example of problem solving leadership

Problem-solving in Leadership: How to Master the 5 Key Skills

The role of problem-solving in enhancing team morale, the right approach to problem-solving in leadership, developing problem-solving skills in leadership, leadership problem-solving examples.

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What’s the Role of Problem-solving in Leadership?

Getting to the root of the issue: First, Sarah starts by looking at the numbers for the past few months. She identifies the products for which sales are falling. She then attempts to correlate it with the seasonal nature of consumption or if there is any other cause hiding behind the numbers.
Identifying the sources of the problem: In the next step, Sarah attempts to understand why sales are falling. Is it the entry of a new competitor in the next neighborhood, or have consumption preferences changed over time? She asks some of her present and past customers for feedback to get more ideas.
Putting facts on the table: Next up, Sarah talks to her sales team to understand their issues. They could be lacking training or facing heavy workloads, impacting their productivity. Together, they come up with a few ideas to improve sales.
Selection and application: Finally, Sarah and her team pick up a few ideas to work on after analyzing their costs and benefits. They ensure adequate resources, and Sarah provides support by guiding them wherever needed during the planning and execution stage.
Identifying the root cause of the problem.
Brainstorming possible solutions.
Evaluating those solutions to select the best one.
Implementing it.

Analytical thinking: Analytical thinking skills refer to a leader’s abilities that help them analyze, study, and understand complex problems. It allows them to dive deeper into the issues impacting their teams and ensures that they can identify the causes accurately.
Critical Thinking: Critical thinking skills ensure leaders can think beyond the obvious. They enable leaders to question assumptions, break free from biases, and analyze situations and facts for accuracy.
Creativity: Problems are often not solved straightaway. Leaders need to think out of the box and traverse unconventional routes. Creativity lies at the center of this idea of thinking outside the box and creating pathways where none are apparent.
Decision-making: Cool, you have three ways to go. But where to head? That’s where decision-making comes into play – fine-tuning analysis and making the choices after weighing the pros and cons well.
Effective Communication: Last but not at the end lies effective communication that brings together multiple stakeholders to solve a problem. It is an essential skill to collaborate with all the parties in any issue. Leaders need communication skills to share their ideas and gain support for them.

How do Leaders Solve Problems?

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Workplace problem-solving examples: real scenarios, practical solutions.

March 11, 2024

In today’s fast-paced and ever-changing work environment, problems are inevitable. From conflicts among employees to high levels of stress, workplace problems can significantly impact productivity and overall well-being. However, by developing the art of problem-solving and implementing practical solutions, organizations can effectively tackle these challenges and foster a positive work culture. In this article, we will delve into various workplace problem scenarios and explore strategies for resolution. By understanding common workplace problems and acquiring essential problem-solving skills, individuals and organizations can navigate these challenges with confidence and success.

Understanding Workplace Problems

Before we can effectively solve workplace problems , it is essential to gain a clear understanding of the issues at hand. Identifying common workplace problems is the first step toward finding practical solutions. By recognizing these challenges, organizations can develop targeted strategies and initiatives to address them.

Identifying Common Workplace Problems

One of the most common workplace problems is conflict. Whether it stems from differences in opinions, miscommunication, or personality clashes, conflict can disrupt collaboration and hinder productivity. It is important to note that conflict is a natural part of any workplace, as individuals with different backgrounds and perspectives come together to work towards a common goal. However, when conflict is not managed effectively, it can escalate and create a toxic work environment.

In addition to conflict, workplace stress and burnout pose significant challenges. High workloads, tight deadlines, and a lack of work-life balance can all contribute to employee stress and dissatisfaction. When employees are overwhelmed and exhausted, their performance and overall well-being are compromised. This not only affects the individuals directly, but it also has a ripple effect on the entire organization.

Another common workplace problem is poor communication. Ineffective communication can lead to misunderstandings, delays, and errors. It can also create a sense of confusion and frustration among employees. Clear and open communication is vital for successful collaboration and the smooth functioning of any organization.

The Impact of Workplace Problems on Productivity

Workplace problems can have a detrimental effect on productivity levels. When conflicts are left unresolved, they can create a tense work environment, leading to decreased employee motivation and engagement. The negative energy generated by unresolved conflicts can spread throughout the organization, affecting team dynamics and overall performance.

Similarly, high levels of stress and burnout can result in decreased productivity, as individuals may struggle to focus and perform optimally. When employees are constantly under pressure and overwhelmed, their ability to think creatively and problem-solve diminishes. This can lead to a decline in the quality of work produced and an increase in errors and inefficiencies.

Poor communication also hampers productivity. When information is not effectively shared or understood, it can lead to misunderstandings, delays, and rework. This not only wastes time and resources but also creates frustration and demotivation among employees.

Furthermore, workplace problems can negatively impact employee morale and job satisfaction. When individuals are constantly dealing with conflicts, stress, and poor communication, their overall job satisfaction and engagement suffer. This can result in higher turnover rates, as employees seek a healthier and more supportive work environment.

In conclusion, workplace problems such as conflict, stress, burnout, and poor communication can significantly hinder productivity and employee well-being. Organizations must address these issues promptly and proactively to create a positive and productive work atmosphere. By fostering open communication, providing support for stress management, and promoting conflict resolution strategies, organizations can create a work environment that encourages collaboration, innovation, and employee satisfaction.

The Art of Problem Solving in the Workplace

Now that we have a clear understanding of workplace problems, let’s explore the essential skills necessary for effective problem-solving in the workplace. By developing these skills and adopting a proactive approach, individuals can tackle problems head-on and find practical solutions.

Problem-solving in the workplace is a complex and multifaceted skill that requires a combination of analytical thinking, creativity, and effective communication. It goes beyond simply identifying problems and extends to finding innovative solutions that address the root causes.

Essential Problem-Solving Skills for the Workplace

To effectively solve workplace problems, individuals should possess a range of skills. These include strong analytical and critical thinking abilities, excellent communication and interpersonal skills, the ability to collaborate and work well in a team, and the capacity to adapt to change. By honing these skills, individuals can approach workplace problems with confidence and creativity.

Analytical and critical thinking skills are essential for problem-solving in the workplace. They involve the ability to gather and analyze relevant information, identify patterns and trends, and make logical connections. These skills enable individuals to break down complex problems into manageable components and develop effective strategies to solve them.

Effective communication and interpersonal skills are also crucial for problem-solving in the workplace. These skills enable individuals to clearly articulate their thoughts and ideas, actively listen to others, and collaborate effectively with colleagues. By fostering open and honest communication channels, individuals can better understand the root causes of problems and work towards finding practical solutions.

Collaboration and teamwork are essential for problem-solving in the workplace. By working together, individuals can leverage their diverse skills, knowledge, and perspectives to generate innovative solutions. Collaboration fosters a supportive and inclusive environment where everyone’s ideas are valued, leading to more effective problem-solving outcomes.

The ability to adapt to change is another important skill for problem-solving in the workplace. In today’s fast-paced and dynamic work environment, problems often arise due to changes in technology, processes, or market conditions. Individuals who can embrace change and adapt quickly are better equipped to find solutions that address the evolving needs of the organization.

The Role of Communication in Problem Solving

Communication is a key component of effective problem-solving in the workplace. By fostering open and honest communication channels, individuals can better understand the root causes of problems and work towards finding practical solutions. Active listening, clear and concise articulation of thoughts and ideas, and the ability to empathize are all valuable communication skills that facilitate problem-solving.

Active listening involves fully engaging with the speaker, paying attention to both verbal and non-verbal cues, and seeking clarification when necessary. By actively listening, individuals can gain a deeper understanding of the problem at hand and the perspectives of others involved. This understanding is crucial for developing comprehensive and effective solutions.

Clear and concise articulation of thoughts and ideas is essential for effective problem-solving communication. By expressing oneself clearly, individuals can ensure that their ideas are understood by others. This clarity helps to avoid misunderstandings and promotes effective collaboration.

Empathy is a valuable communication skill that plays a significant role in problem-solving. By putting oneself in the shoes of others and understanding their emotions and perspectives, individuals can build trust and rapport. This empathetic connection fosters a supportive and collaborative environment where everyone feels valued and motivated to contribute to finding solutions.

In conclusion, problem-solving in the workplace requires a combination of essential skills such as analytical thinking, effective communication, collaboration, and adaptability. By honing these skills and fostering open communication channels, individuals can approach workplace problems with confidence and creativity, leading to practical and innovative solutions.

Real Scenarios of Workplace Problems

Now, let’s explore some real scenarios of workplace problems and delve into strategies for resolution. By examining these practical examples, individuals can develop a deeper understanding of how to approach and solve workplace problems.

Conflict Resolution in the Workplace

Imagine a scenario where two team members have conflicting ideas on how to approach a project. The disagreement becomes heated, leading to a tense work environment. To resolve this conflict, it is crucial to encourage open dialogue between the team members. Facilitating a calm and respectful conversation can help uncover underlying concerns and find common ground. Collaboration and compromise are key in reaching a resolution that satisfies all parties involved.

In this particular scenario, let’s dive deeper into the dynamics between the team members. One team member, let’s call her Sarah, strongly believes that a more conservative and traditional approach is necessary for the project’s success. On the other hand, her colleague, John, advocates for a more innovative and out-of-the-box strategy. The clash between their perspectives arises from their different backgrounds and experiences.

As the conflict escalates, it is essential for a neutral party, such as a team leader or a mediator, to step in and facilitate the conversation. This person should create a safe space for both Sarah and John to express their ideas and concerns without fear of judgment or retribution. By actively listening to each other, they can gain a better understanding of the underlying motivations behind their respective approaches.

During the conversation, it may become apparent that Sarah’s conservative approach stems from a fear of taking risks and a desire for stability. On the other hand, John’s innovative mindset is driven by a passion for pushing boundaries and finding creative solutions. Recognizing these underlying motivations can help foster empathy and create a foundation for collaboration.

As the dialogue progresses, Sarah and John can begin to identify areas of overlap and potential compromise. They may realize that while Sarah’s conservative approach provides stability, John’s innovative ideas can inject fresh perspectives into the project. By combining their strengths and finding a middle ground, they can develop a hybrid strategy that incorporates both stability and innovation.

Ultimately, conflict resolution in the workplace requires effective communication, active listening, empathy, and a willingness to find common ground. By addressing conflicts head-on and fostering a collaborative environment, teams can overcome challenges and achieve their goals.

Dealing with Workplace Stress and Burnout

Workplace stress and burnout can be debilitating for individuals and organizations alike. In this scenario, an employee is consistently overwhelmed by their workload and experiencing signs of burnout. To address this issue, organizations should promote a healthy work-life balance and provide resources to manage stress effectively. Encouraging employees to take breaks, providing access to mental health support, and fostering a supportive work culture are all practical solutions to alleviate workplace stress.

In this particular scenario, let’s imagine that the employee facing stress and burnout is named Alex. Alex has been working long hours, often sacrificing personal time and rest to meet tight deadlines and demanding expectations. As a result, Alex is experiencing physical and mental exhaustion, reduced productivity, and a sense of detachment from work.

Recognizing the signs of burnout, Alex’s organization takes proactive measures to address the issue. They understand that employee well-being is crucial for maintaining a healthy and productive workforce. To promote a healthy work-life balance, the organization encourages employees to take regular breaks and prioritize self-care. They emphasize the importance of disconnecting from work during non-working hours and encourage employees to engage in activities that promote relaxation and rejuvenation.

Additionally, the organization provides access to mental health support services, such as counseling or therapy sessions. They recognize that stress and burnout can have a significant impact on an individual’s mental well-being and offer resources to help employees manage their stress effectively. By destigmatizing mental health and providing confidential support, the organization creates an environment where employees feel comfortable seeking help when needed.

Furthermore, the organization fosters a supportive work culture by promoting open communication and empathy. They encourage managers and colleagues to check in with each other regularly, offering support and understanding. Team members are encouraged to collaborate and share the workload, ensuring that no one person is overwhelmed with excessive responsibilities.

By implementing these strategies, Alex’s organization aims to alleviate workplace stress and prevent burnout. They understand that a healthy and balanced workforce is more likely to be engaged, productive, and satisfied. Through a combination of promoting work-life balance, providing mental health support, and fostering a supportive work culture, organizations can effectively address workplace stress and create an environment conducive to employee well-being.

Practical Solutions to Workplace Problems

Now that we have explored real scenarios, let’s discuss practical solutions that organizations can implement to address workplace problems. By adopting proactive strategies and establishing effective policies, organizations can create a positive work environment conducive to problem-solving and productivity.

Implementing Effective Policies for Problem Resolution

Organizations should have clear and well-defined policies in place to address workplace problems. These policies should outline procedures for conflict resolution, channels for reporting problems, and accountability measures. By ensuring that employees are aware of these policies and have easy access to them, organizations can facilitate problem-solving and prevent issues from escalating.

Promoting a Positive Workplace Culture

A positive workplace culture is vital for problem-solving. By fostering an environment of respect, collaboration, and open communication, organizations can create a space where individuals feel empowered to address and solve problems. Encouraging teamwork, recognizing and appreciating employees’ contributions, and promoting a healthy work-life balance are all ways to cultivate a positive workplace culture.

The Role of Leadership in Problem Solving

Leadership plays a crucial role in facilitating effective problem-solving within organizations. Different leadership styles can impact how problems are approached and resolved.

Leadership Styles and Their Impact on Problem-Solving

Leaders who adopt an autocratic leadership style may make decisions independently, potentially leaving their team members feeling excluded and undervalued. On the other hand, leaders who adopt a democratic leadership style involve their team members in the problem-solving process, fostering a sense of ownership and empowerment. By encouraging employee participation, organizations can leverage the diverse perspectives and expertise of their workforce to find innovative solutions to workplace problems.

Encouraging Employee Participation in Problem Solving

To harness the collective problem-solving abilities of an organization, it is crucial to encourage employee participation. Leaders can create opportunities for employees to contribute their ideas and perspectives through brainstorming sessions, team meetings, and collaborative projects. By valuing employee input and involving them in decision-making processes, organizations can foster a culture of inclusivity and drive innovative problem-solving efforts.

In today’s dynamic work environment, workplace problems are unavoidable. However, by understanding common workplace problems, developing essential problem-solving skills, and implementing practical solutions, individuals and organizations can navigate these challenges effectively. By fostering a positive work culture, implementing effective policies, and encouraging employee participation, organizations can create an environment conducive to problem-solving and productivity. With proactive problem-solving strategies in place, organizations can thrive and overcome obstacles, ensuring long-term success and growth.

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26 Expert-Backed Problem Solving Examples – Interview Answers

Published: February 13, 2023

Interview Questions and Answers

Actionable advice from real experts:

Biron Clark

Former Recruiter

Contributor

Dr. Kyle Elliott

Career Coach

Hayley Jukes

Editor-in-Chief

Biron Clark , Former Recruiter

Kyle Elliott , Career Coach

Hayley Jukes , Editor

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

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

But how do they measure this?

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

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

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

What are Problem Solving Skills?

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

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

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

Why is Problem Solving Important in the Workplace?

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

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

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

Examples of Problem-Solving in the Workplace

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

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

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

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

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

STAR stands for:

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

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

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

EXPERT ADVICE

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

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

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

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

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

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

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

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

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

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

Amanda Augustine expands on this by saying:

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

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

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

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

1. Analytical Thinking

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

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

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

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

2. Critical Thinking

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

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

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

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

3. Decision Making

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

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

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

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

4. Communication (Teamwork)

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

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

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

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

5. Persistence

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

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

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

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

Tips to Improve Your Problem-Solving Skills

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

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

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

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

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

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

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

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

More Interview Resources

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

About the Author

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

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Why Problem-Solving Skills Are Essential for Leaders in Any Industry

Business man leading team in problem-solving exercise with white board

17 Jan 2023

Any organization offering a product or service is in the business of solving problems.

Whether providing medical care to address health issues or quick convenience to those hungry for dinner, a business’s purpose is to satisfy customer needs .

In addition to solving customers’ problems, you’ll undoubtedly encounter challenges within your organization as it evolves to meet customer needs. You’re likely to experience growing pains in the form of missed targets, unattained goals, and team disagreements.

Yet, the ubiquity of problems doesn’t have to be discouraging; with the right frameworks and tools, you can build the skills to solve consumers' and your organization’s most challenging issues.

Here’s a primer on problem-solving in business, why it’s important, the skills you need, and how to build them.

Access your free e-book today.

What Is Problem-Solving in Business?

Problem-solving is the process of systematically removing barriers that prevent you or others from reaching goals.

Your business removes obstacles in customers’ lives through its products or services, just as you can remove obstacles that keep your team from achieving business goals.

Design Thinking

Design thinking , as described by Harvard Business School Dean Srikant Datar in the online course Design Thinking and Innovation , is a human-centered , solutions-based approach to problem-solving and innovation. Originally created for product design, design thinking’s use case has evolved . It’s now used to solve internal business problems, too.

The design thinking process has four stages :

Clarify: Clarify a problem through research and feedback from those impacted.
Ideate: Armed with new insights, generate as many solutions as possible.
Develop: Combine and cull your ideas into a short list of viable, feasible, and desirable options before building prototypes (if making physical products) and creating a plan of action (if solving an intangible problem).
Implement: Execute the strongest idea, ensuring clear communication with all stakeholders about its potential value and deliberate reasoning.

Using this framework, you can generate innovative ideas that wouldn’t have surfaced otherwise.

Creative Problem-Solving

Another, less structured approach to challenges is creative problem-solving , which employs a series of exercises to explore open-ended solutions and develop new perspectives. This is especially useful when a problem’s root cause has yet to be defined.

You can use creative problem-solving tools in design thinking’s “ideate” stage, which include:

Brainstorming: Instruct everyone to develop as many ideas as possible in an allotted time frame without passing judgment.
Divergent thinking exercises: Rather than arriving at the same conclusion (convergent thinking), instruct everyone to come up with a unique idea for a given prompt (divergent thinking). This type of exercise helps avoid the tendency to agree with others’ ideas without considering alternatives.
Alternate worlds: Ask your team to consider how various personas would manage the problem. For instance, how would a pilot approach it? What about a young child? What about a seasoned engineer?

It can be tempting to fall back on how problems have been solved before, especially if they worked well. However, if you’re striving for innovation, relying on existing systems can stunt your company’s growth.

Related: How to Be a More Creative Problem-Solver at Work: 8 Tips

Why Is Problem-Solving Important for Leaders?

While obstacles’ specifics vary between industries, strong problem-solving skills are crucial for leaders in any field.

Whether building a new product or dealing with internal issues, you’re bound to come up against challenges. Having frameworks and tools at your disposal when they arise can turn issues into opportunities.

As a leader, it’s rarely your responsibility to solve a problem single-handedly, so it’s crucial to know how to empower employees to work together to find the best solution.

Your job is to guide them through each step of the framework and set the parameters and prompts within which they can be creative. Then, you can develop a list of ideas together, test the best ones, and implement the chosen solution.

Related: 5 Design Thinking Skills for Business Professionals

4 Problem-Solving Skills All Leaders Need

1. problem framing.

One key skill for any leader is framing problems in a way that makes sense for their organization. Problem framing is defined in Design Thinking and Innovation as determining the scope, context, and perspective of the problem you’re trying to solve.

“Before you begin to generate solutions for your problem, you must always think hard about how you’re going to frame that problem,” Datar says in the course.

For instance, imagine you work for a company that sells children’s sneakers, and sales have plummeted. When framing the problem, consider:

What is the children’s sneaker market like right now?
Should we improve the quality of our sneakers?
Should we assess all children’s footwear?
Is this a marketing issue for children’s sneakers specifically?
Is this a bigger issue that impacts how we should market or produce all footwear?

While there’s no one right way to frame a problem, how you do can impact the solutions you generate. It’s imperative to accurately frame problems to align with organizational priorities and ensure your team generates useful ideas for your firm.

To solve a problem, you need to empathize with those impacted by it. Empathy is the ability to understand others’ emotions and experiences. While many believe empathy is a fixed trait, it’s a skill you can strengthen through practice.

When confronted with a problem, consider whom it impacts. Returning to the children’s sneaker example, think of who’s affected:

Your organization’s employees, because sales are down
The customers who typically buy your sneakers
The children who typically wear your sneakers

Empathy is required to get to the problem’s root and consider each group’s perspective. Assuming someone’s perspective often isn’t accurate, so the best way to get that information is by collecting user feedback.

For instance, if you asked customers who typically buy your children’s sneakers why they’ve stopped, they could say, “A new brand of children’s sneakers came onto the market that have soles with more traction. I want my child to be as safe as possible, so I bought those instead.”

When someone shares their feelings and experiences, you have an opportunity to empathize with them. This can yield solutions to their problem that directly address its root and shows you care. In this case, you may design a new line of children’s sneakers with extremely grippy soles for added safety, knowing that’s what your customers care most about.

Related: 3 Effective Methods for Assessing Customer Needs

3. Breaking Cognitive Fixedness

Cognitive fixedness is a state of mind in which you examine situations through the lens of past experiences. This locks you into one mindset rather than allowing you to consider alternative possibilities.

For instance, your cognitive fixedness may make you think rubber is the only material for sneaker treads. What else could you use? Is there a grippier alternative you haven’t considered?

Problem-solving is all about overcoming cognitive fixedness. You not only need to foster this skill in yourself but among your team.

4. Creating a Psychologically Safe Environment

As a leader, it’s your job to create an environment conducive to problem-solving. In a psychologically safe environment, all team members feel comfortable bringing ideas to the table, which are likely influenced by their personal opinions and experiences.

If employees are penalized for “bad” ideas or chastised for questioning long-held procedures and systems, innovation has no place to take root.

By employing the design thinking framework and creative problem-solving exercises, you can foster a setting in which your team feels comfortable sharing ideas and new, innovative solutions can grow.

Design Thinking and Innovation | Uncover creative solutions to your business problems | Learn More

How to Build Problem-Solving Skills

The most obvious answer to how to build your problem-solving skills is perhaps the most intimidating: You must practice.

Again and again, you’ll encounter challenges, use creative problem-solving tools and design thinking frameworks, and assess results to learn what to do differently next time.

While most of your practice will occur within your organization, you can learn in a lower-stakes setting by taking an online course, such as Design Thinking and Innovation . Datar guides you through each tool and framework, presenting real-world business examples to help you envision how you would approach the same types of problems in your organization.

Are you interested in uncovering innovative solutions for your organization’s business problems? Explore Design Thinking and Innovation —one of our online entrepreneurship and innovation courses —to learn how to leverage proven frameworks and tools to solve challenges. Not sure which course is right for you? Download our free flowchart .

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The Power of Leaders Who Focus on Solving Problems

Deborah Ancona
Hal Gregersen

Can you get people excited about the problems that excite you?

There’s a new kind of leadership taking hold in organizations. Strikingly, these new leaders don’t like to be called leaders, and none has any expectation that they will attract “followers” personally — by dint of their charisma, status in a hierarchy, or access to resources. Instead, their method is to get others excited about whatever problem they have identified as ripe for a novel solution. Having fallen in love with a problem, they step up to leadership — but only reluctantly and only as necessary to get it solved. Leadership becomes an intermittent activity as people with enthusiasm and expertise step up as needed, and readily step aside when, based on the needs of the project, another team member’s strengths are more central. Rather than being pure generalists, leaders pursue their own deep expertise, while gaining enough familiarity with other knowledge realms to make the necessary connections. They expect to be involved in a series of initiatives with contributors fluidly assembling and disassembling.

In front of a packed room of MIT students and alumni, Vivienne Ming is holding forth in a style all her own. “Embrace cyborgs,” she calls out, as she clicks to a slide that raises eyebrows even in this tech-smitten crowd. “ Really . Fifteen to 25 years from now, cognitive neuroprosthetics will fundamentally change the definition of what it means to be human.”

Deborah Ancona is the Seley Distinguished Professor of Management at MIT’s Sloan School of Management and the founder of the MIT Leadership Center.
Hal Gregersen is a Senior Lecturer in Leadership and Innovation at the MIT Sloan School of Management , a globally recognized expert in navigating rapid change, and a Thinkers50 ranked management thinker. He is the author of Questions Are the Answer: A Breakthrough Approach to Your Most Vexing Problems at Work and in Life and the coauthor of The Innovator’s DNA: Mastering the Five Skills of Disruptive Innovators .

Problem-solving skills in leadership

Do you find yourself fighting fires on a daily basis it’s time to sharpen your problem-solving skills to become a more effective leader..

What is problem solving in leadership?

To explain how problem solving relates to leadership, it’s best to begin with a basic definition. The Oxford English Dictionary describes problem solving as “the action of finding solutions to difficult or complex issues”.

The Chartered Management Institute (CMI) adds a little more color to this. It defines a problem as “the distance between how things currently are and the way they should be. Problem solving forms the ‘bridge’ between these two elements. In order to close the gap, you need to understand the way things are (problem) and the way they ought to be (solution).”

In the workplace, problem solving means dealing with issues or challenges that arise in the course of everyday operations. This could be anything from production delays and customer complaints to skills shortages and employee conflict .

For leaders, the objective is to bring clarity and purpose to problem solving in a way that makes sense for the organization. While the leader has the final say, finding solutions is a collaborative effort that should involve key stakeholders, including employees.

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The process of fixing problems

Problem solving leadership should follow these four steps:

Identify the root cause of the problem – do this through fact-finding and getting feedback from those involved.

Brainstorm possible solutions – get ideas from as many people as you can to get a range of perspectives.

Evaluate solutions – draw up a shortlist of workable options and choose the best one.

Implement and evaluate your plan of action – communicate your solution with all stakeholders and explain your reasoning.

As businesses face increasingly complex challenges, some leaders are embracing what the MIT Sloan School of Management calls ‘problem-led leadership’. Instead of concentrating on managing their people, they inspire others through their enthusiasm to solve ‘cool’ problems. While this leadership style won’t be right for every situation, it can work well where innovation and entrepreneurship are needed.

Leaders who problem-solve effectively can improve efficiency , reduce costs, increase customer satisfaction and achieve their strategic goals. If left unresolved, however, problems can spiral and ultimately affect the overall health and performance of your business.

Why is problem solving important in leadership?

The importance of leadership problem-solving skills shouldn’t be underestimated. When you think about it, businesses are beset by processes and interactions that don’t work as well as they could. Having the knowhow – not to mention determination – to overcome such obstacles is vital to make workplaces better for everyone. In fact, a 2022 survey shows that problem solving is among the top five skills UK employees look for in a leader.

Learning how to solve problems proficiently can benefit your organization in many ways. It can help you:

Make better decisions

Being able to solve complex problems with clarity and a rational mindset helps with decision-making. It gives you the confidence to weigh up the pros and cons of each decision before making a final call, without jumping to the wrong conclusion. This ensures the choices you make are right for your team and organization as a whole.

Overcome challenges

No matter how tight a ship you run, you’re always going to come up against obstacles. Challenges are a way of life for businesses, however successful they are.

A leader with good problem-solving skills is able to anticipate issues and have measures in place to deal with them if and when they arise. But they also have the ability to think on their feet and adapt their strategies if needed.

Inspire creativity and innovation

Creativity is useful when trying to solve problems, particularly ones you haven’t experienced before. Leaders who think differently can be great innovators . But they also empower their teams to think outside the box too by creating a safe, non-judgmental environment where all ideas are welcome.

Encourage collaboration

A problem shared is a problem halved, so the saying goes. Successful leaders recognize that problem solving alone is less beneficial than problem solving with a team. This inspires a culture of collaboration , not just between leaders and their team members but between colleagues working together on projects.

Build trust

When your team members know they can rely on you to identify and resolve issues quickly and effectively, it builds trust. They’re also more likely to feel comfortable talking to you if they have a problem of their own that they’re struggling with.

If they’re worried about repercussions, they may avoid sharing it with you. Lack of trust is still an issue in many organizations, with 40% of frontline staff saying they don’t have faith in their leadership, according to Qualtrics .

Reduce risk

Being able to anticipate potential risks and put measures in place to mitigate them makes you better equipped to protect your organization from harm. Having good problem-solving skills in leadership allows you to make informed decisions and avoid costly mistakes, even in times of uncertainty.

Boost morale

Leaders who approach problem solving with positivity and calmness are crucial to keeping team morale high . No one wants a leader who panics at the first sign of trouble. Workers want to feel reassured that they have someone capable in charge who can steer them through times of crisis.

What problems do leaders face?

As a leader, you’re likely to face all manner of setbacks and challenges. In fact, you probably find that hardly a day goes by without some kind of issue cropping up.

Common problems faced by leaders often involve communication barriers, team disagreements, production delays and missed financial targets. To give you an example, below are three common scenarios you might face in the workplace and how to tackle them.

Conflicts between team members

Problem: Cliques have developed and tensions are affecting communication so your team isn’t working as effectively as it could be.

Solution: Settle disputes by encouraging open and honest communication among all team members. Establish roles where each person’s responsibilities and expectations are clearly defined, and hold regular team building sessions to promote unity and togetherness.

Outdated technology hampering production

Problem: Hybrid and remote staff don’t have the right tools to do their job properly, and can’t keep track of who’s working on what, when and from where.

Solution: Evaluate your existing technology and upgrade to newer software and devices, getting feedback from your employees on what they need (52% of workers say the software related to their job is dated and difficult to use). Use a platform with apps that allow teams to collaborate and securely access work information from anywhere.

Customer service complaints

Problem: Customer response times are too slow – your team is taking too long to answer the phone and respond to emails, causing a rise in complaints.

Solution: Establish standard practice for what to do from the moment a customer query is received. Automate repetitive tasks and enable your customers to reach you via multiple channels including email, web chat, phone, social media and text.

What problem-solving skills do leaders need?

Problem solving is something we learn through experience, often by getting it wrong the first time. It requires continual learning, curiosity and agility so you develop a good instinct for what to do when things go wrong. Time is a great teacher, but leadership problem-solving skills can also be honed through workshops, mentoring and training programs.

Some of the key skills leaders need to solve problems include:

Effective communication

Problems can cause anxiety, but it’s vital to stay calm so you don’t transmit a feeling of panic to others. It’s important to establish the facts before clearly relaying the problem to key stakeholders. You’ll also need to inspire the people who are working on the solution to remain focused on the task in hand until it’s resolved. Sometimes, this may involve giving critical feedback and making team members more accountable.

Transparency is key here. When you don’t have open and honest communication across your organization, you develop silos – which can generate more issues than need fixing.

Analytical insight

Your objective should be to find the root cause of the problem. That way, you can find a permanent solution rather than simply papering over the cracks. You’ll need to assess to what extent the issue has affected the overall business by analyzing data, speaking to those involved and looking for distinct patterns of behavior.

Analytical thinking is also important when proposing solutions and taking what you believe to be the right course of action.

Promoting a culture of psychological safety

It’s a leader’s responsibility to create an environment conducive to problem solving. In a safe, open and inclusive workplace, all team members feel comfortable bringing their ideas to the table. No one feels judged or ridiculed for their contributions. Nor do they feel dismissed for questioning the effectiveness of long-established processes and systems.

Not playing the blame game

Mistakes happen.They’re a normal part of growth and development. Instead of pointing fingers when things go wrong, see it as a learning opportunity.

Although you need to identify the cause of an error or problem to solve it effectively – and give feedback where needed – it’s not the same as placing blame. Instead, work towards a solution that ensures the same mistakes don’t keep being repeated.

Emotional intelligence

One of the most important problem-solving skills for leaders is emotional intelligence – the ability to understand emotions and empathize with others. This is crucial when recognizing employees’ problems. An EY Consulting survey found that 90% of US workers believe empathetic leadership leads to greater job satisfaction.

If you approach a problem with anger and frustration, you might make a rash decision or overlook important information. If, on the other hand, you stay calm and measured, you’ll be more inclined to seek feedback to get a broader view of the issue.

A flexible mindset

Problem solving works best when you keep an open mind and aren’t afraid to change direction. Sometimes you’ll need to find a better or more innovative approach to overcoming challenges. A leader with a flexible mindset is always receptive to new ideas and other viewpoints.

It’s clear that problem solving is an essential skill for any leader to have in their armory. So, the next time you face a challenge, take a breath and embrace the opportunity to put your problem-solving leadership abilities to the test.

Keep reading

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Why successful leadership depends on a growth mindset
How to transition from manager to leader

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Collaborative leadership: what it is and how it can bring your teams together.

Collaborative leaders believe in bringing diverse teams together to achieve organizational goals, solve problems, make decisions and share information. But what does it really take to be a more collaborative leader? We take a look.

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It's the authentic experiences they have in real life that define who people are and can shape how they lead. Here are three of the best examples.

Work Life is Atlassian’s flagship publication dedicated to unleashing the potential of every team through real-life advice, inspiring stories, and thoughtful perspectives from leaders around the world.

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Work Futurist

Senior Quantitative Researcher, People Insights

Principal Writer

Characteristics of solution-oriented leaders and how to foster this mindset on your team

Contributing writer

It doesn’t matter how effective a leader you might be —at some point, you (and your team!) are going to run into some common problems.

Leadership isn’t about creating a problem-free work environment. It’s how you choose to approach and manage the inevitable bumps in the road that arise that will set you apart as an effective leader.

If you want to maximize effectiveness—for yourself and your team—the best way to approach and manage those problems is with a solution-oriented mindset.

Being a solution-oriented leader is a great way to better and more swiftly manage challenges in your business—and to encourage your team to do the same.

But what, exactly, is solution-oriented leadership? What are the top characteristics of solution-oriented leaders? And how can you foster a more solution-oriented mindset—both within yourself and in your team?

The Top Qualities Of Solution-Oriented Leaders

First things first. Before jumping into how to become a more solution-oriented leader (and to inspire the same kind of solution-focused mindset in your team), let’s quickly touch on what solution-oriented leadership is .

Some of the top characteristics of solution-oriented leaders include:

They Know When To Take Action—And When To Take A Step Back

When a problem arises, solution-oriented leaders don’t sit around waiting for a solution to present itself—they get out there and take action to find the solution themselves.

“Leaders who are solution-oriented are really focused on action conversations ,” says Heather Marasse, Executive Coach and Managing Partner of Trilogy Effect . “They want to keep things moving and they’re very curious when things stop; they want to dig into what’s stopping the action. Because action is what produces results and solution-oriented leaders are results-focused.”

But interestingly, the opposite is also true. While solution-oriented leaders don’t hesitate to take action when necessary, they also recognize when they’re more likely to find the solution by taking a step back, sitting with the problem, and approaching the issue from the right headspace.

“Very often, we think a solution-oriented leader is very quick to action. But I think it’s essential that you have the ability to stop, to pause before you respond,” says Victoria Roos Olsson, a Senior Leadership Consultant at FranklinCovey with over 20 years of experience in leadership development and coaching. “It’s very easy to jump into action…but solution -oriented is not necessarily the same thing as action -oriented.”

They Keep Their Focus Forward

Solution-oriented leaders don’t spin their wheels stressing about past problems or what’s going wrong; instead, they keep their eye on the prize—and keep their focus on what needs to happen for themselves and their teams to continue moving forward.

“We get so caught up in what’s going on in the moment and what’s happened in the past, we kind of lose sight of that future horizon and the longer game,” says Marasse. “Leaders who are most solution-oriented tend to have a very relentless focus on the future. They really keep the horizon in front of themselves and their teams.”

They Inspire Their Team To Focus On Solutions

When you’re a leader, it’s important to cultivate a solution-focused mindset within yourself. But that’s only part of the equation, the most effective solution-oriented leaders inspire the same “let’s roll up our sleeves and figure this out” mentality in their teams.

“Just because you are a solution-oriented person , it doesn’t necessarily make you a solution-oriented leader ,” says Olsson. “The whole purpose of you being a leader is that you can create that [solution-oriented mindset] in others.”

How To Strengthen A Solution-Oriented Mindset As A Leader

Cultivating a solution-oriented mindset is a must for effective leadership. But how, exactly, can you cultivate that mindset for yourself?

Ask For Feedback

You can’t find a solution if you don’t recognize there’s a problem. And when it comes to things you could do better as a leader, chances are, you’ve got some blinders on.

That’s where feedback comes in. Asking your team for feedback on how you can improve can help identify problems that you may not be able to see on your own—and, more importantly, find solutions to those problems so you can become a more effective leader.

Ask your team to help you identify areas in your management or leadership style where they see opportunities for growth or for things they feel like you could be doing better. Then (and this is the important part!), stay open and receptive as you receive that feedback.

Having an open and receptive attitude towards feedback will help your team feel more comfortable being honest with you. “How we listen shapes what people feel they can say,” says Olsson—and in order for your team’s feedback to help you identify problems and shift to a more solution-oriented place, you need their feedback to be genuine.

And, as a bonus, not only can getting feedback make you a more effective manager, but giving your team the space to openly share their feedback can actually help their performance as well. According to Atlassian’s research , among high-performing teams, 57 percent of employees said they feel comfortable delivering feedback to people higher up on the org chart—compared to just 15 percent on low-performing teams.

Ask The Questions To Find The Right Answers

You might think that being a solution-oriented leader means finding the answers to problems. But if you want to find innovative and effective solutions, it might do you better to focus on the questions.

“If you want the best answers, you first need to ask the best questions,” says Olsson. “So, really looking at ‘What are the things that are not working? What is it that we’re needing? What should we look for now? Where’s the gap? Why did we do it that way? What’s happening here or what if anything was possible?’”

When faced with a problem in your business, get curious. Get inquisitive. Dig into the questions. By engaging your curiosity, the answers to your questions—aka the solutions to your problems—will naturally emerge.

Stop Playing The Blame Game

When you’re dealing with a frustrating problem, it can be tempting to point the finger and find someone or something to blame. But if you truly want to get to the solution, stay open minded and collaborative.

“When you start getting into finger pointing and accusations and upsets, it’s probably a red flag that you’re now getting into the problem instead of focusing on the solution,” says Marasse.

The next time you find yourself faced with a problem, instead of trying to find something or someone to blame—which is completely subjective—focus on objective facts.

For example, let’s say you find out your products are shipping a full month past their target date as a result of a warehouse error. “It’s one thing to say that the product shipped 30 days late. It’s another thing to say, the development group didn’t have their act together,” says Marasse. “You want to focus on the facts.”

By refusing to play the blame game (and, instead, focusing on the facts at hand), it’s easier to stay objective and find a solution instead of getting caught up in feeling frustrated or angry at the situation.

Build A Solution-Oriented Culture With Your Team

You know by now that having a solution-oriented mindset is important. But if you truly want to be a solution-oriented leader, it’s important to inspire that same kind of mindset throughout your organization.

Try out these strategies to ensure that your solution-oriented approaches inspire the same kind of mindset in your team.

Empower Your Team To Find The Answers

There’s an old saying that goes, “Give a person a fish and you feed them for a day. Teach them how to fish, and you feed them for a lifetime.”

Well, it’s the same thing with solutions. If you want your team to become more solution-oriented, you can’t just give them the solutions to all their problems—you have to help them develop the skills necessary for them to find those solutions for themselves.

“If you want a solution-oriented team and culture, you need to stop giving them the answers,” says Olsson. Instead, try asking them open-ended questions to help them explore the issue and brainstorm solutions.

“Say, ‘Hey, that’s a really good question. Let’s think about it. What’s your thoughts on it? How would you approach it?,’” says Olsson.

The more you put the ball back in their court, the more your team will realize that coming to you with a problem isn’t going to get them the answers they want/need—and the more empowered they’ll feel about finding those answers themselves.

“Eventually, they’ll stop coming with the problems and…[instead], they’ll come with, ‘Hey, I thought of this, would that be a cool idea?’ or ‘I have three different solutions to this problem, can we talk about it?,’” says Olsson. “And that’s exactly where you want to go.”

Embrace Mistakes

The road to finding solutions is rarely a smooth one—especially when you and your team are pushing boundaries or trying new things. So, if you want to keep your team motivated to keep pushing towards solutions, you need to embrace and celebrate every bump in the road .

“If you’re wanting your people to be innovative and dare greatly with their actions, then there needs to be room for mistakes,” says Marrasse. “There needs to be room for failure, and there needs to be a sense of compassion and acceptance around things breaking down.”

When you or someone on your team makes a mistake, celebrate the fact that you figured out something that doesn’t work—and then use that as a springboard for figuring out what does . Otherwise, “you’re going to shut down innovation around you and you’re going to shut down communication around you,” continues Marasse. “That’s the last thing you want if you’re trying to move forward and get solutions in place.”

Taking a positive—or even celebratory—approach to mess-ups “shows to your team that it’s safe to make mistakes,” says Olsson. “And if you’re never making a mistake, you’re never going to progress and find the solutions you’re looking for.”

Celebrate The Wins—And The Journey It Took To Get There

The whole purpose of being solution-oriented is finding solutions to problems. But once the solution has been found, many leaders and teams are so focused on moving onto the next problem. Instead, they don’t take the time to acknowledge their win—and what they can learn from that win to make them more effective problem-solvers moving forward.

“Teams get so focused on problem-solving that often they step over celebrating the wins—and not just what the wins are , but what it took for them to get the win.”

For example, let’s say you and your team finally gained a lead you’ve been nurturing for a year. Instead of immediately moving on to the next lead, take a moment to celebrate—and then figure out what lessons you can take from the experience to be more effective in your pitching moving forward. What about the final pitch pushed the client over the edge and made them close? Did your sales team change something about their process? Did you find a more effective way to speak to the client’s pain points?

By looking at how you and your team problem-solved your issue and effectively came to a solution, you can better prepare yourself for the next time a similar problem arises—and get to the solution faster and more effectively.

Conjure A Solution-Focused Mindset And Encourage Your Team To Follow Suit

It can be easy to get stuck in a problem. But now that you know how to become a more solution-oriented leader, you have everything you need to get yourself—and your team!—out of the problem and into the solution.

So what are you waiting for? Get out there and cultivate a more solution-focused approach to work: for yourself, for your team, and for your organization as a whole.

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A Lesson in Leadership: 5 Effective Problem Solving Strategies Used by Great Leaders

A Lesson in Leadership: 5…

No matter how well you run your organization, you are going to encounter problems along the way.

What makes or breaks an organization isn’t the problems they face, but how they handle these problems. This is why as a leader of an organization, it’s very important that you have the right problem solving strategies up your sleeve.

What do you need to know?

Check out this guide to discover the top problem-solving strategies used by great leaders.

1. Communicate Transparently

If you want to solve problems effectively, you need to be a transparent communicator .

This means that everyone needs to feel free to express their point of view and concerns. If people are afraid to speak up, then it can take a lot longer to get to the heart of the matter.

In order for transparent communication to happen, as a leader, you need to make sure you facilitate an environment that allows for open dialogue. Too many times, employees of organizations are afraid to speak up because they’re worried about losing their job or being exposed for doing something wrong.

Therefore, problem-solving effectively means creating an environment where everyone is comfortable discussing and tackling the problem in a collaborative manner .

2. Stop Finger Pointing

When a problem arises, it can be all too easy to play the blame game. But, doing this isn’t going to get you anywhere.

If your team is truly a team, then this means that everyone is working together toward one common goal. So, when one person messes up, this means that the whole team messes up.

When you point your finger at the one person who messes up, you’re just being a part of the problem. Instead, you want to be a part of the solution.

While you should teach everyone to take responsibility for their actions, when something happens, it’s important to work together to solve it.

3. Think Positive

In order to be an effective problem solver, you need to always think positively .

If an issue occurs and you come at it with a negative mindset, there’s no way you’re going to find a suitable solution. By having a positive perspective on things, you’ll be able to transfer that energy to your team members and motivate them to solve the problem.

4. Be Open-Minded

Don’t be that leader who locks themselves in their office when a problem occurs.

Problems often occur due to a break in communication. By locking yourself in your office to think about the problem, you’re only further straining your team’s communication.

The best thing to do is to discuss your ideas to solve the problem with your team members. And, you should encourage your team members to share their problem-solving ideas as well.

Problem Solving Strategies: Are You Ready to Start Solving?

Now that you have these problem solving strategies handy, you should be better equipped the next time a problem arises in your organization.

For more ways to improve your organization, be sure to check out this guide to learn how to engage your millennial candidates.

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JOLE 2023 Special Issue
Editorial Staff
20th Anniversary Issue
The Development of Problem-Solving Skills for Aspiring Educational Leaders

Jeremy D. Visone 10.12806/V17/I4/R3

Introduction

Solving problems is a quintessential aspect of the role of an educational leader. In particular, building leaders, such as principals, assistant principals, and deans of students, are frequently beset by situations that are complex, unique, and open-ended. There are often many possible pathways to resolve the situations, and an astute educational leader needs to consider many factors and constituencies before determining a plan of action. The realm of problem solving might include student misconduct, personnel matters, parental complaints, school culture, instructional leadership, as well as many other aspects of educational administration. Much consideration has been given to the development of problem-solving skills for educational leaders. This study was designed to answer the following research question: “How do aspiring educational leaders’ problem solving skills, as well as perceptions of their problem-solving skills, develop during a year-long graduate course sequence focused on school-level leadership that includes the presentation of real-world scenarios?” This mixed-methods study extends research about the development of problem-solving skills conducted with acting administrators (Leithwood & Steinbach, 1992, 1995).

The Nature of Problems

Before examining how educational leaders can process and solve problems effectively, it is worth considering the nature of problems. Allison (1996) posited simply that problems are situations that require thought and/or actions. Further, there are different types of problems presented to educational leaders. First, there are well-structured problems , which can be defined as those with clear goals and relatively prescribed resolution pathways, including an easy way of determining whether goals were met (Allison, 1996).

Conversely, ill-structured problems are those with more open-ended profiles, whereby the goals, resolution pathways, or evidence of success are not necessarily clear. These types of problems could also be considered unstructured (Leithwood & Steinbach, 1995) or open-design (Allison, 1996). Many of the problems presented to educational leaders are unstructured problems. For example, a principal must decide how to discipline children who misbehave, taking into consideration their disciplinary history, rules and protocols of the school, and other contextual factors; determine how best to raise student achievement (Duke, 2014); and resolve personnel disputes among staff members. None of these problems point to singular solutions that can be identified as “right” or “wrong.” Surely there are responses that are less desirable than others (i.e. suspension or recommendation for expulsion for minor infractions), but, with justification and context, many possible solutions exist.

Problem-Solving Perspectives and Models

Various authors have shared perspectives about effective problem solving. Marzano, Waters, and McNulty (2005) outlined the “21 Responsibilities of the School Leader.” These responsibilities are highly correlated with student achievement based upon the authors’ meta- analysis of 69 studies about leadership’s effect on student achievement. The most highly correlated of the responsibilities was situational awareness , which refers to understanding the school deeply enough to anticipate what might go wrong from day-to-day, navigate the individuals and groups within the school, and recognize issues that might surface at a later time (Marzano et al., 2005). Though the authors discuss the utility of situational awareness for long- term, large-scale decision making, in order for an educational leader to effectively solve the daily problems that come her way, she must again have a sense of situational awareness, lest she make seemingly smaller-scale decisions that will lead to large-scale problems later.

Other authors have focused on problems that can be considered more aligned with the daily work of educational leaders. Considering the problem-type classification dichotomies of Allison (1996) and Leithwood and Steinbach (1995), problems that educational leaders face on a daily basis can be identified as either well-structured or unstructured. Various authors have developed problem-solving models focused on unstructured problems (Bolman & Deal, 2008; Leithwood & Steinbach, 1995; Simon, 1993), and these models will be explored next.

Simon (1993) outlined three phases of the decision-making process. The first is to find problems that need attention. Though many problems of educational leaders are presented directly to them via, for example, an adult referring a child for discipline, a parent registering a complaint about a staff member, or a staff member describing a grievance with a colleague, there is a corollary skill of identifying what problems—of the many that come across one’s desk— require immediate attention, or ultimately, any attention, at all. Second, Simon identified “designing possible courses of action” (p. 395). Finally, educational leaders must evaluate the quality of their decisions. From this point of having selected a viable and positively evaluated potential solution pathway, implementation takes place.

Bolman and Deal (2008) outlined a model of reframing problems using four different frames, through which problems of practice can be viewed. These frames provide leaders with a more complete set of perspectives than they would likely utilize on their own. The structural frame represents the procedural and systems-oriented aspects of an organization. Within this frame, a leader might ask whether there is a supervisory relationship involved in a problem, if a protocol exists to solve such a problem, or what efficiencies or logical processes can help steer a leader toward a resolution that meets organizational goals. The human resource frame refers to the needs of individuals within the organization. A leader might try to solve a problem of practice with the needs of constituents in mind, considering the development of employees and the balance between their satisfaction and intellectual stimulation and the organization’s needs. The political frame includes the often competing interests among individuals and groups within the organization, whereby alliances and negotiations are needed to navigate the potential minefield of many groups’ overlapping aims. From the political frame, a leader could consider what the interpersonal costs will be for the leader and organization among different constituent groups, based upon which alternatives are selected. Last, the symbolic frame includes elements of meaning within an organization, such as traditions, unspoken rules, and myths. A leader may need to consider this frame when proposing a solution that might interfere with a long-standing organizational tradition.

Bolman and Deal (2008) identified the political and symbolic frames as weaknesses in most leaders’ consideration of problems of practice, and the weakness in recognizing political aspects of decision making for educational leaders was corroborated by Johnson and Kruse (2009). An implication for leadership preparation is to instruct students in the considerations of these frames and promote their utility when examining problems.

Authors have noted that experts use different processes than novice problem solvers (Simon, 1993; VanLehn, 1991). An application of this would be Simon’s (1993) assertion that experts can rely on their extensive experience to remember solutions to many problems, without having to rely on an extensive analytical process. Further, they may not even consider a “problem” identified by a novice a problem, at all. With respect to educational leaders, Leithwood and Steinbach (1992, 1995) outlined a set of competencies possessed by expert principals, when compared to their typical counterparts. Expert principals were better at identifying the nature of problems; possessing a sense of priority, difficulty, how to proceed, and connectedness to prior situations; setting meaningful goals for problem solving, such as seeking goals that are student-centered and knowledge-focused; using guiding principles and long-term purposes when determining the best courses of action; seeing fewer obstacles and constraints when presented with problems; outlining detailed plans for action that include gathering extensive information to inform decisions along the plan’s pathway; and responding with confidence and calm to problem solving. Next, I will examine how problem-solving skills are developed.

Preparation for Educational Leadership Problem Solving

How can the preparation of leaders move candidates toward the competencies of expert principals? After all, leading a school has been shown to be a remarkably complex enterprise (Hallinger & McCary, 1990; Leithwood & Steinbach, 1992), especially if the school is one where student achievement is below expectations (Duke, 2014), and the framing of problems by educational leaders has been espoused as a critically important enterprise (Bolman & Deal, 2008; Dimmock, 1996; Johnson & Kruse, 2009; Leithwood & Steinbach, 1992, 1995; Myran & Sutherland, 2016). In other disciplines, such as business management, simulations and case studies are used to foster problem-solving skills for aspiring leaders (Rochford & Borchert, 2011; Salas, Wildman, & Piccolo, 2009), and attention to problem-solving skills has been identified as an essential curricular component in the training of journalism and mass communication students (Bronstein & Fitzpatrick, 2015). Could such real-world problem solving methodologies be effective in the preparation of educational leaders? In a seminal study about problem solving for educational leaders, Leithwood and Steinbach (1992, 1995) sought to determine if effective problem-solving expertise could be explicitly taught, and, if so, could teaching problem- processing expertise be helpful in moving novices toward expert competence? Over the course of four months and four separate learning sessions, participants in the control group were explicitly taught subskills within six problem-solving components: interpretation of the problem for priority, perceived difficulty, data needed for further action, and anecdotes of prior experience that can inform action; goals for solving the problem; large-scale principles that guide decision making; barriers or obstacles that need to be overcome; possible courses of action; and the confidence of the leader to solve the problem. The authors asserted that providing conditions to participants that included models of effective problem-solving, feedback, increasingly complex problem-solving demands, frequent opportunities for practice, group problem-solving, individual reflection, authentic problems, and help to stimulate metacognition and reflection would result in educational leaders improving their problem-solving skills.

The authors used two experts’ ratings of participants’ problem-solving for both process (their methods of attacking the problem) and product (their solutions) using a 0-3 scale in a pretest-posttest design. They found significant increases in some problem-solving skills (problem interpretation, goal setting, and identification of barriers or obstacles that need to be overcome) after explicit instruction (Leithwood & Steinbach, 1992, 1995). They recommended conducting more research on the preparation of educational leaders, with particular respect to approaches that would improve the aspiring leaders’ problem-solving skills.

Solving problems for practicing principals could be described as constructivist, since most principals do solve problems within a social context of other stakeholders, such as teachers, parents, and students (Leithwood & Steinbach, 1992). Thus, some authors have examined providing opportunities for novice or aspiring leaders to construct meaning from novel scenarios using the benefits of, for example, others’ point of view, expert modeling, simulations, and prior knowledge (Duke, 2014; Leithwood & Steinbach, 1992, 1995; Myran & Sutherland, 2016; Shapira-Lishchinsky, 2015). Such collaborative inquiry has been effective for teachers, as well (DeLuca, Bolden, & Chan, 2017). Such learning can be considered consistent with the ideas of other social constructivist theorists (Berger & Luckmann, 1966; Vygotsky, 1978) as well, since individuals are working together to construct meaning, and they are pushing into areas of uncertainty and lack of expertise.

Shapira-Lishchinsky (2015) added some intriguing findings and recommendations to those of Leithwood and Steinbach (1992, 1995). In this study, 50 teachers with various leadership roles in their schools were presented regularly with ethical dilemmas during their coursework. Participants either interacted with the dilemmas as members of a role play or by observing those chosen. When the role play was completed, the entire group debriefed and discussed the ethical dilemmas and role-playing participants’ treatment of the issues. This method was shown, through qualitative analysis of participants’ discussions during the simulations, to produce rich dialogue and allow for a safe and controlled treatment of difficult issues. As such, the use of simulations was presented as a viable means through which to prepare aspiring educational leaders. Further, the author suggested the use of further studies with simulation-based learning that seek to gain information about aspiring leaders’ self-efficacy and psychological empowerment. A notable example of project-based scenarios in a virtual collaboration environment to prepare educational leaders is the work of Howard, McClannon, and Wallace (2014). Shapira-Lishchinsky (2015) also recommended similar research in other developed countries to observe the utility of the approaches of simulation and social constructivism to examine them for a wider and diverse aspiring administrator candidate pool.

Further, in an extensive review of prior research studies on the subject, Hallinger and Bridges (2017) noted that Problem-Based Learning (PBL), though applied successfully in other professions and written about extensively (Hallinger & Bridges, 1993, 2017; Stentoft, 2017), was relatively unheralded in the preparation of educational leaders. According to the authors, characteristics of PBL included problems replacing theory as the organization of course content, student-led group work, creation of simulated products by students, increased student ownership over learning, and feedback along the way from professors. Their review noted that PBL had positive aspects for participants, such as increased motivation, real-world connections, and positive pressure that resulted from working with a team. However, participants also expressed concerns about time constraints, lack of structure, and interpersonal dynamics within their teams. There were positive effects found on aspiring leaders’ problem-solving skill development with PBL (Copland, 2000; Hallinger & Bridges, 2017). Though PBL is much more prescribed than the scenarios strategy described in the Methods section below, the applicability of real-world problems to the preparation of educational leaders is summarized well by Copland (2000):

[I]nstructional practices that activate prior knowledge and situate learning in contexts similar to those encountered in practice are associated with the development of students’ ability to understand and frame problems. Moreover, the incorporation of debriefing techniques that encourage students’ elaboration of knowledge and reflection on learning appear to help students solidify a way of thinking about problems. (p. 604)

This study involved a one-group pretest-posttest design. No control group was assigned, as the pedagogical strategy in question—the use of real-world scenarios to build problem-solving skill for aspiring educational leaders—is integral to the school’s curriculum that prepares leaders, and, therefore, it is unethical to deny to student participants (Gay & Airasian, 2003). Thus, all participants were provided instruction with the use of real-world scenarios.

Participants. Graduate students at a regional, comprehensive public university in the Northeast obtaining a 6 th -year degree (equivalent to a second master’s degree) in educational leadership and preparing for certification as educational administrators served as participants. Specifically, students in three sections of the same full-year, two-course sequence, entitled “School Leadership I and II” were invited to participate. This particular course was selected from the degree course sequence, as it deals most directly with the problem-solving nature and daily work of school administrators. Some key outcomes of the course include students using data to drive school improvement action plans, communicating effectively with a variety of stakeholders, creating a safe and caring school climate, creating and maintaining a strategic and viable school budget, articulating all the steps in a hiring process for teachers and administrators, and leading with cultural proficiency.

The three sections were taught by two different professors. The professors used real- world scenarios in at least half of their class meetings throughout the year, or in approximately 15 classes throughout the year. During these classes, students were presented with realistic situations that have occurred, or could occur, in actual public schools. Students worked with their classmates to determine potential solutions to the problems and then discussed their responses as a whole class under the direction of their professor, a master practitioner. Both professors were active school administrators, with more than 25 years combined educational leadership experience in public schools. It should be noted that the scenario presentation and discussions took place during the class sessions, only. These were not presented for homework or in online forums.

Of the 44 students in these three sections, 37 volunteered to participate at some point in the data collection sequence, but not all students in the pretest session attended the posttest session months later and vice versa. As a result, only 20 students’ data were used for the matched pairs analysis. All 37 participants were certified professional educators in public schools in Connecticut. The participants’ professional roles varied and included classroom teachers, instructional coaches, related service personnel, unified arts teachers, as well as other non- administrative educational roles. Characteristics of participants in the overall and matched pairs groups can be found in Table 1.

Table 1 Participant Characteristics

Procedure. Participants’ data were compared between a fall of 2016 baseline data collection period and a spring of 2017 posttest data collection period. During the fall data collection period, participants were randomly assigned one of two versions of a Google Forms survey. After items about participant characteristics, the survey consisted of 11 items designed to elicit quantitative and qualitative data about participants’ perceptions of their problem-solving abilities, as well as their ability to address real-world problems faced by educational leaders. The participants were asked to rate their perception of their situational awareness, flexibility, and problem solving ability on a 10-point (1-10) Likert scale, following operational definitions of the terms (Marzano, Waters, & McNulty, 2005; Winter, 1982). They were asked, for each construct, to write open-ended responses to justify their numerical rating. They were then asked to write what they perceived they still needed to improve their problem-solving skills. The final four items included two real-world, unstructured, problem-based scenarios for which participants were asked to create plans of action. They were also asked to rate their problem-solving confidence with respect to their proposed action plans for each scenario on a 4-point (0-3) Likert scale.

During the spring data collection period, participants accessed the opposite version of the Google Forms survey from the one they completed in the fall. All items were identical on the two survey versions, except the scenarios, which were different on each survey version. The use of two versions was to ensure that any differences in perceived or actual difficulty among the four scenarios provided would not alter results based upon the timing of participant access (Leithwood & Steinbach, 1995). In order to link participants’ fall and spring data in a confidential manner, participants created a unique, six-digit alphanumeric code.

A focus group interview followed each spring data collection session. The interviews were recorded to allow for accurate transcription. The list of standard interview questions can be found in Table 2. This interview protocol was designed to elicit qualitative data with respect to aspiring educational leaders’ perceptions about their developing problem-solving abilities.

Table 2 Focus Group Interview Questions ___________________________________________________________________________________________

Please describe the development of your problem-solving skills as an aspiring educational leader over the course of this school year. In what ways have you improved your skills? Be as specific as you can.

What has been helpful to you (i.e. coursework, readings, experiences, etc.) in this development of your problem-solving skills? Why?

What do you believe you still need for the development in your problem-solving skills as an aspiring educational leader?

Discuss your perception of your ability to problem solve as an aspiring educational leader. How has this changed from the beginning of this school year? Why?

Please add anything else you perceive is relevant to this conversation about the development of your problem-solving skills as an aspiring educational leader.

___________________________________________________________________________________________

Data Analysis.

Quantitative data . Data were obtained from participants’ responses to Likert-scale items relating to their confidence levels with respect to aspects of problem solving, as well as from the rating of participants’ responses to the given scenarios against a rubric. The educational leadership problem-solving rubric chosen (Leithwood & Steinbach, 1995) was used with permission, and it reflects the authors’ work with explicitly teaching practicing educational leaders components of problem solving. The adapted rubric can be found in Figure 1. Through the use of this rubric, each individual response by a participant to a presented scenario was assigned a score from 0-15. It should be noted that affect data (representing the final 3 possible points on the 18-point rubric) were obtained via participants’ self-reporting their confidence with respect to their proposed plans of action. To align with the rubric, participants self-assessed their confidence through this item with a 0-3 scale.

0 = No Use of the Subskill 1 = There is Some Indication of Use of the Subskill 2 = The Subskill is Present to Some Degree 3 = The Subskill is Present to a Marked Degree; This is a Fine Example of this Subskill

Figure 1. Problem-solving model for unstructured problems. Adapted from “Expert Problem Solving: Evidence from School and District Leaders,” by K. Leithwood and R. Steinbach, pp. 284-285. Copyright 1995 by the State University of New York Press.

I compared Likert-scale items and rubric scores via descriptive statistics and rubric scores also via a paired sample t -test and Cohen’s d , all using the software program IBM SPSS. I did not compare the Likert-scale items about situational awareness, flexibility, and problem solving ability with t -tests or Cohen’s d , since these items did not represent a validated instrument. They were only single items based upon participants’ ratings compared to literature-based definitions. However, the value of the comparison of means from fall to spring was triangulated with qualitative results to provide meaning. For example, to say that participants’ self-assessment ratings for perceived problem-solving abilities increased, I examined both the mean difference for items from fall to spring and what participants shared throughout the qualitative survey items and focus group interviews.

Prior to scoring participants’ responses to the scenarios using the rubric, and in an effort to maximize the content validity of the rubric scores, I calibrated my use of the rubric with two experts from the field. Two celebrated principals, representing more than 45 combined years of experience in school-level administration, collaboratively and comparatively scored participant responses. Prior to scoring, the team worked collaboratively to construct appropriate and comprehensive exemplar responses to the four problem-solving scenarios. Then the team blindly scored fall pretest scenario responses using the Leithwood and Steinbach (1995) rubric, and upon comparing scores, the interrater reliability correlation coefficient was .941, indicating a high degree of agreement throughout the team.

Qualitative data. These data were obtained from open-ended items on the survey, including participants’ responses to the given scenarios, as well as the focus group interview transcripts. I analyzed qualitative data consistent with the grounded theory principles of Strauss and Corbin (1998) and the constant comparative methods of Glaser (1965), including a period of open coding of results, leading to axial coding to determine the codes’ dimensions and relationships between categories and their subcategories, and selective coding to arrive at themes. Throughout the entire data analysis process, I repeatedly returned to raw data to determine the applicability of emergent codes to previously analyzed data. Some categorical codes based upon the review of literature were included in the initial coding process. These codes were derived from the existing theoretical problem-solving models of Bolman and Deal (2008) and Leithwood and Steinbach (1995). These codes included modeling , relationships , and best for kids . Open codes that emerged from the participants’ responses included experience , personality traits , current job/role , and team . Axial coding revealed, for example, that current jobs or roles cited, intuitively, provided both sufficient building-wide perspective and situational memory (i.e. for special education teachers and school counselors) and insufficient experiences (i.e. for classroom teachers) to solve the given problems with confidence. From such understandings of the codes, categories, and their dimensions, themes were developed.

Quantitative Results. First, participants’ overall, aggregate responses (not matched pairs) were compared from the fall to spring, descriptively. These findings are outlined in Table 3. As is seen in the table, each item saw a modest increase over the course of the year. Participant perceptions of their problem-solving abilities across the three constructs presented (situational awareness, flexibility, and problem solving) did increase over the course of the year, as did the average group score for the problem-solving scenarios. However, due to participant differences in the two data collection periods, these aggregate averages do not represent a matched-pair dataset.

Table 3 Fall to Spring Comparison of Likert-Scale and Rubric-Scored Items

a These problem-solving dimensions from literature were rated by participants on a scale from 1- 10. b Participants received a rubric score for each scenario between 0-18. Participants’ two scenario scores for each data collection period (fall, spring) were averaged to arrive at the scores represented here.

In order to determine the statistical significance of the increase in participants’ problem- solving rubric scores, a paired-samples t -test was applied to the fall ( M = 9.15; SD = 2.1) and spring ( M = 9.25; SD = 2.3) averages. Recall that 20 participants had valid surveys for both the fall and spring. The t -test ( t = -.153; df = 19; p = .880) revealed no statistically significant change from fall to spring, despite the minor increase (0.10). I applied Cohen’s d to calculate the effect size. The small sample size ( n = 20) for the paired-sample t -test may have contributed to the lack of statistical significance. However, standard deviations were also relatively small, so the question of effect size was of particular importance. Cohen’s d was 0.05, which is also very small, indicating that little change—really no improvement, from a statistical standpoint—in participants’ ability to create viable action plans to solve real-world problems occurred throughout the year. However, the participants’ perceptions of their problem-solving abilities did increase, as evidenced by the increases in the paired-samples perception means shown in Table 3, though these data were only examined descriptively (from a quantitative perspective) due to the fact that these questions were individual items that are not part of a validated instrument.

Qualitative Results. Participant responses to open-ended items on the questionnaire, responses to the scenarios, and oral responses to focus group interview questions served as sources of qualitative data. Since the responses to the scenarios were focused on participant competence with problem solving, as measured by the aforementioned rubric (Leithwood & Steinbach, 1995), these data were examined separately from data collected from the other two sources.

Responses to scenarios. As noted, participants’ rubric ratings for the scenarios did not display a statistically significant increase from fall to spring. As such, this outline will not focus upon changes in responses from fall to spring. Rather, I examined the responses, overall, through the lens of the Leithwood and Steinbach (1995) problem-solving framework indicators against which they were rated. Participants typically had outlined reasonable, appropriate, and logical solution processes. For example, in a potential bullying case scenario, two different participants offered, “I would speak to the other [students] individually if they have said or done anything mean to other student [ sic ] and be clear that it is not tolerable and will result in major consequences” and “I would initiate an investigation into the situation beginning with [an] interview with the four girls.” These responses reflect actions that the consulted experts anticipated from participants and deemed as logical and needed interventions. However, these two participants omitted other needed steps, such as addressing the bullied student’s mental health needs, based upon her mother’s report of suicidal ideations. Accordingly, participants earned points for reasonable and logical responses very consistently, yet, few full-credit responses were observed.

Problem interpretation scores were much more varied. For this indicator, some participants were able to identify many, if not all, the major issues in the scenarios that needed attention. For example, for a scenario where two teachers were not interacting professionally toward each other, many participants correctly identified that this particular scenario could include elements of sexual harassment, professionalism, teaching competence, and personality conflict. However, many other participants missed at least two of these key elements of the problem, leaving their solution processes incomplete. The categories of (a) goals and (b) principles and values also displayed a similarly wide distribution of response ratings.

One category, constraints, presented consistent difficulty for the participants. Ratings were routinely 0 and 1. Participants could not consistently report what barriers or obstacles would need addressing prior to success with their proposed solutions. To be clear, it was not a matter of participants listing invalid or unrealistic barriers or obstacles; rather, the participants were typically omitting constraints altogether from their responses. For example, for a scenario involving staff members arriving late and unprepared to data team meetings, many participants did not identify that a school culture of not valuing data-driven decision making or lack of norms for data team work could be constraints that the principal could likely face prior to reaching a successful resolution.

Responses to open-ended items. When asked for rationale regarding their ratings for situational awareness, flexibility, and problem solving, participants provided open-ended responses. These responses revealed patterns worth considering, and, again, this discussion will consider, in aggregate, responses made in both the pre- and post- data collection periods, again due to the similarities in responses between the two data collection periods. The most frequently observed code (112 incidences) was experience . Closely related were the codes current job/role (50 incidences). Together, these codes typically represented a theme that participants were linking their confidence with respect to problem solving with their exposure (or lack thereof) in their professional work. For example, a participant reported, “As a school counselor, I have a lot of contact with many stakeholders in the school -admin [ sic ], parents, teachers, staff, etc. I feel that I have a pretty good handle on the systemic issues.” This example is one of many where individuals working in counseling, instructional coaching, special education, and other support roles expressed their advanced levels of perspective based upon their regular contact with many stakeholders, including administrators. Thus, they felt they had more prior knowledge and situational memory about problems in their schools.

However, this category of codes also included those, mostly classroom or unified arts teachers, who expressed that their relative lack of experiences outside their own classrooms limited their perspective for larger-scale problem solving. One teacher succinctly summarized this sentiment, “I have limited experience in being part of situations outside of my classroom.” Another focused on the general problem solving skill in her classroom not necessarily translating to confidence with problem solving at the school level: “I feel that I have a high situational awareness as a teacher in the classroom, but as I move through these leadership programs I find that I struggle to take the perspective of a leader.” These experiences were presented in opposition to their book learning or university training. There were a number of instances (65 combined) of references to the value of readings, class discussions, group work, scenarios presented, research, and coursework in the spring survey. When asked what the participants need more, again, experience was referenced often. One participant summarized this concept, “I think that I, personally, need more experience in the day-to-day . . . setting.” Another specifically separated experiences from scenario work, “[T]here is [ sic ] some things you can not [ sic ] learn from merely discussing a ‘what if” scenario. A seasoned administrator learns problem solving skills on the job.”

Another frequently cited code was personality traits (63 incidences), which involved participants linking elements of their own personalities to their perceived abilities to process problems, almost exclusively from an assets perspective. Examples of traits identified by participants as potentially helpful in problem solving included: open-mindedness, affinity for working with others, not being judgmental, approachability, listening skills, and flexibility. One teacher exemplified this general approach by indicating, “I feel that I am a good listener in regards to inviting opinions. I enjoy learning through cooperation and am always willing to adapt my teaching to fit needs of the learners.” However, rare statements of personality traits interfering with problem solving included, “I find it hard to trust others [ sic ] abilities” and “my personal thoughts and biases.”

Another important category of the participant responses involved connections with others. First, there were many references to relationships (27 incidences), mostly from the perspective that building positive relationships leads to greater problem-solving ability, as the aspiring leader knows stakeholders better and can rely on them due to the history of positive interactions. One participant framed this idea from a deficit perspective, “Not knowing all the outlying relationships among staff members makes situational awareness difficult.” Another identified that established positive relationships are already helpful to an aspiring leader, “I have strong rapport with fellow staff members and administrators in my building.” In a related way, many instances of the code team were identified (29). These references overwhelmingly identified that solving problems within a team context is helpful. One participant stated, “I often team with people to discuss possible solutions,” while another elaborated,

I recognize that sometimes problems may arise for which I am not the most qualified or may not have the best answer. I realize that I may need to rely on others or seek out help/opinions to ensure that I make the appropriate decision.

Overall, participants recognized that problem-solving for leaders does not typically occur in a vacuum.

Responses to focus group interview questions. As with the open-ended responses, patterns were evident in the interview responses, and many of these findings were supportive of the aforementioned themes. First, participants frequently referenced the power of group work to help build their understanding about problems and possible solutions. One participant stated, “hearing other people talk and realizing other concerns that you may not have thought of . . . even as a teacher sometimes, you look at it this way, and someone else says to see it this way.” Another added, “seeing it from a variety of persons [ sic ] point of views. How one person was looking at it, and how another person was looking at it was really helpful.” Also, the participants noted the quality of the discussion was a direct result of “professors who have had real-life experience” as practicing educational leaders, so they could add more realistic feedback and insight to the discussions.

Perhaps most notable in the participant responses during the focus groups was the emphasis on the value of real-world scenarios for the students. These were referenced, without prompting, in all three focus groups by many participants. Answers to the question about what has been most helpful in the development of their problem-solving skills included, “I think the real-world application we are doing,” “I think being presented with all the scenarios,” and “[the professor] brought a lot of real situations.”

With respect to what participants believed they still needed to become better and more confident problem solvers, two patterns emerged. First, students recognized that they have much more to learn, especially with respect to policy and law. It is noteworthy that, with few exceptions, these students had not taken the policy or law courses in the program, and they had not yet completed their administrative internships. Some students actually reported rating themselves as less capable problem solvers in the spring because they now understood more clearly what they lacked in knowledge. One student exemplified this sentiment, “I might have graded myself higher in the fall than I did now . . . [I now can] self identify areas I could improve in that I was not as aware of.” Less confidence in the spring was a minority opinion, however. In a more typical response, another participant stated, “I feel much more prepared for that than I did at the beginning of the year.”

Overall, the most frequently discussed future need identified was experience, either through the administrative internship or work as a formal school administrator. Several students summarized this idea, “That real-world experience to have to deal with it without being able to talk to 8 other people before having to deal with it . . . until you are the person . . . you don’t know” and “They tell you all they want. You don’t know it until you are in it.” Overall, most participants perceived themselves to have grown as problem solvers, but they overwhelmingly recognized that they needed more learning and experience to become confident and effective problem solvers.

This study continues a research pathway about the development of problem-solving skills for administrators by focusing on their preparation. The participants did not see a significant increase in their problem-solving skills over the year-long course in educational leadership.

Whereas, this finding is not consistent with the findings of others who focused on the development of problem-solving skills for school leaders (Leithwood & Steinbach, 1995; Shapira-Lishchinsky, 2015), nor is it consistent with PBL research about the benefits of that approach for aspiring educational leaders (Copland, 2000; Hallinger & Bridges, 2017), it is important to note that the participants in this study were at a different point in their careers. First, they were aspirants, as opposed to practicing leaders. Also, the studied intervention (scenarios) was not the same or nearly as comprehensive as the prescriptive PBL approach. Further, unlike the participants in either the practicing leader or PBL studies, because these individuals had not yet had their internship experiences, they had no practical work as educational leaders. This theme of lacking practical experience was observed in both open-ended responses and focus group interviews, with participants pointing to their upcoming internship experiences, or even their eventual work as administrators, as a key missing piece of their preparation.

Despite the participants’ lack of real gains across the year of preparation in their problem- solving scores, the participants did, generally, report an increase in their confidence in problem solving, which they attributed to a number of factors. The first was the theme of real-world context. This finding was consistent with others who have advocated for teaching problem solving through real-world scenarios (Duke, 2014; Leithwood & Steinbach, 1992, 1995; Myran & Sutherland, 2016; Shapira-Lishchinsky, 2015). This study further adds to this conversation, not only a corroboration of the importance of this method (at least in aspiring leaders’ minds), but also that participants specifically recognized their professors’ experiences as school administrators as important for providing examples, context, and credibility to the work in the classroom.

In addition to the scenario approach, the participants also recognized the importance of learning from one another. In addition to the experiences of their practitioner-professors, many participants espoused the value of hearing the diverse perspectives of other students. The use of peer discussion was also an element of instruction in the referenced studies (Leithwood & Steinbach, 1995; Shapira-Lishchinsky, 2015), corroborating the power of aspiring leaders learning from one another and supporting existing literature about the social nature of problem solving (Berger & Luckmann, 1966; Leithwood & Steinbach, 1992; Vygotsky, 1978).

Finally, the ultimate theme identified through this study is the need for real-world experience in the field as an administrator or intern. It is simply not enough to learn about problem solving or learn the background knowledge needed to solve problems, even when the problems presented are real-world in nature. Scenarios are not enough for aspiring leaders to perceive their problem-solving abilities to be adequate or for their actual problem-solving abilities to improve. They need to be, as some of the participants reasoned, in positions of actual responsibility, where the weight of their decisions will have tangible impacts on stakeholders, including students.

The study of participants’ responses to the scenarios connected to the Four Frames model of Bolman and Deal (2008). The element for which participants received the consistently highest scores was identifying solution processes. This area might most logically be connected to the structural and human resource frames, as solutions typically involve working to meet individuals’ needs, as is necessary in the human resource frame, and attending to protocols and procedures, which is the essence of the structural frame. As identified above, the political and symbolic frames have been cited by the authors as the most underdeveloped by educational leaders, and this assertion is corroborated by the finding in this study that participants struggled the most with identifying constraints, which can sometimes arise from an understanding of the competing personal interests in an organization (political frame) and the underlying meaning behind aspects of an organization (symbolic frame), such as unspoken rules and traditions. The lack of success identifying constraints is also consistent with participants’ statements that they needed actual experiences in leadership roles, during which they would likely encounter, firsthand, the types of constraints they were unable to articulate for the given scenarios. Simply, they had not yet “lived” these types of obstacles.

The study includes several notable limitations. First, the study’s size is limited, particularly with only 20 participants’ data available for the matched pairs analysis. Further, this study was conducted at one university, within one particular certification program, and over three sections of one course, which represented about one-half of the time students spend in the program. It is likely that more gains in problem-solving ability and confidence would have been observed if this study was continued through the internship year. Also, the study did not include a control group. The lack of an experimental design limits the power of conclusions about causality. However, this limitation is mitigated by two factors. First, the results did not indicate a statistically significant improvement, so there is not a need to attribute a gain score to a particular variable (i.e. use of scenarios), anyway, and, second, the qualitative results did reveal the perceived value for participants in the use of scenarios, without any prompting of the researcher. Finally, the participant pool was not particularly diverse, though this fact is not particularly unusual for the selected university, in general, representing a contemporary challenge the university’s state is facing to educate its increasingly diverse student population, with a teaching and administrative workforce that is predominantly White.

The findings in this study invite further research. In addressing some of the limitations identified here, expanding this study to include aspiring administrators across other institutions representing different areas of the United States and other developed countries, would provide a more generalizable set of results. Further, studying the development of problem-solving skills during the administrative internship experience would also add to the work outlined here by considering the practical experience of participants.

In short, this study illustrates for those who prepare educational leaders the value of using scenarios in increasing aspiring leaders’ confidence and knowledge. However, intuitively, scenarios alone are not enough to engender significant change in their actual problem-solving abilities. Whereas, real-world context is important to the development of aspiring educational leaders’ problem-solving skills, the best context is likely to be the real work of administration.

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Author Biography

Dr. Jeremy Visone is an Assistant Professor of Educational Leadership, Policy, & Instructional Technology. Until 2016, he worked as an administrator at both the elementary and secondary levels, most recently at Anna Reynolds Elementary School, a National Blue Ribbon School in 2016. Dr. Visone can be reached at [email protected] .

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Effective problem statements have these 5 components

problem-statement-colleagues-gathered-talking-in-office

We’ve all encountered problems on the job. After all, that’s what a lot of work is about. Solving meaningful problems to help improve something.

Developing a problem statement that provides a brief description of an issue you want to solve is an important early step in problem-solving .

It sounds deceptively simple. But creating an effective problem statement isn’t that easy, even for a genius like Albert Einstein. Given one hour to work on a problem, he’d spend 55 minutes thinking about the problem and five minutes finding solutions. (Or so the story goes.)

Einstein was probably exaggerating to make a point. But considering his success in solving complex problems, we think he was on to something.

As humans, we’re wired to jump past the problem and go directly to the solution stage. In emergencies, this behavior can be lifesaving, as in leaping out of the way of a speeding car. But when dealing with longer-range issues in the workplace, this can lead to bad decisions or half-baked solutions.

That’s where problem statements come in handy. They help to meaningfully outline objectives to reach effective solutions. Knowing how to develop a great problem statement is also a valuable tool for honing your management skills .

But what exactly is a problem statement, when should you use one, and how do you go about writing one? In this article, we'll answer those questions and give you some tips for writing effective problem statements. Then you'll be ready to take on more challenges large and small.

What is a problem statement?

First, let’s start by defining a problem statement.

A problem statement is a short, clear explanation of an issue or challenge that sums up what you want to change. It helps you, team members, and other stakeholders to focus on the problem, why it’s important, and who it impacts.

A good problem statement should create awareness and stimulate creative thinking . It should not identify a solution or create a bias toward a specific strategy.

Taking time to work on a problem statement is a great way to short-circuit the tendency to rush to solutions. It helps to make sure you’re focusing on the right problem and have a well-informed understanding of the root causes. The process can also help you take a more proactive than reactive approach to problem-solving . This can help position you and your team to avoid getting stuck in constant fire-fighting mode. That way, you can take advantage of more growth opportunities.

When to use a problem statement

The best time to create a problem statement is before you start thinking of solutions. If you catch yourself or your team rushing to the solution stage when you’re first discussing a problem, hit the brakes. Go back and work on the statement of the problem to make sure everyone understands and agrees on what the real problem is.

Here are some common situations where writing problem statements might come in handy:

Writing an executive summary for a project proposal or research project
Collaborating on a cross-functional project with several team members
Defining the customer issue that a proposed product or service aims to solve
Using design thinking to improve user experience
Tackling a problem that previous actions failed to solve

problem-statement-colleagues-solving-at-laptop

How to identify a problem statement

Like the unseen body of an iceberg, the root cause of a specific problem isn’t always obvious. So when developing a problem statement, how do you go about identifying the true, underlying problem?

These two steps will help you uncover the root cause of a problem :

Collect information from the research and previous experience with the problem
Talk to multiple stakeholders who are impacted by the problem

People often perceive problems differently. Interviewing stakeholders will help you understand the problem from diverse points of view. It can also help you develop some case studies to illustrate the problem.

Combining these insights with research data will help you identify root causes more accurately. In turn, this methodology will help you craft a problem statement that will lead to more viable solutions.

What are problem statements used for?

You can use problem statements for a variety of purposes. For an organization, it might be solving customer and employee issues. For the government, it could be improving public health. For individuals, it can mean enhancing their own personal well-being . Generally, problem statements can be used to:

Identify opportunities for improvement
Focus on the right problems or issues to launch more successful initiatives – a common challenge in leadership
Help you communicate a problem to others who need to be involved in finding a solution
Serve as the basis for developing an action plan or goals that need to be accomplished to help solve the problem
Stimulate thinking outside the box and other types of creative brainstorming techniques

3 examples of problem statements

When you want to be sure you understand a concept or tool, it helps to see an example. There can also be some differences in opinion about what a problem statement should look like. For instance, some frameworks include a proposed solution as part of the problem statement. But if the goal is to stimulate fresh ideas, it’s better not to suggest a solution within the problem statement.

In our experience, an effective problem statement is brief, preferably one sentence. It’s also specific and descriptive without being prescriptive.

Here are three problem statement examples. While these examples represent three types of problems or goals, keep in mind that there can be many other types of problem statements.

Example Problem Statement 1: The Status Quo Problem Statement

Example:

The average customer service on-hold time for Example company exceeds five minutes during both its busy and slow seasons.

This can be used to describe a current pain point within an organization that may need to be addressed. Note that the statement specifies that the issue occurs during the company’s slow time as well as the busy season. This is helpful in performing the root cause analysis and determining how this problem can be solved.

The average customer service on-hold time for Example company exceeds five minutes during both its busy and slow seasons. The company is currently understaffed and customer service representatives are overwhelmed.

Background:

Example company is facing a significant challenge in managing their customer service on-hold times. In the past, the company had been known for its efficient and timely customer service, but due to a combination of factors, including understaffing and increased customer demand, the on-hold times have exceeded five minutes consistently. This has resulted in frustration and dissatisfaction among customers, negatively impacting the company's reputation and customer loyalty.

Reducing the on-hold times for customer service callers is crucial for Example company. Prolonged waiting times have a detrimental effect on customer satisfaction and loyalty, leading to potential customer churn and loss of revenue. Additionally, the company's declining reputation in terms of customer service can have a lasting impact on its competitive position in the market. Addressing this problem is of utmost importance to improve customer experience and maintain a positive brand image.

Objectives:

The primary objective of this project is to reduce the on-hold times for customer service callers at Example company. The specific objectives include:

Analyzing the current customer service workflow and identifying bottlenecks contributing to increased on-hold times.
Assessing the staffing levels and resource allocation to determine the extent of understaffing and its impact on customer service.
Developing strategies and implementing measures to optimize the customer service workflow and reduce on-hold times.
Monitoring and evaluating the effectiveness of the implemented measures through key performance indicators (KPIs) such as average on-hold time, customer satisfaction ratings, and customer feedback.
Establishing a sustainable approach to maintain reduced on-hold times, taking into account both busy and slow seasons, through proper resource planning, training, and process improvements.

Example Problem Statement 2: The Destination Problem Statement

Leaders at Example company want to increase net revenue for its premium product line of widgets by 5% for the next fiscal year.

This approach can be used to describe where an organization wants to be in the future. This type of problem statement is useful for launching initiatives to help an organization achieve its desired state.

Like creating SMART goals , you want to be as specific as possible. Note that the statement specifies “net revenue” instead of “gross revenue." This will help keep options open for potential actions. It also makes it clear that merely increasing sales is not an acceptable solution if higher marketing costs offset the net gains.

Leaders at Example company aim to increase net revenue for its premium product line of widgets by 5% for the next fiscal year. However, the company currently lacks the necessary teams to tackle this objective effectively. To achieve this growth target, the company needs to expand its marketing and PR teams, as well as its product development teams, to prepare for scaling.

Example company faces the challenge of generating a 5% increase in net revenue for its premium product line of widgets in the upcoming fiscal year. Currently, the company lacks the required workforce to drive this growth. Without adequate staff in the marketing, PR, and product development departments, the company's ability to effectively promote, position, and innovate its premium product line will be hindered. To achieve this kind of growth, it is essential that Example company expands teams, enhances capabilities, and strategically taps into the existing pool of loyal customers.

Increasing net revenue for the premium product line is crucial for Example company's overall business success. Failure to achieve the targeted growth rate can lead to missed revenue opportunities and stagnation in the market. By expanding the marketing and PR teams, Example company can strengthen its brand presence, effectively communicate the value proposition of its premium product line, and attract new customers.

Additionally, expanding the product development teams will enable the company to introduce new features and innovations, further enticing existing and potential customers. Therefore, addressing the workforce shortage and investing in the necessary resources are vital for achieving the revenue growth objective.

The primary objective of this project is to increase net revenue for Example company's premium product line of widgets by 5% in the next fiscal year. The specific objectives include:

Assessing the current workforce and identifying the gaps in the marketing, PR, and product development teams.
Expanding the marketing and PR teams by hiring skilled professionals who can effectively promote the premium product line and engage with the target audience.
Strengthening the product development teams by recruiting qualified individuals who can drive innovation, enhance product features, and meet customer demands.
Developing a comprehensive marketing and PR strategy to effectively communicate the value proposition of the premium product line and attract new customers.
Leveraging the existing base of loyal customers to increase repeat purchases, referrals, and brand advocacy.
Allocating sufficient resources, both time and manpower, to support the expansion and scaling efforts required to achieve the ambitious revenue growth target.
Monitoring and analyzing key performance indicators (KPIs) such as net revenue, customer acquisition, customer retention, and customer satisfaction to measure the success of the growth initiatives.
Establishing a sustainable plan to maintain the increased revenue growth beyond the next fiscal year by implementing strategies for continuous improvement and adaptation to market dynamics.

Example Problem Statement 3 The Stakeholder Problem Statement

In the last three quarterly employee engagement surveys , less than 30% of employees at Eample company stated that they feel valued by the company. This represents a 20% decline compared to the same period in the year prior.

This strategy can be used to describe how a specific stakeholder group views the organization. It can be useful for exploring issues and potential solutions that impact specific groups of people.

Note the statement makes it clear that the issue has been present in multiple surveys and it's significantly worse than the previous year. When researching root causes, the HR team will want to zero in on factors that changed since the previous year.

In the last three quarterly employee engagement surveys, less than 30% of employees at the Example company stated that they feel valued by the company. This indicates a significant decline of 20% compared to the same period in the previous year.

The company aspires to reduce this percentage further to under 10%. However, achieving this goal would require filling specialized roles and implementing substantial cultural changes within the organization.

Example company is facing a pressing issue regarding employee engagement and perceived value within the company. Over the past year, there has been a notable decline in the percentage of employees who feel valued. This decline is evident in the results of the quarterly employee engagement surveys, which consistently show less than 30% of employees reporting a sense of value by the company.

This decline of 20% compared to the previous year's data signifies a concerning trend. To address this problem effectively, Example company needs to undertake significant measures that go beyond superficial changes and necessitate filling specialized roles and transforming the company culture.

Employee engagement and a sense of value are crucial for organizational success. When employees feel valued, they tend to be more productive, committed, and motivated. Conversely, a lack of perceived value can lead to decreased morale, increased turnover rates, and diminished overall performance.

By addressing the decline in employees feeling valued, Example company can improve employee satisfaction, retention, and ultimately, overall productivity. Achieving the desired reduction to under 10% is essential to restore a positive work environment and build a culture of appreciation and respect.

The primary objective of this project is to increase the percentage of employees who feel valued by Example company, aiming to reduce it to under 10%. The specific objectives include:

Conducting a comprehensive analysis of the factors contributing to the decline in employees feeling valued, including organizational policies, communication practices, leadership styles, and cultural norms.
Identifying and filling specialized roles, such as employee engagement specialists or culture change agents, who can provide expertise and guidance in fostering a culture of value and appreciation.
Developing a holistic employee engagement strategy that encompasses various initiatives, including training programs, recognition programs, feedback mechanisms, and communication channels, to enhance employee value perception.
Implementing cultural changes within the organization that align with the values of appreciation, respect, and recognition, while fostering an environment where employees feel valued.
Communicating the importance of employee value and engagement throughout all levels of the organization, including leadership teams, managers, and supervisors, to ensure consistent messaging and support.
Monitoring progress through regular employee surveys, feedback sessions, and key performance indicators (KPIs) related to employee satisfaction, turnover rates, and overall engagement levels.
Providing ongoing support, resources, and training to managers and supervisors to enable them to effectively recognize and appreciate their teams and foster a culture of value within their respective departments.
Establishing a sustainable framework for maintaining high employee value perception in the long term, including regular evaluation and adaptation of employee engagement initiatives to address evolving needs and expectations.

problem-statement-man-with-arms-crossed-smiling

What are the 5 components of a problem statement?

In developing a problem statement, it helps to think like a journalist by focusing on the five Ws: who, what, when, where, and why or how. Keep in mind that every statement may not explicitly include each component. But asking these questions is a good way to make sure you’re covering the key elements:

Who: Who are the stakeholders that are affected by the problem?
What: What is the current state, desired state, or unmet need?
When: When is the issue occurring or what is the timeframe involved?
Where: Where is the problem occurring? For example, is it in a specific department, location, or region?
Why: Why is this important or worth solving? How is the problem impacting your customers, employees, other stakeholders, or the organization? What is the magnitude of the problem? How large is the gap between the current and desired state?

How do you write a problem statement?

There are many frameworks designed to help people write a problem statement. One example is outlined in the book, The Conclusion Trap: Four Steps to Better Decisions, ” by Daniel Markovitz. A faculty member at the Lean Enterprise Institute, the author uses many case studies from his work as a business consultant.

To simplify the process, we’ve broken it down into three steps:

1. Gather data and observe

Use data from research and reports, as well as facts from direct observation to answer the five Ws: who, what, when, where, and why.

Whenever possible, get out in the field and talk directly with stakeholders impacted by the problem. Get a firsthand look at the work environment and equipment. This may mean spending time on the production floor asking employees questions about their work and challenges. Or taking customer service calls to learn more about customer pain points and problems your employees may be grappling with.

2. Frame the problem properly

A well-framed problem will help you avoid cognitive bias and open avenues for discussion. It will also encourage the exploration of more options.

A good way to test a problem statement for bias is to ask questions like these:

3. Keep asking why (and check in on the progress)

When it comes to problem-solving, stay curious. Lean on your growth mindset to keep asking why — and check in on the progress.

Asking why until you’re satisfied that you’ve uncovered the root cause of the problem will help you avoid ineffective band-aid solutions.

Refining your problem statements

When solving any sort of problem, there’s likely a slew of questions that might arise for you. In order to holistically understand the root cause of the problem at hand, your workforce needs to stay curious.

An effective problem statement creates the space you and your team need to explore, gain insight, and get buy-in before taking action.

If you have embarked on a proposed solution, it’s also important to understand that solutions are malleable. There may be no single best solution. Solutions can change and adapt as external factors change, too. It’s more important than ever that organizations stay agile . This means that interactive check-ins are critical to solving tough problems. By keeping a good pulse on your course of action, you’ll be better equipped to pivot when the time comes to change.

BetterUp can help. With access to virtual coaching , your people can get personalized support to help solve tough problems of the future.

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Madeline Miles

Madeline is a writer, communicator, and storyteller who is passionate about using words to help drive positive change. She holds a bachelor's in English Creative Writing and Communication Studies and lives in Denver, Colorado. In her spare time, she's usually somewhere outside (preferably in the mountains) — and enjoys poetry and fiction.

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By Mike Simpson

When candidates prepare for interviews, they usually focus on highlighting their leadership, communication, teamwork, and similar crucial soft skills . However, not everyone gets ready for problem-solving interview questions. And that can be a big mistake.

Problem-solving is relevant to nearly any job on the planet. Yes, it’s more prevalent in certain industries, but it’s helpful almost everywhere.

Regardless of the role you want to land, you may be asked to provide problem-solving examples or describe how you would deal with specific situations. That’s why being ready to showcase your problem-solving skills is so vital.

If you aren’t sure who to tackle problem-solving questions, don’t worry, we have your back. Come with us as we explore this exciting part of the interview process, as well as some problem-solving interview questions and example answers.

What Is Problem-Solving?

When you’re trying to land a position, there’s a good chance you’ll face some problem-solving interview questions. But what exactly is problem-solving? And why is it so important to hiring managers?

Well, the good folks at Merriam-Webster define problem-solving as “the process or act of finding a solution to a problem.” While that may seem like common sense, there’s a critical part to that definition that should catch your eye.

What part is that? The word “process.”

In the end, problem-solving is an activity. It’s your ability to take appropriate steps to find answers, determine how to proceed, or otherwise overcome the challenge.

Being great at it usually means having a range of helpful problem-solving skills and traits. Research, diligence, patience, attention-to-detail , collaboration… they can all play a role. So can analytical thinking , creativity, and open-mindedness.

But why do hiring managers worry about your problem-solving skills? Well, mainly, because every job comes with its fair share of problems.

While problem-solving is relevant to scientific, technical, legal, medical, and a whole slew of other careers. It helps you overcome challenges and deal with the unexpected. It plays a role in troubleshooting and innovation. That’s why it matters to hiring managers.

How to Answer Problem-Solving Interview Questions

Okay, before we get to our examples, let’s take a quick second to talk about strategy. Knowing how to answer problem-solving interview questions is crucial. Why? Because the hiring manager might ask you something that you don’t anticipate.

Problem-solving interview questions are all about seeing how you think. As a result, they can be a bit… unconventional.

These aren’t your run-of-the-mill job interview questions . Instead, they are tricky behavioral interview questions . After all, the goal is to find out how you approach problem-solving, so most are going to feature scenarios, brainteasers, or something similar.

So, having a great strategy means knowing how to deal with behavioral questions. Luckily, there are a couple of tools that can help.

First, when it comes to the classic approach to behavioral interview questions, look no further than the STAR Method . With the STAR method, you learn how to turn your answers into captivating stories. This makes your responses tons more engaging, ensuring you keep the hiring manager’s attention from beginning to end.

Now, should you stop with the STAR Method? Of course not. If you want to take your answers to the next level, spend some time with the Tailoring Method , too.

With the Tailoring Method, it’s all about relevance. So, if you get a chance to choose an example that demonstrates your problem-solving skills, this is really the way to go.

We also wanted to let you know that we created an amazing free cheat sheet that will give you word-for-word answers for some of the toughest interview questions you are going to face in your upcoming interview. After all, hiring managers will often ask you more generalized interview questions!

Click below to get your free PDF now:

Get Our Job Interview Questions & Answers Cheat Sheet!

FREE BONUS PDF CHEAT SHEET: Get our " Job Interview Questions & Answers PDF Cheat Sheet " that gives you " word-word sample answers to the most common job interview questions you'll face at your next interview .

CLICK HERE TO GET THE JOB INTERVIEW QUESTIONS CHEAT SHEET

1. Can you tell me about a time when you had to solve a challenging problem?

In the land of problem-solving questions, this one might be your best-case scenario. It lets you choose your own problem-solving examples to highlight, putting you in complete control.

When you choose an example, go with one that is relevant to what you’ll face in the role. The closer the match, the better the answer is in the eyes of the hiring manager.

EXAMPLE ANSWER:

“While working as a mobile telecom support specialist for a large organization, we had to transition our MDM service from one vendor to another within 45 days. This personally physically handling 500 devices within the agency. Devices had to be gathered from the headquarters and satellite offices, which were located all across the state, something that was challenging even without the tight deadline. I approached the situation by identifying the location assignment of all personnel within the organization, enabling me to estimate transit times for receiving the devices. Next, I timed out how many devices I could personally update in a day. Together, this allowed me to create a general timeline. After that, I coordinated with each location, both expressing the urgency of adhering to deadlines and scheduling bulk shipping options. While there were occasional bouts of resistance, I worked with location leaders to calm concerns and facilitate action. While performing all of the updates was daunting, my approach to organizing the event made it a success. Ultimately, the entire transition was finished five days before the deadline, exceeding the expectations of many.”

2. Describe a time where you made a mistake. What did you do to fix it?

While this might not look like it’s based on problem-solving on the surface, it actually is. When you make a mistake, it creates a challenge, one you have to work your way through. At a minimum, it’s an opportunity to highlight problem-solving skills, even if you don’t address the topic directly.

When you choose an example, you want to go with a situation where the end was positive. However, the issue still has to be significant, causing something negative to happen in the moment that you, ideally, overcame.

“When I first began in a supervisory role, I had trouble setting down my individual contributor hat. I tried to keep up with my past duties while also taking on the responsibilities of my new role. As a result, I began rushing and introduced an error into the code of the software my team was updating. The error led to a memory leak. We became aware of the issue when the performance was hindered, though we didn’t immediately know the cause. I dove back into the code, reviewing recent changes, and, ultimately, determined the issue was a mistake on my end. When I made that discovery, I took several steps. First, I let my team know that the error was mine and let them know its nature. Second, I worked with my team to correct the issue, resolving the memory leak. Finally, I took this as a lesson about delegation. I began assigning work to my team more effectively, a move that allowed me to excel as a manager and help them thrive as contributors. It was a crucial learning moment, one that I have valued every day since.”

3. If you identify a potential risk in a project, what steps do you take to prevent it?

Yes, this is also a problem-solving question. The difference is, with this one, it’s not about fixing an issue; it’s about stopping it from happening. Still, you use problem-solving skills along the way, so it falls in this question category.

If you can, use an example of a moment when you mitigated risk in the past. If you haven’t had that opportunity, approach it theoretically, discussing the steps you would take to prevent an issue from developing.

“If I identify a potential risk in a project, my first step is to assess the various factors that could lead to a poor outcome. Prevention requires analysis. Ensuring I fully understand what can trigger the undesired event creates the right foundation, allowing me to figure out how to reduce the likelihood of those events occurring. Once I have the right level of understanding, I come up with a mitigation plan. Exactly what this includes varies depending on the nature of the issue, though it usually involves various steps and checks designed to monitor the project as it progresses to spot paths that may make the problem more likely to happen. I find this approach effective as it combines knowledge and ongoing vigilance. That way, if the project begins to head into risky territory, I can correct its trajectory.”

17 More Problem-Solving-Based Interview Questions

In the world of problem-solving questions, some apply to a wide range of jobs, while others are more niche. For example, customer service reps and IT helpdesk professionals both encounter challenges, but not usually the same kind.

As a result, some of the questions in this list may be more relevant to certain careers than others. However, they all give you insights into what this kind of question looks like, making them worth reviewing.

Here are 17 more problem-solving interview questions you might face off against during your job search:

How would you describe your problem-solving skills?
Can you tell me about a time when you had to use creativity to deal with an obstacle?
Describe a time when you discovered an unmet customer need while assisting a customer and found a way to meet it.
If you were faced with an upset customer, how would you diffuse the situation?
Tell me about a time when you had to troubleshoot a complex issue.
Imagine you were overseeing a project and needed a particular item. You have two choices of vendors: one that can deliver on time but would be over budget, and one that’s under budget but would deliver one week later than you need it. How do you figure out which approach to use?
Your manager wants to upgrade a tool you regularly use for your job and wants your recommendation. How do you formulate one?
A supplier has said that an item you need for a project isn’t going to be delivered as scheduled, something that would cause your project to fall behind schedule. What do you do to try and keep the timeline on target?
Can you share an example of a moment where you encountered a unique problem you and your colleagues had never seen before? How did you figure out what to do?
Imagine you were scheduled to give a presentation with a colleague, and your colleague called in sick right before it was set to begin. What would you do?
If you are given two urgent tasks from different members of the leadership team, both with the same tight deadline, how do you choose which to tackle first?
Tell me about a time you and a colleague didn’t see eye-to-eye. How did you decide what to do?
Describe your troubleshooting process.
Tell me about a time where there was a problem that you weren’t able to solve. What happened?
In your opening, what skills or traits make a person an exceptional problem-solver?
When you face a problem that requires action, do you usually jump in or take a moment to carefully assess the situation?
When you encounter a new problem you’ve never seen before, what is the first step that you take?

Putting It All Together

At this point, you should have a solid idea of how to approach problem-solving interview questions. Use the tips above to your advantage. That way, you can thrive during your next interview.

FREE : Job Interview Questions & Answers PDF Cheat Sheet!

Download our " Job Interview Questions & Answers PDF Cheat Sheet " that gives you word-for-word sample answers to some of the most common interview questions including:

What Is Your Greatest Weakness?
What Is Your Greatest Strength?
Tell Me About Yourself
Why Should We Hire You?

Click Here To Get The Job Interview Questions & Answers Cheat Sheet

Co-Founder and CEO of TheInterviewGuys.com. Mike is a job interview and career expert and the head writer at TheInterviewGuys.com.

His advice and insights have been shared and featured by publications such as Forbes , Entrepreneur , CNBC and more as well as educational institutions such as the University of Michigan , Penn State , Northeastern and others.

Learn more about The Interview Guys on our About Us page .

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Mike simpson.

Co-Founder and CEO of TheInterviewGuys.com. Mike is a job interview and career expert and the head writer at TheInterviewGuys.com. His advice and insights have been shared and featured by publications such as Forbes , Entrepreneur , CNBC and more as well as educational institutions such as the University of Michigan , Penn State , Northeastern and others. Learn more about The Interview Guys on our About Us page .

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The Critical Leadership Skill of Creative Problem-Solving

Dr. paul schempp.

June 1, 2017

There is a common misconception that leaders merely manage creative efforts; rather than become active participants in the process. Recent research indicates quite the opposite (Friedrich, Mumford, Vessey, Beeler, & Eubanks, 2010). Leaders, it seems, play a crucial role in the creative problem-solving process. The leadership skills they possess can significantly affect the quality of the innovative outcome. Consequently, as organizations increasingly depend on new products and processes to fuel their future, creative problem-solving stands as a critical leadership skill.

For leaders, the creative thought process is sequentially different than for individual contributors. Specifically, successful leaders initiate the process by soliciting and evaluating others’ ideas for solving a particular problem. The clearer the problem to be solved, the easier for team members to produce potential solutions and a leader to evaluate the quality of those solutions. Seeing and clarifying problems, either solo or in collaboration thus becomes the first challenge to a leader’s creative skillset.

The second progressive task is identifying potential solutions to be analyzed and evaluated. Evaluating proposed solutions normally ignites the leader’s creative thinking and they begin to generate additional ideas, discover alternative perspectives, and redefine the original problem. Sharing their alternatives, insights, and additions stimulates team members to continue solution generation and development. At this phase, solution standards are appraised, potential solution outcomes predicted, old ideas revised and new ideas put forth by leaders and contributors collectively.

As potential and probable solutions surface, the third challenge for the leader becomes identifying and encouraging buy-in by the multiple stakeholders within the organization. As a result, the leader not only evaluates the potential logistical implications of solution implementation but also the social and political implications as well. Consequently, a leader needs to be skilled in evaluating creative ideas, as well as forecasting the varied outcomes associated with the different areas of the organization involved in the innovation.

A leader’s creative problem-solving skills vary, however, depending on the type of problem being solved. Evaluative and judgment skills are in high demand if the problem requires a process innovation. When the solution is intended to result in a product innovation, a leader’s skill in generating clear problem definitions and workable solutions will influence the ultimate success of the innovative outcome.

For an organization to grow and prosper, fresh products and efficient processes are constantly needed. What worked yesterday is not guaranteed to work tomorrow. Leaders with creative problem-solving skills have the ability to stimulate, challenge and inspire others to continually pursue prominent problems and devise creative solutions to feed future organizational growth and success.

Our guest blogger is Professor Dr. Paul Schempp , a professional speaker managed by The Persimmon Group Speakers Agency . Dr. Schempp directs a research laboratory at the University of Georgia where he has spent more than two decades studying the characteristics and development of expertise and human performance. Paul has dedicated his professional life to helping people reach their full potential through award-winning research, testing what it takes to achieve greatness.

He is the author of six books including the award-winning, 5 Steps to Expert: How to Go from Business Novice to Elite Performer .

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COMMENTS

Problem-solving in Leadership: How to Master the 5 Key Skills
Leadership Problem-solving Examples Business turnaround A struggling company's CEO faced declining revenues and low employee morale. Through effective problem-solving skills, the CEO analyzed the root causes of the problem and developed a comprehensive strategy to turn the company around. This included restructuring the organization ...
Workplace Problem-Solving Examples: Real Scenarios, Practical Solutions
Leadership Styles and Their Impact on Problem-Solving. Leaders who adopt an autocratic leadership style may make decisions independently, potentially leaving their team members feeling excluded and undervalued. On the other hand, leaders who adopt a democratic leadership style involve their team members in the problem-solving process, fostering ...
26 Expert-Backed Problem Solving Examples
Examples of Problem Solving Scenarios in the Workplace. Correcting a mistake at work, whether it was made by you or someone else. Overcoming a delay at work through problem solving and communication. Resolving an issue with a difficult or upset customer. Overcoming issues related to a limited budget, and still delivering good work through the ...
Why Problem-Solving Skills Are Essential for Leaders
4 Problem-Solving Skills All Leaders Need. 1. Problem Framing. One key skill for any leader is framing problems in a way that makes sense for their organization. Problem framing is defined in Design Thinking and Innovation as determining the scope, context, and perspective of the problem you're trying to solve.
The Power of Leaders Who Focus on Solving Problems
The Power of Leaders Who Focus on Solving Problems. Summary. There's a new kind of leadership taking hold in organizations. Strikingly, these new leaders don't like to be called leaders, and ...
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Whether you are a leader for a large corporation or a small business owner, here are the four most effective ways to solve problems. 1. Transparent Communication. Problem solving requires ...
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Often leaders will think they are driving a problem-solving culture by insistent, or even just encouraging, team members to utilize the tools and templates of problem-solving. However, most ...
Leadership Problem Solving Skills
Problem solving leadership should follow these four steps: Identify the root cause of the problem - do this through fact-finding and getting feedback from those involved. Brainstorm possible solutions - get ideas from as many people as you can to get a range of perspectives. Evaluate solutions - draw up a shortlist of workable options and ...
Characteristics of solution-oriented leaders and how to foster this
Leadership isn't about creating a problem-free work environment. It's how you choose to approach and manage the inevitable bumps in the road that arise that will set you apart as an effective leader. ... "Teams get so focused on problem-solving that often they step over celebrating the wins—and not just what the wins are, but what it ...
7 Problem-Solving Skills That Can Help You Be a More ...
Although problem-solving is a skill in its own right, a subset of seven skills can help make the process of problem-solving easier. These include analysis, communication, emotional intelligence, resilience, creativity, adaptability, and teamwork. 1. Analysis. As a manager, you'll solve each problem by assessing the situation first.
Problem Solving: A Critical Leadership Skill
Founder of the MIT Leadership Center Deborah Ancona and Executive Director Hal Gregersen have labeled this problem-led leadership, and are reporting an increase in this distinctive style. Even on a smaller scale, problem solving is a critical component for leaders who must strive to eliminate barriers and challenges that can otherwise hinder ...
How to Solve Problems Like a Leader
Therefore, the problem solving worked by relying on past experiences to solve the problem. This is how leadership and problem solving co-exist. A good leader learns from their mistakes and they use these experiences to solve future problems. Essentially, when you get right down to it, a leader is a problem solver.
6 Leadership Skills That Will Have You Solving Problems Like a Pro
Dwelling on the negative will only bring down morale. Instead, be the type of leader who sees problems as "opportunities" and focus on the positive aspects of working through the issue. If you ...
What Are Leadership Skills, and Why Are They Important?
Examples of leadership skills. Take a detailed look at some popular leadership qualities companies may value and look for in a candidate. ... Problem-solving. Effective problem solvers in leadership have the ability to foresee issues in the workplace, define the problem, identify their causes, develop a plan to remedy the problem, and learn ...
Six Leadership Practices For 'Wicked' Problem Solving
4. Build ongoing, adaptive learning into the process. "Wicked problems by nature keep mutating — but people just like to finish things. Problem-solving leaders counter this human impulse by ...
A Lesson in Leadership: 5 Effective Problem Solving Strategies Used by
Therefore, problem-solving effectively means creating an environment where everyone is comfortable discussing and tackling the problem in a collaborative manner. 2. Stop Finger Pointing. When a problem arises, it can be all too easy to play the blame game. But, doing this isn't going to get you anywhere.
31 examples of problem solving performance review phrases
The following examples not only relate to problem-solving but also conflict management, effective solutions, selecting the best alternatives, decision making, problem identification, analyzing effectively, and generally becoming an effective problem-solving strategist. Start using effective performance review questions to help better guide your ...
The Development of Problem-Solving Skills for Aspiring Educational
The educational leadership problem-solving rubric chosen (Leithwood & Steinbach, 1995) was used with permission, and it reflects the authors' work with explicitly teaching practicing educational leaders components of problem solving. ... This is a Fine Example of this Subskill. Figure 1. Problem-solving model for unstructured problems ...
How to Write a Problem Statement (With 3 Examples)
Example Problem Statement 1: The Status Quo Problem Statement. Example: The average customer service on-hold time for Example company exceeds five minutes during both its busy and slow seasons. This can be used to describe a current pain point within an organization that may need to be addressed.
Top 20 Problem Solving Interview Questions (Example Answers Included)
MIKE'S TIP: When you're answering this question, quantify the details. This gives your answer critical context and scale, showcasing the degree of challenge and strength of the accomplishment. That way, your answer is powerful, compelling, and, above all, thorough. 2. Describe a time where you made a mistake.
The Critical Leadership Skill of Creative Problem-Solving
Leaders with creative problem-solving skills have the ability to stimulate, challenge and inspire others to continually pursue prominent problems and devise creative solutions to feed future organizational growth and success. Our guest blogger is Professor Dr. Paul Schempp, a professional speaker managed by The Persimmon Group Speakers Agency. Dr.
Decision-Making Skills: Definition and Examples
Strong problem-solving skills can also help you focus on relevant details and form decisions more quickly and effectively. Read more: Problem-Solving Skills: Definitions and Examples Leadership Strong leadership skills can help motivate employees to reach their goals and aid in promoting teamwork.

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The Power of Leaders Who Focus on Solving Problems

Partner Center

Problem-solving skills in leadership

What is problem solving in leadership?

Untangle work with Workplace

The process of fixing problems

Why is problem solving important in leadership?

Make better decisions

Overcome challenges

Inspire creativity and innovation

Encourage collaboration

Build trust

Reduce risk

Boost morale

What problems do leaders face?

Conflicts between team members

Outdated technology hampering production

Customer service complaints

What problem-solving skills do leaders need?

Effective communication

Analytical insight

Promoting a culture of psychological safety

Not playing the blame game

Emotional intelligence

A flexible mindset

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