of 3 participants and a maximum of 8. You can have several games running concurrently alongside each other.

Useful For: Staff at all levels who are involved in negotiating but managers in particular.

You'll Need: • An island map for each group of 3 or 4 tribes and ideally they should be A3 or larger and laminated. • A different brief for each tribe. • Chinagraph pencils (or similar) and wipes are recommended if your maps are laminated.

Notes: It’s best to run this exercise module without too much explanation.

This exercise has many different potential solutions – the learning comes from the experience of trying to find one that all parties can agree to.

Jess Blonde - Tough Negotiations for Senior Managers

Aims: • To help participants develop their negotiation skills and in particular their ability to establish their needs and wants, and those of the other party, prior to commencing negotiating.

Time: This game can be played in about 90 minutes. In total, allowing for discussion and evaluation, we recommend allowing 120 minutes.

Skills and Behaviours Tested: Communication skills, leadership, negotiation, teamwork and collaboration, and problem solving.

Group Size: This exercise involves participants working in four teams. You’ll need a minimum of 2 participants in each team and a maximum of 6.

Useful For: Managers, and particularly those at a more senior level.

You'll Need: • Access to the Internet, to use our online scoring tool, necessary to assess teams’ performances and a printer to provide participants a copy of the results. (Only you will need this, not your participants.) • Plenty of space. Ideally each of your four teams will have a separate breakout room to work in. • A calculator for each team. • Highlighters, pens and pencils for each team. • A small prize for the winning team. • A bell (optional).

Notes: The exercise can also be used at the end of a training event focused on negotiation, allowing participants to apply new knowledge and skills.

Jobs! - An Exercise in Negotiation

Aims: • To consider the importance of understanding needs and feelings of others in negotiation. • To provide an opportunity for participants to practise overcoming differences.

Time: The exercises in this module will take about 40 minutes to complete. In total, allowing for discussion, we recommend allowing 60 minutes to complete this module.

LACE - Handling Unhappy Customers

Aims: • To introduce managers to the subject of employee engagement. • To help managers begin to understand why employee engagement is central to being a successful manager.

Time: The exercise in this module can be completed in about 10 minutes. In total, allowing for discussion, we recommend allowing about 45 minutes for this module.

Aims: • To introduce participants to a simple 4-step process to follow when dealing with an unhappy customer.

Group Size: This module can be used with groups of up to 25 participants.

Useful For: Staff at all levels, especially those in a customer-facing role.

You'll Need: • Flipchart and pens.

Notes: This exercise works very well as a follow up to The Shoe Shop – A Customer Service Dilemma .

Letters Solve a Problem

Aims: • To explore the challenge when solving a problem where a number of people are involved, particularly when those people may have other obligations that mean they can’t give your problem their complete attention.

Time: The exercise in this module can be completed in about 25 minutes. In total, allowing for discussion, we recommend allowing about 40 minutes for this module.

Group Size: This module can be used with groups of almost any size. Where you have more than 12 participants, you should consider splitting your group and running two versions of the exercise separately in tandem.

You'll Need: • A stopwatch.

Notes: This exercise requires a minimum of 6 participants. Where you have more than 12 participants, you should consider splitting your group and running two versions of the exercise separately in tandem.

It is important that all of the cards are distributed and that every participant has a card but some participants can receive more cards than others – in fact it’s better if they do.

Making Continuous Improvement Happen

Aims: • To identify improvements that can be made. • To identify things that need to be taken into consideration when planning continuous improvement activities. • To plan one improvement that can be implemented in the workplace.

Time: The exercises in this module will take about 35 minutes to complete. In total, allowing for discussion, we recommend allowing 50 minutes to complete this module.

Remote/Virtual Delivery: There is a Remote Delivery version of this module available in Trainers’ Library called Planning an Improvement .

Making the Impossible Possible - Creative Idea Development

Aims: • To encourage participants to try creating innovative solutions from seemingly wacky ideas. • To illustrate how the craziest ideas can contain the germ of brilliance.

Time: The exercise in this module can be completed in about 20 minutes. In total, allowing for discussion, we recommend allowing about 50 minutes for this module.

You'll Need: • Nothing other than the materials provided.

Notes: During this exercise participants will be solving a problem. We have provided some suggested topics but, where appropriate, we recommend using a real issue that your participants need to address.

For example, this exercise was used with a government’s Transport Department. The participants (from junior to senior members of staff) used this technique to identify how to tackle the congested roads in their biggest city.

One Hump Or Two? - An Introduction to Continuous Improvement

Aims: • To provide a basic understanding of continuous improvement as a process and management tool. • To place continuous improvement in context through a participatory exercise.

Time: The exercises in this module will take about 30 minutes to complete. In total, allowing for discussion, we recommend allowing 50 minutes to complete this module.

You'll Need: • Old newspapers and sticky tape - see notes.

Notes: You will need a large pile of old newspapers and some reels of sticky tape for this exercise.

You will also need to have made one "standard design" camel from folding or scrunching newspaper and using sticky tape.

This camel should have discernible legs, a head and a hump; but does not have to be a work of art! The participants need to be able to roughly copy it (note - the exercise is about improving upon the original). Finally you need to make a baton from newspaper, which will be used to bat the camel along in the camel races.

You will also require space to set up a track - this can usually be achieved by safely moving tables and chairs to the sides of the room.

You may wish to have a supply of small prizes available for the camel race winners.

Pareto Analysis - Problem Solving

Aims: • To show how Pareto can be applied to problem solving. • To illustrate the importance of focusing problem solving activities on the right things.

Time: The exercise in this module will take about 15 minutes to complete. In total, allowing for discussion, we recommend allowing 30 minutes to complete this module.

Pitfalls and Trampolines - Call Centres and Telesales

Aims: • To examine common problems/conundrums associated with call centres and telesales and discuss ways of overcoming these. • To highlight and share best practices and tips for making calls successful.

Time: This game can be played in about 30 minutes. In total, allowing for discussion and evaluation, we recommend allowing 60 minutes.

Skills and Behaviours Tested: Telesales and telephone skills, customer service, communication skills, effective questioning, building rapport, creative thinking and problem solving.

Group Size: In this exercise participants can play individually, although we recommend they play in pairs/small teams.

You'll Need: • A counter for every team. • Dice. • A 'Pitfalls and Trampolines' game board and a set of Pitfalls cards and Trampoline cards for each game in play.

Notes: Pitfalls and Trampolines is a fun board game. It can be used at any point within a training event, but is perhaps most useful as a tool for reviewing key learning points and for sharing knowledge and ideas.

Some of the cards may not be applicable to your participants so, before starting the exercise, review all of the Pitfalls and Trampoline cards and remove any that aren't relevant.

Endorsed by The National Association of School-Based Teacher Trainers, NASBTT.

Planning for Change

Aims: • To identify the questions that need to be asked in advance of implementing any change. • To create a ‘bench’ of pre-defined questions to use when planning.

Time: The exercise in this module can be completed within 40 minutes. In total, allowing for discussion, we recommend allowing about 60 minutes for this module.

Useful For: Team leaders and junior managers.

Notes: This module is about planning the implementation of seemingly minor changes – a new process or procedure, a solution to a problem etc.

Problem Solving Process

Aims: • To introduce a structured process for problem solving. • To provide an opportunity for participants to apply this process to a real work-related problem.

Time: The exercises in this module will take about 180 minutes to complete. In total, allowing for discussion, we recommend allowing 240 minutes to complete this module.

Useful For: Staff at all levels and managers in particular.

Notes: This module is intended to provide an overview of a problem solving process as well as provide a way of formalising and monitoring the completion of each stage.

You might wish to use this as the foundation for a problem solving course and intersperse each step in the practical exercise with other modules that provide tools and techniques that can be used during the process.

Alternatively, you might prefer to use this module as the basis of a detailed practical exercise after participants have learnt various techniques for use at each stage.

For ideas on applicable tools and techniques, have a look at modules under the Creative Thinking, Problem Solving and Decision Making categories within Trainers' Library.

Problem Solving Quadrants - Getting Your Priorities Right

Aims: • To help participants understand the importance of prioritising the problems they face. • To allow participants to plan their next steps in addressing problems based on both their ability AND desire to solve them.

Time: The exercise in this module can be completed in about 35 minutes. In total, allowing for discussion, we recommend allowing about 50 minutes for this module.

You'll Need: • The Problem Solving Quadrants grid pre-drawn on a flip chart. • Pens and post it notes.

Notes: It may help to facilitate the initial discussion if you have a workplace problem of your own to share.

Whilst designed as a group training session, this technique also works well for 1:1 coaching.

Productive Thinking - for Creative Solutions

Aims: • To explain the difference between reproductive and productive thinking. • To explain the dangers of relying on reproductive thinking when solving problems. • To provide an opportunity for participants to practise productive thinking. • To get participants in the right mindset for productive idea generation.

Time: The exercises in this module will take about 30 minutes to complete. In total, allowing for discussion, we recommend allowing 60 minutes to complete this module.

Project Planning Part 1 - Introducing a 5-stage Process for Planning a Project

Aims: • To provide participants with a simple but effective five stage method for planning a project or complex task.

Time: The exercise in this module can be completed in about 100 minutes. In total, allowing for discussion, we recommend allowing about 155 minutes for this module.

Group Size: This module can be used with groups of up to 24 participants. Ideally, you'll have an even number of participants so they can work in pairs.

Useful For: Anyone who needs to set up and/or commission and/or manage projects.

You'll Need: • Post-it notes.

Notes: There is nothing particularly complex or difficult about project planning; it simply requires a logical approach. If you are new to the topic, we suggest you take time to read and digest the pre-module reading. You might find it helpful to work through each of the stages yourself, using a project of your own - perhaps planning a course.

Although you will have asked participants to bring the pre-module reading with them, in practice some will forget. It’s a good idea to have spare copies ready in case this happens.

It’s a good idea to print more copies of the handouts than there are participants because these may be needed if someone has a particularly complex project to plan.

We have suggested that you ask participants to work in pairs. However, this module could easily be adapted and used by a complete project team to plan one project.

It is helpful if each pair has a table of their own where they can carry out the practical exercises. If you have a large group you will probably need a breakout room.

Project Planning Part 2 - Risk Analysis and Contingency

Aims: • To minimise the likelihood of crises and project failure through a simple risk analysis and contingency planning process.

Time: The exercise in this module can be completed in about 70 minutes. In total, allowing for discussion, we recommend allowing about 80 minutes for this module.

Notes: This is the second module in the Project Planning series, covering Risk Analysis and Contingency Planning. The first module, Project Planning – Part 1 , must be run before this one.

If you are running this module on a different date from the first module it would be sensible to remind participants to bring their completed project plan from the previous session to this one.

Reframe - Idea Generation

Aims: • To introduce 'Reframe' as an idea generation technique. • To provide participants with an opportunity to practise using the technique.

Time: The exercises in this module will take about 30 minutes to complete. In total, allowing for discussion, we recommend allowing 45 minutes to complete this module.

Notes: Refer to the handout for a worked example of the technique covered by this module.

This is a very powerful tool but a bit more difficult to use effectively than Reversal. We suggest using reversal first if groups aren’t familiar with idea generation techniques.

Restaurant Revolution - Teamwork and Conflict Resolution

Aims: • To give participants insight into the destructive nature of a blame culture. • To demonstrate the importance of empathy in conflict resolution. • To take participants on a journey from conflict to understanding and conflict resolution.

Time: The exercise in this module can be completed in about 60 minutes. In total, allowing for discussion, we recommend allowing about 90 minutes for this module.

Group Size: This module can be used with groups of up to 15 participants. Ideally, you'll have at least 6 participants though so that you can create 3 teams of 2 or more.

Useful For: Anyone who needs to work with other teams and/or manages conflict or misunderstanding across teams.

Notes: This exercise was generously donated to Trainers’ Library by Andrew Kitton of AKF Training and was developed following attendance on our Trainers’ Masterclass, ‘Using Metaphor to Ignite Learning’.

The activity in this exercise consists of three short team exercises that progress the teams from conflict to understanding and resolution.

Remote/Virtual Delivery: There is a Remote Delivery version of this module available in Trainers’ Library called Revolting Restaurant .

Reversal - Idea Generation

Aims: • To introduce 'Reversal' as an idea generation technique. • To provide participants with an opportunity to practise using the technique.

This tends to be one of the first idea generation techniques we introduce, as it is very easy to teach and participants tend to be very receptive to it.

We strongly recommend that you follow it up with some more techniques for idea generation. Options include Forced Connections, Reframe and Idea Box.

Snakes and Ladders - An Introduction to Risk

Aims: • To encourage participants to think about the nature of risk. • To encourage participants to think about risk in relation to project management. • To provide participants with an understanding of basic risk management strategies.

Time: The exercises in this module will take about 30 minutes to complete. In total, allowing for discussion, we recommend allowing 80 minutes to complete this module.

Useful For: Team leaders and junior management.

You'll Need: • A large supply of sticky labels that participants can write on. (Ideally these should be in a variety of colours). • Plenty of coloured pens. • A prize for the ‘best’ Snakes and Ladders board would be a nice touch.

Notes: This module can be used as a follow on from The Wedding Planner , and The Runaway Bride to create a half-day training programme.

The Anatomy of Conflict

Aims: • To define conflict. • To identify the main phases of conflict. • To enable participants to describe the typical behaviours that are used when conflict is not constructively managed.

Group Size: This module is suitable for use with groups of up to 12 participants.

Useful For: Anyone who needs to manage conflict and interpersonal relationships.

Notes: It is recommended that you keep the participant group size to twelve or fewer for this module.

The Brainstorm Bench

Aims: • To generate ideas for improving customer service, a process, department, business…any aspect of a business or organisation. • To encourage participants to think from different angles.

Time: The exercise in this module can be completed in about 40 minutes. In total, allowing for discussion, we recommend allowing about 70 minutes for this module.

Useful For: Anyone who wants to generate ideas for continuous improvement.

You'll Need: • A set of ‘Brainstorm Bench’ cards.

Notes: Although the brainstorm/discussion activity and discussion can be completed in 40 minutes, we strongly recommend adding the action planning activity outlined at the end of the module, which adds a further 30 minutes, unless this is incorporated elsewhere in your training.

We’ve included some wacky questions in the set of Brainstorm Bench cards. These are in blue to make them easier to identify, so you can decide if you’d like to include them.

Thinking Outside the Box - Demonstrating Agile Thinking

Aims: • To see how creatively participants are able to address a simple challenge. • Understand the importance of ‘thinking outside the box’ to achieve even better results.

Time: The exercise in this module can be completed in about 45 minutes. In total, allowing for discussion, we recommend allowing about 60 minutes for this module.

You'll Need: • An empty box for each team. • Building materials such as pipe cleaners, newspaper, paper clips, lollypop sticks, string, glue dots, paper straws and dried spaghetti. • 1 golf ball or hard-boiled egg per team, with an additional 6 to use for testing the bridges. • A separate room for each team. (If that is not possible, we encourage you to look for ways for the teams to shield their activities from the other participants.) • Post-it notes. • Flipchart paper and pens. • Several small prizes for the winning teams (optional).

Notes: You will need to prepare a box for each team containing an identical selection of the building materials of your choice. Each team will also need at least one golf ball or egg.

Trouble at the Inn - Managing Poor Performance

Aims: • To encourage participants to consider different approaches to improving poor performance, and the relative merits of those different approaches. • To encourage participants to think about appropriate timescales over which they might expect to improve performance and standards. • To consider the implications of not taking action to improve poor performance.

Time: This exercise will take about 80 minutes to complete. In total, allowing for discussion, we recommend allowing 180 minutes to complete this module.

Useful For: Managers, or those who soon will be.

Notes: There are two different versions of the team brief for this exercise.

For junior managers we recommend using version 1, which contains a list of actions that the managers could consider when dealing with the issues of poor performance.

For more experienced managers, we recommend using version 2, which does not provide any clues about the type of action they could take and encourages them to come up with their own solutions.

This module is ideally suited for inclusion in training around managing change.

You can reduce the amount of time needed for this module by approximately 30 minutes by not requesting a formal presentation and simply asking each team instead to talk through its proposed actions.

Understanding Decisions

Aims: • To help participants understand the nature of decisions in relation to problem solving.

Time: The exercise in this module will take about 15 minutes to complete. In total, allowing for discussion, we recommend allowing 40 minutes to complete this module.

Notes: A simple flipchart exercise that encourages participants to think about the nature of decision making. This is a useful introductory module on the subject of decision making.

Wide Angle Lens - Enabling Creative Solutions

Aims: • To reflect on the idea that the way we phrase problems can impact our ability to find creative solutions to them. • To demonstrate a way to change and broaden our perspective on problems to enable creative solution finding.

You'll Need: • Breakout rooms or work areas separate to the main training room.

Notes: This module introduces a powerful tool that can help the creative problem-solving process. It is best introduced before idea generation techniques like Reversal, Forced Connections etc.

With Authority Comes Freedom - Introducing Tannenbaum and Schmidt

Aims: • To understand the importance of delegating authority appropriately to other colleagues. • To introduce the Tannenbaum and Schmidt Continuum as a method of deciding what levels of authority to delegate.

Time: The exercise in this module can be completed in about 55 minutes. In total, allowing for discussion, we recommend allowing about 90 minutes for this module.

Useful For: Those who have responsibility for other staff, or who will do very soon.

You'll Need: • One set of cards for every team of 2-3 participants. • Blu-tack.

Learn Problem Solving to Eliminate the Causes for Failures and Overload

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

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

Clients, for whom:

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

Process, how it works:

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

Benefits, what to gain:

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

Course Content - What You Will Learn

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

Why Did the Titanic Sink?

The 13 Reasons for Formal Problem Solving

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

Ineffective Trouble Shooting

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

Effective Problem Solving

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

The Problem Solving Training Gets You Certified

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

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

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

Problem Solver | Basic Skills

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

Problem Solver | Advanced Skills

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

Problem Solver | Expert Skills

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

Basic Problem Solver

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

Advanced Problem Solver

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

Expert Problem Solver

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

Designed to sharpen your critical thinking skills.

Your online learning journey

Frame your problem, think critically and engage with your stakeholders.

As a manager or aspiring leader, you know that to rise through the ranks requires strong and creative problem-solving skills. To get to the top, business leaders need to act and react to the priorities set for the organization.

They must exercise their critical thinking capabilities and decide which issues to focus on and when. So, what are the essential elements of effective problem-solving that you can apply to your particular scenario?

The program is structured into five units, covering the following topics:

• Learn to recognize when a problem requires a systematic approach.
• Articulate how the process works and how each part contributes.
• Understand why engaging stakeholders is critical throughout the process.
• Learn how to develop your Frame sequence and how to frame your problem.
• Apply the Holding Hands, Dolly the Sheep and Watson rules to the Frame sequence to make it robust.
• Learn how to map out all the possible problem causes using a WHY map.
• Identify which causes are at the root of the problem.
• Update the Frame sequence to integrate new information.
• Learn how to apply MECE thinking.
• Identify and organize all the potential solutions using a HOW map and determine which are feasible.
• Identify a set of criteria that represents your stakeholders’ views.
• Create a decision matrix to rank the attractiveness of the options.
• Make aligned decisions that support the solution.
• Craft a storyline to defend the line of thinking (bullet proof) which is being empathetic to stakeholders.
• See the big picture and plan your next actions.

Themes you will explore

Problem framing

Thinking creatively

Thinking critically

Question mapping

Hypotheses testing

Decision making

Engaging stakeholders

You will have a dedicated learning coach, making sure you receive a highly individualized learning experience.

Your professional learning coach accompanies you through your 5-week learning journey on this Complex Problem Solving online course. They provide support and feedback as you apply your learning directly into your workplace, where it has an immediate impact.

Their input helps you translate your learning to your particular context. By spreading this feedback regularly throughout the program, you’ll be sure to embed your ongoing learning directly in your daily work.

Your professional learning coach interacts with you via video, in writing, and over the phone. You have calls, spread across the 5-weeks, at intervals that consolidate your learning.

Your learning coach helps you

Find quick answers to your online program queries in our comprehensive FAQ section.

Schedule a call with a Program Advisor to discuss your professional development and see if this is the program for you.

Join online and experience a walkthrough of the Online programs, how they work, what you can expect and how it will impact your career.

Reinforce and consolidate your expertise in leadership, strategy, or digital acceleration through an immersive, fully online experience incorporating executive coaching.

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Innovate learning with the 21CLD real-world problem solving and innovation dimension

This module defines real-world problem solving for educators and explains the dimensions that must be present in such classroom activities to prepare learners with 21st century skills.

Learning objectives

In this module, you will:

• Determine why real-world problem solving and innovation is important
• Define problem solving
• Explore the real-world problem solving and innovation rubric and decision tree
• Examine Microsoft tools that support real-world problem solving and innovation
• Design learning activities that focus on real-world problem solving and innovation

Prerequisites

• Introduction min
• Introduction to real-world problem solving and innovation min
• Design learning experiences with the real-world problem solving and innovation rubric min
• Support real-world problem solving and innovation with Microsoft tools min
• Real-world problem solving and innovation in action min
• Knowledge check min
• Summary min

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Problem Solving and Decision Making

Equip yourself with effective work-related problems solving skills.

• Duration 2 days
• Click To Contact Us

Course Info

In any organisation, everyone encounters problems and faces critical decisions. This course aims to familiarise the participants with the necessary skills, motivation, tools and techniques in systematically solving day-to-day problems at the workplace. By attending this course, the participants will equip themselves with effective strategies in identifying, analysing and solving work related problems situations. Participants in teams will undertake a real-life work related problem solving simulation during the training session

What Will I Learn From This Course?

Enhance their ability to think critically when dealing with work related problems, understand the systematic framework for identifying, analysing and solving work related problems, analyse problems, apply analytical reasoning and derive at conclusions when finding root causes, propose effective solutions and plan alternative implementation plans, target audience.

Selected participants of maximum 20 persons

Methodology

A highly interactive and a case-study oriented methodology will be utilized. Consists of seminars, group discussions, video presentations, mini case discussions, individual and group “hands-on” exercises, as well as plenty of self-reflection sessions.

Course Outline for This Programme

Module: critical thinking dynamics.

• Why think critically?
• Critical thinking components
• Applications of critical thinking
• Brain dominance assessment

Module: Problem Solving & Critical Thinking

• Critical thinking in problem solving
• Pitfalls in problem solving efforts
• Reactive vs proactive approaches
• Types of problems

Module: Problem Solving Process

• The PDCA cycle
• The 5-Step PSDM framework
• The Team-oriented problem solving
• Problem solving competencies

Module: The 5-Step PSDM Approach

• Problem definition
• Root cause analysis
• Determining solutions
• Implementing the action plans • Preventing recurrence

Module: Problem Solving Tools

• IS and IS-NOT analysis
• Fishbone diagram
• Elimination process
• Why-why analysis
• Pareto chart
• Scatter diagram

Module: Decision Making Fundamentals

• Decision making dyanmics
• Identify the decision
• Gather information
• Identify alternatives
• Weigh the evidence
• Choose among alternatives
• Take action
• Review the decision

Module: Decision Making Tools

• Force Field analysis
• Decision matrix

Module: Decision Making Simulation

• Application of the 7 steps
• Presentations
• Review and reflections

Nagappan is an enthusiastic and dynamic trainer, consultant, author and motivation speaker. He has trained an extensive number of business and technical professionals, lecturers, students, and parents on a variety of areas. His personal mission is to train, educate, motivate and empower individuals, teams and organizations in achieving excellence. Nagappan’s areas of training specialty includes a wide spectrum of soft skills. He is the author of the book “The Negotiating Edge: Strategies to create a win-win outcome.”

He has more than 18 years of hands-on experience in education and training, in most of which have been spent on “people development”. He had served as the Group Training Manager for several well-diversified public-listed manufacturing and service companies in Malaysia, where his focus were on personal, professional and organizational development training. Besides that, he has also held the position of Director of Studies for a leading IT educational institution in Malaysia.

Nagappan had obtained his Bachelor of Science (BSc) in Management and Information Technology from the United States (USA) and a MBA from Charles Sturt University (Australia). In addition, he had also undergone a practitioner certification training in NLP (Neuro-Linguistic Programming), a modern communication psychology certification, in Australia. He actively uses the concepts of NLP (Neuro Linguistic Programming) and ALP (Accelerated Learning Principles) in all training programs that he conducts to enhance the learning outcomes and effectiveness among the participants.

A Certified NLP Practitioner with the IANLP (International Association of NLP, Australia), Nagappan conducts various training programs on personal, professional and organizational development throughout the Malaysia. He has conducted an extensive number in-house programs and public seminars in Malaysia.

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Turn Your Thinking Around: New Approaches to Problem-Solving

This free online course includes:.

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• CPD Accreditation
• Final Assessment

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Thanks for your review, in this free course, you will learn how to.

Problem-solving refers to a person’s ability to successfully manage and find solutions for complex and unexpected situations in our daily life and workplace. The ability to solve simple and complex problems every day is essential to individuals and organizations. Employees with strong problem-solving skills often rise through the ranks quickly in organizations. This insightful free online course will teach you new problem-solving tools to solve problems efficiently and effectively. You will start by learning about the Copernican Revolution to develop a new way of thinking, find out why problem-solving efforts fail and study the principles of creative thinking.

Next, you will discover new problem-solving tools like the higher-level view and word association to enhance the skills of any problem-solving team. You will then learn to review processes in an organization, using a process map to identify areas for process improvement. Delve deeper into the root cause analysis of a problem to find better solutions. Learn to uncover the stages in problem-solving tools that work best with each of them, how to organize an effective problem-solving team and how to quantify the benefits of problem-solving.

Problem-solving skills are universally sought-after by employers. Many businesses rely on their employees to identify and effectively solve business problems. Without problem-solving skills, you spend time worrying about what you will do in case of a problem, and you may make decisions that have negative consequences on the organization. This course will teach you in-demand skills that will give you a competitive edge and make a big difference in your career and personal life. Anyone who wants to become proficient in problem-solving will find this course beneficial. Start learning today and become an effective problem-solver!

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7 Problem-Solving Team Activities to Enhance Collaboration and Creativity

Natalie brown.

Effective problem-solving is crucial for achieving success and maintaining productivity in team settings.

It enhances collaboration among team members, making it easier for them to work together harmoniously and efficiently.

Additionally, it significantly improves communication, ensuring everyone is aligned and clearly understands the objectives.

Engaging in problem-solving activities also stimulates creativity, leading to innovative solutions that can propel the team forward.

This article aims to provide a comprehensive list of diverse problem-solving activities tailored for teams.

These activities help teams work more effectively and efficiently, fostering a productive work environment.

By incorporating these exercises into routines, teams can significantly enhance their overall performance and cohesion.

Enhance your team’s productivity  – contact us today for expert guidance to unlock your team’s full potential.

The Role of Problem-Solving in Team Success

Effective problem-solving is essential for successful teamwork, laying the groundwork for teams to tackle challenges efficiently and collaboratively.

These activities can bring numerous benefits, transforming how teams operate and achieve their goals.

Problem-solving in teams is vital for several reasons:

• Enhanced Collaboration: Working on problems together fosters a sense of unity and shared purpose. When team members collaborate, they learn to leverage each other’s strengths and compensate for weaknesses. This collective effort enhances trust and cohesion within the team, making it stronger and more resilient.
• Improved Communication: Team members learn to articulate their ideas and listen to others. Effective communication is essential for understanding different perspectives and reaching a consensus. Through regular problem-solving activities , teams develop better communication habits, leading to fewer misunderstandings and more productive discussions.
• Creativity Boost: Diverse perspectives lead to innovative solutions. When team members from various backgrounds collaborate, they bring unique ideas to the table. This diversity stimulates creative thinking and encourages the exploration of unconventional solutions, driving innovation within the team.
• Effective Decision-Making: Teams develop skills to make better, more informed decisions. Problem-solving activities require teams to analyse situations, weigh options, and choose the best action. Over time, this practice enhances their decision-making abilities, leading to more strategic and effective outcomes.
• Increased Engagement: Problem-solving activities make work more engaging and enjoyable. These activities break the monotony of routine tasks and provide a stimulating challenge for team members. Engaged teams are more motivated, productive, and committed to achieving their goals.

Understanding the importance of team problem-solving is crucial for fostering a productive and cohesive work environment.

By regularly incorporating problem-solving activities, teams can significantly enhance their collaboration, communication, creativity, decision-making, and engagement.

→ Fostering Teamwork among School Professionals

→ Unified Sales Force: Team Building Essentials

→ Teamwork Essentials for Auditors

→ Team Vitality: Wellness-Focused Activities

Benefits of Problem-Solving Activities

Engaging in problem-solving activities offers numerous benefits that significantly enhance team performance and cohesion.

Here are the five benefits that will boost your team’s performance:

• Builds Trust : Regular problem-solving exercises build trust among team members. As individuals work together to tackle challenges, they develop a deeper understanding and reliance on each other.
• Develops Leadership Skills : These activities provide opportunities for team members to take on leadership roles. By leading problem-solving efforts, individuals can practice decision-making and team management.
• Promotes Critical Thinking : Teams learn to analyse problems critically and develop effective solutions. This sharpens their ability to think logically and approach challenges systematically.
• Encourages Innovation : Creative problem-solving leads to innovative ideas and approaches. Teams regularly engaging in these activities are more likely to embrace innovative approaches and generate unique solutions.
• Strengthens Team Dynamics : Working together on problems enhances team dynamics and cohesion. These activities foster better communication and collaboration, leading to a more unified team.

The benefits of engaging in problem-solving activities extend far beyond the immediate outcomes.

Integrating these exercises into your team’s routine can foster a more collaborative, innovative, and cohesive work environment, setting the stage for long-term success.

→ Measuring Team Effectiveness: Strategic Approaches

→ Rejuvenating Team Exercises for Healthcare

→ Bonding Activities for Your Marketing Crew

→ Strengthening Team Bonds: 8 Activities Designed for Lawyers

Top 7 Problem-Solving Activities to Enhance Collaboration and Creativity

Engaging in varied problem-solving activities can significantly boost a team’s ability to work together and think creatively.

This section presents ten dynamic problem-solving activities to enhance collaboration, communication, and innovation among team members.

Let’s explore these exercises designed to enhance your team’s productivity and efficiency:

1. The Egg Drop Challenge

Objective : Design a contraption to protect an egg from breaking when dropped.

Instructions : Provide teams with materials like straws, tape, and balloons.

Allow time for planning and building.

Evaluate the results by dropping the contraptions from a height and seeing which eggs survive.

2. Desert Island Scenario

Objective : Decide on essential items for survival to bring to a desert island.

Instructions : Teams discuss and agree on the top five items they need.

Each team then presents and justifies their choices.

This encourages prioritisation and decision-making skills.

3. The Puzzle Challenge

Objective : Solve a series of puzzles culminating in a master puzzle.

Instructions : Distribute puzzle pieces among teams and set a time limit.

Teams work together to solve individual puzzles and combine their efforts to solve the master puzzle.

Discuss strategies used after the activity.

4. Scavenger Hunt

Objective : Find and collect specific items or solve clues within a time limit.

Instructions : Create a list of items or clues for teams to find.

Divide participants into teams and start the hunt.

The first team to collect all items or solve all clues wins.

5. Escape Room

Objective : Solve puzzles to “escape” from a locked room scenario.

Instructions : Use a pre-made kit or an online platform to set up the escape room.

Teams must work together to solve puzzles within a set time to “escape” the room.

6. Marshmallow Tower

Objective : Build the tallest tower possible using marshmallows and spaghetti.

Instructions : Provide teams with marshmallows and spaghetti.

Set a time limit for building.

Evaluate the towers based on height and stability.

7. Online Problem-Solving Games

Objective : Solve problems virtually with remote teams .

Examples : The Hunt (visual, word, reasoning puzzles) and Jewel Heist (escape room-style game).

Instructions : Use an online platform, form teams, and solve the problems together.

These activities are ideal for maintaining engagement in remote teams.

Incorporating these problem-solving activities into your team’s routine can significantly improve their ability to work together and think creatively.

These exercises will foster a more collaborative and innovative team environment.

Implementing Problem-Solving Activities

Implementing problem-solving activities in your team requires thoughtful planning and consistent effort.

By following a structured approach, you can ensure these activities are effective and engaging for your team.

• Schedule Regular Sessions : Integrate problem-solving activities into regular team meetings to make them a consistent part of your workflow. This regularity helps to reinforce the skills learned and keeps the team engaged.
• Facilitate Open Communication : Encourage all team members to participate and share their ideas openly during these activities. Creating a safe environment for communication ensures diverse perspectives are heard and valued.
• Reflect on Experiences : After each activity, take time to discuss what was learned and how these insights can be applied to work situations. This reflection helps solidify the skills gained and demonstrates their practical value.
• Adapt to Team Needs : Choose activities that match your team’s interests and goals, ensuring they are relevant and engaging. Customising activities to fit your team’s unique dynamics can lead to better participation and outcomes.
• Measure Impact : Track improvements in collaboration, communication, and problem-solving skills to evaluate the effectiveness of these activities. Regular assessment helps you understand the benefits and make necessary adjustments for continuous improvement.

Implementing these problem-solving activities thoughtfully can transform your team’s dynamics and performance.

Incorporating these activities into your routine will make your team more robust and cohesive.

Conclusion – Problem-Solving Activities for Teams

Incorporating problem-solving activities into your team’s routine is essential for fostering a productive and innovative work environment.

These activities improve collaboration and communication and enhance creativity and decision-making skills.

Regularly engaging in problem-solving exercises helps build trust among team members and promotes critical thinking.

By adapting these activities to your team’s specific needs and interests, you can ensure they remain relevant and engaging.

Measuring the impact of these activities is crucial for understanding their benefits and making necessary adjustments.

Reflecting on the experiences gained from these exercises helps reinforce the skills learned and demonstrates their practical applications.

Start implementing these problem-solving activities and see your team thrive – contact us today for expert guidance and support.

Group CEO and Executive Coach

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The Best Soft Skills Training Strategies to Boost Team Performance

Soft skills are key non-technical abilities like leadership, communication, teamwork, and problem-solving. Investing in soft skills training for your team can lead to better collaboration, employee satisfaction, and productivity.

Soft skills are key non-technical abilities like leadership, communication, teamwork, and problem-solving. These skills are crucial for enhancing workplace relationships and improving overall team performance.

While these skills may come naturally to some individuals, offering soft skills training on an organizational level can give employees and the overall business an edge. Investing in soft skills training for your team can lead to better collaboration, employee satisfaction, and productivity.

This article explores effective soft skills training strategies to boost your team’s performance. Looking for more tactics? Read our e-book: Top 3 Soft Skills Your Employees Need In the New World of Work .

Key Takeaways

• Soft skills are non-technical abilities such as communication, teamwork, problem-solving, and emotional intelligence, which are essential for enhancing workplace relationships and overall performance.
• On an organizational level, investing in soft skills training is key for improving business outcomes.
• Effective and engaging methods for teaching soft skills include role-playing exercises, story-based learning, and gamification.
• To implement successful soft skills training programs, be sure to assess skill gaps, select appropriate delivery methods, and leverage technology appropriately.

What is soft skills training?

Soft skills training is designed to develop essential non-technical abilities like:

• Communication
• Problem-solving
• Leadership 
• Emotional intelligence

These skills are vital for building stronger workplace relationships and boosting collaboration. Unlike hard skills, which are specific to certain job functions and can be easily measured through exams or certifications, soft skills are more personal and often harder to quantify.

However, just because soft skills are hard to quantify doesn’t mean they can’t be developed. Employees’ personal and professional growth relies on an organization’s investment in soft skills training programs.

When effectively leveraged, this type of training can help individuals improve their social interactions, adaptability, and behavior, which in turn enhances their overall performance. In fact, soft skills significantly contribute to career success, accounting for roughly 85% of an individual’s achievement over their career span.

Developing soft skills is an ongoing process that involves continuous effort, experience, practice, and self-reflection. It’s about cultivating transferable abilities across various roles and industries, making them some of the most valuable assets in today’s workforce.

Differentiating soft skills from hard skills

Before discussing key soft skills strategies for your organization, it’s important to understand the differences between soft skills and hard skills.

Hard skills, also known as technical skills, are job-related competencies that are often a prerequisite for employment in certain fields. They’re critical for performing specific job functions and can be acquired through degrees, courses, or on-the-job training. Examples of hard skills, also known as technical skills, include graphic design, data analysis, and search engine optimization.

However, hard skills alone are not enough to ensure success in the workplace. This is where soft skills come into play. Unlike hard skills, soft skills are non-technical and relate to interactions and work performance. They include personal qualities and traits like teamwork, adaptability, and emotional intelligence, all of which impact how individuals work and collaborate with others.

Interestingly, when soft skills are effectively developed, they can help employees apply and prove their hard skills even more powerfully. They can also improve the strength of an overall team and organization by boosting collaborative potential.

What are the benefits of soft skills training?

Soft skills training programs offer numerous benefits with the power to transform individual performance and overall organizational success. Notably, these programs can greatly improve employee performance. For example, one study found that a 12-month soft skills training program across five factories improved return on investment by roughly 250 percent .

Another key benefit of soft skills training is its ability to improve interpersonal relationships. This, in turn, leads to better teamwork and a stronger sense of community within the workplace. When employees communicate effectively and empathize with one another, it creates a more positive work environment and enhances collaboration. This can even lead to benefits such as improved employee retention, as participants feel more valued and motivated in their roles.

Soft skills training is particularly crucial for specific industries and job functions, especially those that interact with customers regularly. By training employees to respond empathetically in their communication, businesses can improve the strength of their customer service and respond to customer needs more effectively. This can improve brand reputation and lead to increased customer loyalty and satisfaction.

3 essential soft skills to develop

Now, let’s focus on three crucial soft skills: communication, collaboration, and time management. Each plays a pivotal role in ensuring efficient operations, effective teamwork, and a positive work culture.

1. Communication skills

Effective communication is the cornerstone of successful teamwork and client relations. Strong communication skills enable employees to:

• Interact efficiently with clients, partners, and each other
• Build rapport
• Practice active listening skills
• Speak confidently and concisely
• Provide constructive feedback more effectively

Bolstering interpersonal communication in these ways can also lead to increased client satisfaction and loyalty. Being able to deliver information clearly and concisely can help keep things clear, expedite conversations, and resolve potential conflicts.

Presentation skills are another vital aspect of communication, involving the ability to:

• Deliver information in a structured and engaging manner
• Use visual aids effectively to enhance an audience’s understanding
• Adapt the presentation style to suit the audience’s needs and preferences

With opportunities to polish their presentation skills, employees can communicate more effectively—both within their teams and with external stakeholders.

2. Teamwork and collaboration

Like communication skills, strong collaboration skills are essential for effective teamwork, innovation, and achieving collective goals. Teamwork skills allow employees to gain insight into their strengths and weaknesses within a team, and provide an opportunity to improve communication with others for better outcomes.

Collaboration skills also involve:

• The ability to take accountability for errors, and communicate any plans for resolving them
• Conflict mediation skills
• A shared commitment to working in a group
• The ability to foster creativity and innovation

3. Time management

Efficient time management is crucial for meeting deadlines, avoiding stress, and enhancing reliability. Good time management skills help individuals prioritize tasks, allocate time effectively, and maintain a positive approach to challenges, thereby increasing efficiency.

One helpful technique for improving time management skills is time blocking, which involves allocating specific blocks of time for different tasks. This approach can help employees stay focused, avoid procrastination, and ensure that all tasks are completed on time, ultimately improving personal productivity and overall team performance.

Because it is often impacted by external factors, time management can be one of the most challenging to train on. However, fostering a work culture where employees receive training to learn to prioritize tasks, set boundaries, and manage their time more efficiently can pay dividends in the long run.

Effective methods for teaching soft skills

Effective soft skills training requires an engaging approach encouraging active participation and real-world application. Below, we’ll cover three of the most effective methods: role-playing exercises, story-based learning, and gamification.

Role-playing exercises

Role-playing exercises allow employees to participate in scenarios to practice and enhance specific soft skills. These exercises help employees understand different perspectives and improve their problem-solving abilities by working through realistic workplace situations.

Scenarios used in role-playing can be tailored to address specific challenges employees face in their roles, providing immediate feedback and opportunities for improvement. For example, a customer service team might act out common scenarios from the perspective of both the service agent and the client to form a deeper understanding of how these interactions might play out.

Using role-playing in e-learning can be a very effective way to work through scenarios with employees at scale. With the right e-learning software, you can set up simulations and branching logic to help employees understand cause and effect while also aiding in knowledge retention.

Story-based learning

Story-based learning uses narratives or storytelling methods to convey essential lessons and concepts. This can be a highly valuable tool in soft skills training. By reflecting on their personal experiences or envisioning scenarios with fictional characters, employees can extract valuable insights and apply them to real-life situations.

Narratives in story-based learning often mirror the challenges of the job, making lessons more relatable and memorable. This method helps illustrate the consequences of different actions and decisions, enhancing employees’ critical thinking and problem-solving abilities.

Gamification

To make your soft skills courses more engaging and motivating, try incorporating game design elements like point scoring, leaderboards, and rewards. These gamification elements encourage participation and make the training experience more enjoyable for participants.

Interactive games can simulate real-life scenarios your employees might encounter, allowing them to practice and refine their soft skills in a controlled, low-risk environment. Be sure to offer opportunities for constructive feedback in your gamified training to allow participants to hone their skills over time.

How to implement soft skills training programs

To implement a soft skills program effectively and at scale, it’s important to follow a framework. Below, we’ll cover the key steps to doing so, including assessing skill gaps, choosing the right delivery method, and promoting continuous learning and feedback.

By following these steps, you can ensure that your training is tailored to meet the specific needs of your organization and employees.

1. Assess skill gaps

Identifying existing skill gaps among employees is a crucial first step for tailoring training programs efficiently. Organizations can pinpoint opportunities for soft skills development by speaking with employees at all levels and consulting with managers.

Assessing skill gaps helps ensure that your training addresses specific needs and enhances your team’s overall performance. This is essential for creating targeted and impactful training programs.

2. Choose the right delivery method

To ensure your employees can effectively engage with and retain material, it’s key to select the appropriate delivery method for your soft skills training. This may vary depending on the needs of your organization or team.

For example, you may want to create a dedicated soft skills course that allows employees to access training regularly in bite-size chunks without interfering with their day-to-day work. You can also use micro-learning, which breaks down training into small and actionable segments, to allow for immediate application of soft skills.

3. Encourage continuous learning and feedback

Encouraging regular feedback and self-reflection helps employees identify areas for improvement and fosters a learning mindset. This culture of continual learning is essential for addressing mistakes and setting new goals.

Utilizing an e-learning platform like Articulate 360 can help you provide consistent and personalized learning experiences with opportunities for feedback.

Leveraging technology in soft skills training

Technology—specifically online learning platforms—is a key way to enhance the accessibility and effectiveness of soft skills training. These platforms provide flexible and engaging training environments that can be tailored to meet the specific needs of employees.

Below, we’ll explore how platforms like Articulate 360 can be used to develop soft skills.

E-learning platforms for soft skill development

When it comes to soft skills training, e-learning platforms offer the following benefits:

• Access to training regardless of an employee’s geographical location or time constraints
• Interactive multimedia modules for an engaging learning experience
• Videos for visual and auditory learning
• Multi-device access

These platforms provide learners with a flexible and convenient way to develop their soft skills, making it easier for employees to fit training into their schedules.

Articulate 360 capabilities

Articulate 360, the leading e-learning platform, offers a platform designed to help you create engaging, interactive courses tailored to specific soft skills. Some key capabilities include:

• Engaging learner experiences : Articulate 360 lets you build interactive, effective, and engaging sales training that can include branching scenarios, interactive activities, knowledge checks, and a wide range of assessments.
• Intuitive authoring for ALL course creators : With Articulate 360’s intuitive UI and integrated AI Assistant, you and your cross-functional collaborators can easily create effective sales training to boost sales performance.
• Quizzes and knowledge checks : Provide your learners with immediate feedback, helping them identify areas for improvement and track their progress.
• Helpful Templates: Get a head start on course creation with a library of templates on key sales topics such as prospecting, pipeline management, objection handling, and deal negotiation.
• Seamless collaboration and reviews: Collaborate on course creation by inviting colleagues to create and edit content, improving the quality of your sales training. Collect and approve in-context feedback, simplifying and accelerating the entire course review and approval process.

By leveraging the capabilities of platforms like Articulate 360, organizations can ensure continuous development and a more dynamic approach to soft skills training.

Measuring the impact of soft skills training

To ensure the effectiveness of your soft skills training, b e sure to close the loop by evaluating its impact. This can be done through performance metrics, employee feedback, and observed behavioral changes. Pre- and post-assessments can gauge initial and post-training performance levels, providing a clear picture of the training’s impact.

You can also provide employees with opportunities for self-assessment, peer feedback, and supervisor feedback, or track improvements in key areas like productivity, collaboration, and communication after training. Including 360-degree feedback allows for assessment from multiple perspectives, ensuring a comprehensive evaluation.

Evaluation methods for soft skills training programs include:

• Knowledge checks and quiz results from online training programs
• Surveys to gather subjective insights into the effectiveness of the training
• Observing real-life applications of the skills learned
• Assessing knowledge retention rates to measure the long-term impact of the training

These evaluation methods help organizations refine and improve their soft skills training programs by utilizing various soft skills training methods.

Real-life examples of successful soft skills training

Real-life soft skills training examples can provide valuable insights into the implementation and positive results of soft skills training programs. For instance, Google’s Project Oxygen program demonstrated that managers who effectively communicated and supported employee well-being were key to maintaining high-performing teams.

IBM’s Leadership Development Program focuses on enhancing soft skills such as emotional intelligence, collaboration, and communication among its leaders.

Zappos invested in training programs prioritizing customer service skills, which enhanced employee communication and problem-solving abilities, leading to higher customer satisfaction. These case studies highlight the common benefits of soft skills training programs, such as:

• Improved communication
• Better leadership
• Enhanced problem-solving abilities
• Increased employee engagement and satisfaction.

The impact of employee soft skills training

Investing in soft skills training programs is essential for enhancing employee performance, fostering better workplace relationships, and driving overall organizational success. By understanding the key benefits, differentiating between soft and hard skills, and focusing on developing essential soft skills like communication, teamwork, and time management, organizations can create a more dynamic and effective workforce.

Looking for more strategies to improve employee soft skills? Read our e-book: Top 3 Soft Skills Your Employees Need In the New World of Work .

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• Open access
• Published: 02 September 2024

Evaluation of stress, bio-psycho-social response and coping strategies during the practical training in nursing students: a cross sectional study

• Müjgan Solak   ORCID: orcid.org/0000-0001-6201-3139 1 ,
• Sevcan Topçu   ORCID: orcid.org/0000-0002-6228-1720 2 ,
• Zuhal Emlek Sert   ORCID: orcid.org/0000-0002-2809-5617 2 ,
• Satı Doğan   ORCID: orcid.org/0000-0002-9935-3265 3 &
• Fatma Savan   ORCID: orcid.org/0000-0002-4846-9129 2  

BMC Nursing volume  23 , Article number:  610 ( 2024 ) Cite this article

Metrics details

The aim of the study was to identify stress level, bio-psycho-social response and coping behavior of nursing students during the practical training.

A cross-sectional study was carried out with the 1st, 2nd, 3rd, 4th-year nursing students ( n  = 1181) between September 2018-may 2019. Data was collected using by Socio-Demographic Questionnaire, The Student Nurse Stress Index, The Bio-Psycho-Social Response Scale and Coping Behavior Inventory.

The fourth-grade nursing students’ stress level was found to be statistically significantly higher than of other graders. Nursing students have shown emotional symptoms and social-behavioral symptoms the most. To cope with stress, nursing students used the strategies transference, staying optimistic, problem-solving and avoidance, respectively.

Conclusions

These findings highlight the need to routinely evaluate nursing students for stress, bio-psycho-social response, and coping strategies during practical training. Thus, counseling units can be constituted by the nursing schools, and nursing students who have higher stress levels and inadequate coping strategies benefit from these units.

Peer Review reports

According to Lazarus and Folkman’s transactional theory of stress and coping, stress is a two-way process. Stress is defined as exposure to stimuli (as harmful, threatening, or challenging) that exceed the individual’s coping capacity [ 1 ]. There is a complex transaction between individual subjective reactions to stressors and stressors produced by the environment complex transaction. Transactional theory consists of cognitive appraisal, and coping. After a primary appraisal of the threat or challenge is made, a secondary appraisal process of identifying and selecting available coping options is made. Coping processes produce an outcome, which is reappraised as favorable, unfavorable, or unresolved [ 1 , 2 ].

Stress is accepted as a disease of the 20th century that affects many professions [ 3 ]. Health professionals, especially nurses encounter higher levels of stress and stress factors when their level of exposure to stress and the number of stress-sources are evaluated [ 4 ]. For nurses, stress starts from the beginning of training period and they experience the negative effects of stress on health for many years [ 5 , 6 , 7 ].

Nursing students experience different levels of stress both during their theoretical and practical training [ 8 , 9 ]. Sources of theoretical stress are constantly subjected to examinations, assignments about courses, length of lecture time despite the lack of free times and preparation process before practical evaluations [ 10 , 11 , 12 ]. But sources of practical training stress comprise of the followings; starting to practice for the first-time, clinical evaluations, feeling inadequate in practice, scaring to give patients any harm, caring for patients, relationships with healthcare workers, friends and patients [ 13 , 14 ]. Although nursing students experience stress due to many reasons both in practical and theoretical settings, practical training periods are expressed as periods in which nursing students experience the highest levels of stress [ 15 , 16 ].

Stress can sometimes be a source of motivation, however, high stress can affect coping, self-confidence, concentration, motivation, academic performance [ 9 , 17 ]. In addition, high stress levels may cause students to experience health problems such as hypertension, heart diseases, nutritional disorders, stammering, nausea, vomiting, exhaustion and depression [ 5 , 6 ]. It is stated that nursing students experience higher levels of stress and relevant physical and psychosocial symptoms when compared with the students of other health-related disciplines [ 15 , 18 ].

This situation makes coping strategies crucial for stress management. Coping is defined as constantly changing cognitive and behavioral efforts to manage specific external and/or internal demands that are appraised as taxing or exceeding the resources of the person [ 1 ]. The impact of stress on health depends on the adequacy of coping strategies that play a vital role in managing the stress [ 6 ]. As a strategy to cope with stress, nursing students prefer problem solving the most [ 8 , 11 , 19 ] and avoiding the least [ 5 , 6 , 8 ].

It was found in previous studies that the stress levels of nursing students differed according to classes. It is reported that stress levels are higher in nursing students in the upper grades and the initial clinical practice affects their stress levels [ 20 , 21 , 22 ]. In order to reduce the stress and its negative effects in nursing students, first of all, to determine their stress levels, their responses to stress, coping strategies and the factors affecting their stress levels is very important.

Research questions

What are the stress levels, bio-psycho-social responses, and coping behavior of nursing students during the practical training?

Which variables affect the stress level of nursing students?

A cross-sectional design was used.

Procedure and samples

The study’s population consisted of 1st, 2nd, 3rd, and 4th-year students [ n  = 1181] of nursing school. A cross-sectional study was conducted between September 2018-May 2019.Since it was aimed to reach the entire population, no sample selection method was used. The inclusion criteria for the study were (1) voluntary acceptance of study participation (2) being during the period of practical training. The number of students was 300 for first grade, 309 for second grade, 285 for third grade and 287 for fourth grade. All of the students [ n  = 996] who meet inclusion criteria are included in the study. The response rate of the questionnaires is 84%. ( n  = 996/1181).

Data was collected during the practical training for each grade. The Faculty of Nursing has an integrated education system. The integrated education system is based on holistic learning. It enables the student to see the big picture instead of learning small parts and subject areas are associated according to a subject. The integrated education programme, which includes a structuring from health to disease, is organised to include basic knowledge, attitudes and skills related to the subjects related to care. In the first, second and third years of the integrated education programme, courses are conducted as modules, active education methods are used, and skills training is provided in laboratories and clinics. The fourth year is organised as an internship programme. Practical training starts to in the second term of the first year in the Faculty of Nursing. 1st-year students have practical training consist of 13 h per week for one month in Primary and Secondary Schools. 2nd and 3rd-year students have practical training in Hospitals and Primary Care. The practical training of 2st-year students in the third semester consists of 24 h per week for one month in dermatology, otolaryngology clinics, eye clinics, etc. In the fourth semester, their practical training includes 24 h per week for two months in İnternal Medicine and Surgery clinics. The practical training of 3rd-year students comprises 24 h per week for three months in pediatrics, obstetrics (fifth semester) clinics and psychiatry clinics, primary care (sixth semester). 4th-year students (internship) are in practical training (eight different nursing fields fundamentals of nursing, internal nursing, surgery nursing, pediatric nursing, obstetric and gynecological nursing, psychiatric nursing, public health nursing) during the seventh and eighth semesters. They have practical training 32 h per week each semester.

Data collection tools

Data was collected using by Socio-Demographic Questionnaire, The Student Nurse Stress Index (SNSI), The Bio-Psycho-Social Response Scale (BPSRS) and Coping Behavior Inventory (CBI) Socio-Demographic Questionnaire consists of seven questions such as age, gender, grade, employment status, smoking status, choosing nursing profession willingly and academic status.

The student nurse stress index (SNSI): SNSI that developed by Jones & Johnstone (1999), consisted of 22 items, and four subscales which include academic load, clinical concerns, personal problems, and interface worries [ 23 ]. SNSI is a five-point Likert-type scale ranging from 1 [not stressful] to 5 [extremely stressful]. The Turkish validity and reliability study was conducted by Sarıkoç, Demiralp, Oksuz, Pazar, [ 24 ]. Its Cronbach α coefficient was 0.86. Turkish version of the scale consists of four subscales as personal problems, clinical concerns, interface worries, and academic load. The higher scores obtained from SNSI indicate the high-stress level.

The bio-psycho-social response scale (BPSRS): The BPSRS, developed by Sheu, Lin, Hwang (2002), consist of 21 items and three subscales about symptoms relating to the students’ physical, psychological and social health [ 25 ]. BPSRS five-point Likert-type scale from 0 to 4. Its Cronbach’s alpha coefficient was 0.90. A higher score indicated the presence of more symptoms and poorer physio-psychosocial status [ 25 ]. The Turkish validity and reliability study was conducted by Karaca et al. [ 26 ]. The Cronbach’s alpha coefficient of the Turkish version was found to be 0.91 [ 26 ].

Coping behavior inventory (CBI): The original version of CBI that developed by Sheu, Lin, Hwang, (2002), consists of 19 items and four subscales as avoidance, problem solving, stay optimistic and transference [ 25 ]. The scale is a five-point Likert-type scale from 0 to 4. Its Cronbach’s alpha coefficient was 0.76. A higher score in one factor indicated more frequent use of this type of coping behavior [ 25 ]. The Turkish validity and reliability study was conducted by Karaca et al. (2015) and its Cronbach’s alpha coefficient was 0.69 [ 26 ].

Data analysis

The data were evaluated using the SPSS 21 (Statistical Package for the Social Sciences). Descriptive statistics was used as mean and standard deviation. One way anova test was used to compare scale scores (SNSI, BPSRS, CBI) according to graders. Multiple regression analysis was used to determine the variables (gender, employment status, smoking status, willingness of the choice of the nursing profession, academic achievement status) affecting stress level. For all effects, we used the standard significance level of α = 0.05.

Ethical considerations

This study was approved by Ege University Scientific Research and Publication Ethics Committee (Approval Number: 56/2018). The participants received information about the research objectives and procedures, and their written permission was obtained by means of informed consent form before data collection.

The mean age of nursing students is 21.32 ± 1.57 years. Of the students, 91.9% are females and 26.5% are freshmen, and 5% are working outside the school (Table  1 ).

When nursing students’ total and subscale SNSI mean scores were compared, a statistically significant difference was found between the mean scores of total SNSI and academic loads, interface worries and clinical concerns subscale (Table  2 ). The first grade nursing students’ mean score of academic load subscale was found to be statistically significantly higher than of second and third graders ( p  < 0.05). The third and fourth grade nursing students’ interface worries subscale scores were also statistically significantly higher than of the first and second graders. In the clinical concerns subscale, the second and fourth grade nursing students had significantly higher clinical anxiety than the other graders and the first-year nursing students had lower clinical concerns than other graders. When the total SNSI mean scores were compared, fourth grade nursing students’ stress level was found to be statistically significantly higher than of other graders, and the first grade nursing students’ stress level was statistically lower than of other graders.

It was established that nursing students have shown emotional symptoms and social-behavioral symptoms the most, whereas physical symptoms were shown the least (Table  3 ). When the total and subscale mean scores of BPSRS were compared according to nursing students’ grades, a statistically significant difference was detected in subscales of total BPSRS, emotional symptoms and social behavioral symptoms. In the emotional symptoms subscale, the first year nursing students had less emotional symptoms than other graders. In the social behavioral symptoms subscale, the mean scores of fourth grade nursing students were found to be significantly higher than of other graders. When total BPSRS mean scores were compared, it was observed that the fourth grade students had more bio-psycho-social behavioral symptoms than the first grade students.

It was found that to cope with stress, nursing students used the strategies transference, staying optimistic, problem-solving and avoidance, respectively (Table  4 ). When nursing students’ behaviors related to coping with stress were evaluated according to grades, no statistically significant difference was found between the subscale scores of avoidance, staying optimistic and transference, whereas only the problem-solving subscale was statistically significant. In the problem-solving subscale, the problem-solving skills have increased significantly as the class increased ( F  = 72.63; p  = 0.00).

The relationship between nursing students’ stress level and gender, willingness to choose nursing profession, smoking status, employment status and academic achievement status was evaluated using regression analysis (Table  5 ). The extent to which nursing students’ stress levels were predicted by variables such as gender ( β =-0.22, p  = 0.00), choosing nursing profession willingly ( β =-0.27, p  = 0.00), smoking status ( β  = 0.28, p  = 0.00), employment status ( β  = 0.14, p  = 0.00) and academic achievement status ( β =-0.34, p  = 0.00) was determined by applying linear multiple regression. As a result of this process was detected as R  = 0.84, R2  = 0.70, and 70% of the total variance on stress level was explained by these variables. The stress level was found significantly higher in female students, working students, smokers, those who did not want to choose the nursing profession and those with low academic achievement.

One of the most important stress factors for nursing students is practical training periods especially an initial period of practical training [ 21 ]. It is stated that nursing students experience more stress in clinical practice periods than other periods [ 16 , 21 ]. In the literature, studies investigating the effects of grade on the stress level of nursing students have shown mixed results. Eswi, Radi, Youssri reported that there was no relationship between grade and stress level [ 27 ]. In a study conducted by Shaban, Khater, Akhu-Zaheya, it was found that nursing students were more sensitive to stress due to reasons such as transition to university life, managing their own needs and gaining new social skills, especially during the first years of education. In this study, unlike other studies, the first-year nursing students’ stress level was found lower than of other graders [ 6 ]. Aedh, Elfaki & Mohamed, reported that nursing students who are in the second year of nursing education have experienced higher level of stress than other grades [ 28 ]. In this study, although the second grade was not the highest stress level group, the stress level showed a rapid increase compared to the first grade and the clinical concerns subscale scores were found higher than other grades. Third and fourth grade nursing students’ mean interface worries scores were found high the other grades. Several studies have similarly reported that, nursing students’ stress level was found higher in the last period of nursing education compared to other periods [ 15 , 22 ]. In a qualitative study conducted by Admi et al. (2018) it was found that conflict between professional beliefs and the reality of hospital practice were stressors for final year students [ 19 ]. In the study conducted by Bhat (2021) et al. it was reported that training on invasive procedures (safe catheter etc.) should be standardised in undergraduate education and this should be made part of the annual or biannual compulsory training for healthcare personnel [ 29 ]. Similarly, in this study, the stress level of fourth-grade nursing students was found higher than of other graders, and fourth-grade nursing students’ mean scores of clinical concerns and interface worries were higher than of other graders. The results of our study indicate that the first-grade nursing students had problems adapting to the intensive pace of nursing education and that they experienced stress; accordingly, second-grade nursing students who first-time took to practical training and fourth-grade nursing students who had the longest practical training period also experienced stress due to practical training.

In several studies found that nursing students experienced higher levels of stress, physical and psychological symptoms than the students in other health disciplines [ 6 , 30 ]. Chen & Hung reported that nursing students demonstrated physical symptoms toward stress mostly, and social-behavioral symptoms the least [ 8 ]. In the study carried out by Kassem & Abdou, when the bio-psycho-social responses experienced by nursing students were evaluated, it was found that emotional symptoms were the most common and social-behavioral symptoms were the least [ 11 ]. In another study conducted by Durmuş & Gerçek with nursing students, it that bio-psycho-social responses were found to be occurred mostly in fourth grade students [ 31 ]. In all classes, the most often emotional symptoms were observed in nursing students followed by social behavior symptoms and physical symptoms respectively [ 31 ]. The present study showed that nursing students demonstrated emotional symptoms and social-behavioral symptoms the most, whereas physical symptoms were demonstrated the least, and these results were consistent with results from most of previous similar studies. It was found that fourth-grade nursing students experienced more Bio-Psycho-Social Responses than freshmen and emotional symptoms were higher in second, third and fourth grade nursing students and social behavioral symptoms were higher in fourth-grade nursing students. This difference may be explained by the fact that because fourth-grade nursing students’ stress levels were higher than of other graders, they showed more Bio-Psycho-Social Responses.

Durmuş & Gerçek found that first, and the third-year nursing students have usually used strategies for coping with stress such as stay optimistic and avoidance, respectively [ 31 ]. Also, the same study showed that second and fourth-year nursing students have used problem-solving most [ 31 ]. Many studies found that nursing students have generally used problem solving as a coping strategy [ 5 , 8 , 11 , 19 , 32 ] and the avoidance at least [ 5 , 6 , 8 ]. Sheu, Lin, Hwang reported that using effective ways of coping with the problem will facilitate returning to stable status by allowing reduction of negative consequences of stress [ 25 ]. The present study showed that nursing students most often used transference and least avoidance strategies to cope with stress, and as the students’ grade levels increased, also the level of using problem-solving skills increased. This situation indicates that the problem-solving competencies involving in nursing education are being provided to the students. The fourth grade of nursing students who has highest practical-training hours possess problem-solving skills more than other grades because of the positive effects of the practical applications encountered in a large number of complicated situations on the problem-solving skills of the nursing students.

In the present study, when the interaction between nursing students’ stress level and gender, working status, smoking status, willingness to choose nursing profession and academic achievement status was evaluated, it was found that female students, employees, smokers, those that have chosen nursing profession unwillingly, and those with low academic achievement had significantly higher stress levels. It was reported in different studies that academic success [11,20,], gender [ 20 , 21 , 33 ] have affected students’ stress levels and also their working hours outside of nursing education have affected their stress level [ 11 ]. Although it is important for all students to reduce stressors and to provide support for the use of coping mechanisms; especially female students, employees, smokers, those that choose the nursing profession unwillingly, and those with poor academic achievement should be supported more.

Limitations

This study has some limitations. Unlike other nursing schools in our country, this research was carried out in a nursing school where an integrated education system was applied. The findings could be specific to this college of nursing. Therefore, the generalizability of results may be limited. Besides, the small number of male students is another limitation of the study. SNSI, BPSRS, and CBI are a self-reported questionnaire. This can lead to social desirability bias in respondents.

Reccommendations

It is recommended that long-term studies be conducted to understand the long-term effects of stress experienced during nursing education and to develop sustainable support mechanisms. Support mechanisms may decrease stress levels and their negative effects on nursing students and can promote nursing students’ well-being and academic success, especially during practical training. Exploring what is nursing students of stress levels and coping strategies during education, can inform post-graduation preventive strategies. Also, evaluating the current stress levels and coping strategies in different nursing education programs is crucial for identifying gaps and areas for improvement. Interventional and qualitative studies are crucial to providing concrete recommendations for educational institutions and policymakers to address stress among nursing students.

According to results of the present study, the stress levels of fourth-grade nursing students were higher than of other graders and causes of stress varied as regards grades. The higher level of stress in the senior nursing students that have the maximum responsibilities and stay times of practical training and the bio-psycho-social responses given by students associated depending on this stress indicate that those clinical practices are one of the main sources of stress for nursing students. Due to the nature of nursing education and nursing practices, students use their problem solving skills as a coping strategy. However, the presence of stress-related emotional and social-behavioral symptoms in nursing students indicates that they cannot cope with stress sufficiently. Internship, which is the preparation period for the transition to professional life for nursing, is the period in which nursing students experience the most stress. Students’ learning to cope with stress in this period will enable them to use these strategies in their professional lives. Nursing schools can consider this period as an opportunity period to reduce and cope with stress, which is one of the important risk factors for nurses.

To develop stress management and the stress-coping mechanism of nursing students, it was recommended that courses or counseling units should be available, nursing educators should support students in the clinical areas, receive regular feedback from the students about practical training, and cooperate with clinical nurses to increase nursing students’ clinical compliance. Also, in particular, female students, working students, smokers, those that have chosen nursing profession unwillingly, and those with low academic achievement should be encouraged to receive individualized or group support for stress management and in coping with stress.

Data availability

The data that support the findings of this study are not openly available due to reasons of sensitivity and are available from the corresponding author upon reasonable request.

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M. S Conception and design, data acquisition, data analysis and interpretation, writing, give final approvals. S. T Conception and design, data acquisition, data analysis, writing, give final approvals. Z. E. S Data acquisition, data interpretation, give final approvals. S. D Data acquisition, data analysis, give final approvals. F. S Conception, writing, give final approvals.

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Solak, M., Topçu, S., Sert, Z.E. et al. Evaluation of stress, bio-psycho-social response and coping strategies during the practical training in nursing students: a cross sectional study. BMC Nurs 23 , 610 (2024). https://doi.org/10.1186/s12912-024-02265-5

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DOI : https://doi.org/10.1186/s12912-024-02265-5

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Underwater image object detection based on multi-scale feature fusion

• Published: 02 September 2024
• Volume 35 , article number  124 , ( 2024 )

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• Chao Yang 1 ,
• Ce Zhang 1   na1 ,
• Longyu Jiang 1 &
• Xinwen Zhang 1  

Underwater object detection and classification technology is one of the most important ways for humans to explore the oceans. However, existing methods are still insufficient in terms of accuracy and speed, and have poor detection performance for small objects such as fish. In this paper, we propose a multi-scale aggregation enhanced (MAE-FPN) object detection method based on the feature pyramid network, including the multi-scale convolutional calibration module (MCCM) and the feature calibration distribution module (FCDM). First, we design the MCCM module, which can adaptively extract feature information from objects at different scales. Then, we built the FCDM structure to make the multi-scale information fusion more appropriate and to alleviate the problem of missing features from small objects. Finally, we construct the Fish Segmentation and Detection (FSD) dataset by fusing multiple data augmentation methods, which enriches the data resources for underwater object detection and solves the problem of limited training resources for deep learning. We conduct experiments on FSD and public datasets, and the results show that the proposed MAE-FPN network significantly improves the detection performance of underwater objects, especially small objects.

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The project supported by the National Natural Science Foundation of China(No: 61871124 and 61876037), The national defense Pre-Research foundation of China, by the fund of Science and Technology on Sonar Laboratory (No: 6142109KF201806), by the Stable Supporting Fund of Acoustic Science and Technology Laboratory (No: JCKYS2019604SSJSSO12).

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Yang, C., Zhang, C., Jiang, L. et al. Underwater image object detection based on multi-scale feature fusion. Machine Vision and Applications 35 , 124 (2024). https://doi.org/10.1007/s00138-024-01606-3

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When you purchase a Certificate you get access to all course materials, including graded assignments. Upon completing the course, your electronic Certificate will be added to your Accomplishments page - from there, you can print your Certificate or add it to your LinkedIn profile. If you only want to read and view the course content, you can audit the course for free.

What is the refund policy?

You will be eligible for a full refund until two weeks after your payment date, or (for courses that have just launched) until two weeks after the first session of the course begins, whichever is later. You cannot receive a refund once you’ve earned a Course Certificate, even if you complete the course within the two-week refund period. See our full refund policy Opens in a new tab .

Is financial aid available?

Yes. In select learning programs, you can apply for financial aid or a scholarship if you can’t afford the enrollment fee. If fin aid or scholarship is available for your learning program selection, you’ll find a link to apply on the description page.

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