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What Is an Assessment Centre Group Exercise?

Group exercises - what will you be assessed on, how to pass an assessment centre group exercise in 2024, group exercises – how do you stand out in a group assessment, group exercises – what to avoid in a group assessment exercise, how do you prepare for an assessment centre, tips for your assessment centre group exercise (2024).

Updated November 10, 2023

You have beaten hundreds of applicants to reach the final stage of the interview process for your ideal job and have been invited to an assessment day group exercise.

You will likely be thinking, what’s involved? How many other people will be there? What are the activities, and how can I prepare ?

The purpose of assessment centre group exercises is to whittle down the number of viable candidates to a select few for each role. After all, it is not unusual for an employer to receive hundreds of applications for their most popular vacancies.

By assessing groups of candidates either at the company or at an external assessment centre, the employer can identify a strong shortlist of candidates.

This is much harder to do from a job resume alone.

As a candidate, it is important that you understand what is expected of you on the day to stand the best possible chance of securing the job.

So, here are a few trusted tips for your assessment centre group exercise .

Usually, an assessment group exercise involves 7–10 applicants who participate in a series of group activities.

The pre-set exercises are designed to assess everyone’s performance against the job description’s core competencies.

The purpose of each task is to find out who is most suited to the role.

The competencies being tested are often soft skills such as leadership, teamwork, influence and ambition, which are tricky to accurately judge by looking at a resume.

Therefore, employers use the assessment day group exercise to delve a little deeper into each applicant's psyche.

Practice Group Exercises with JobTestPrep

Virtual Assessment Group Centre

Traditionally, assessment centre group activities occur at designated centres or your potential workplace. However, it is not uncommon to be asked to join a virtual group assessment centre instead.

While you may not be stepping through the doors of the place where you wish to work, you will still get a good feel for the workplace culture and how you would fit in.

The move to a digital format is new and very much a result of the COVID-19 pandemic. While it is still a bit of an unknown, there is every chance that employers will continue with the virtual format indefinitely.

Maybe not for all job roles, but certainly for those in which being able to communicate through MS Teams and other online programs is essential.

In the same way as an in-person assessment centre, virtual assessment centre group exercises involve case-study-related exercises, discussions and real-life business challenges.

Usually, a virtual assessment centre group exercise will last a couple of hours (normally a maximum of three hours). However, there is no set rule. It depends on the job, how many people are in the group, and the number of activities you will be expected to complete.

Try not to worry about extended screen time. You will be given ample time for breaks between sessions, and the odd technology glitches will be expected. It is all part of the experience.

In simple terms, the purpose of an assessment group exercise is to evaluate how an applicant behaves within a group setting.

The series of tasks give the employer an insight into how confident you are. They let the recruiter know whether you are introverted or extroverted and have the right skills for the job.

Practice Group Exercises

But what happens at a group assessment centre, and what is the employer looking for?

If you are wondering where you start, here are a few tips for your assessment centre group exercise preparation.

Step 1 . Research Typically Assessed Behaviors

It helps to explore the typical behaviors each group task is designed to assess.

Although the job role will dictate the type of exercises, the typical skills being evaluated are:

• Confidence in the workplace
• Strong communication
• Logical reasoning
• Problem-solving
• Commercial knowledge

Within your allocated group of between 7 and 10 candidates (sometimes more), you will be presented with a real workplace challenge that requires the entire team to work together to find a solution.

It is worth remembering that assessors will often recruit for a series of vacancies in any given group exercise.

Therefore, not everyone in your group will be vying for the same position. The chances are that in each group, there will be a combination of applicants with varying degrees of experience and knowledge.

Do not feel dejected if you do not know as much as someone else in the group. Focus on how you can add value by drawing on your strengths.

Step 2 . Discover the Kinds of Exercises Involved

The type of exercises will depend on the number of people in any given group and the roles they are being assessed for.

However, most assessment group exercises involve at least one of the following:

Assessment Centre Case Study Examples

In a case-study-based exercise, you will be expected to either watch a video, read a passage or digest several pieces of information as a group. As a collective, your role is to work together on the task at hand. Usually, a key part of the task will be to present back to an interview panel.

If the job role is for a position that requires strong commercial understanding, you may be asked to present your ideas for a new product.

Here, a group presentation would need to demonstrate a strong appreciation of the competition, the product lifecycle, routes to market, cost analysis and how to overcome foreseen challenges.

In a virtual assessment centre group exercise, you might be invited to a breakout room where you will discuss your ideas as a collective and come to a solution.

Group Assessment: Discussion Exercise

You may be asked to participate in a group discussion on a workplace problem where there could be several different solutions.

In your breakout room, you will work as a team and use your logical reasoning to arrive at a commercially viable solution.

The employer will be looking at how and what each applicant contributes to the discussion. They will analyze your interpersonal skills in a group situation and how confident you are in communicating your ideas.

Group Assessment: Leadership Exercise

To assess your leadership skills, you could be invited to a role-play assessment day group exercise. You will be expected to enact a role-specific scenario that could legitimately happen in real life.

The role-plays are designed to test your response as a leader to an unexpected situation. It could be that your group is split into smaller groups, with each pair or individual holding a leadership role for a specific department. You will be assessed on your ability to think logically, act responsively, delegate and keep calm.

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If you are wondering how you pass an assessment centre group exercise, the first thing you must do is look inwardly. Are you an extrovert or an introvert?

An extrovert is action-oriented, outgoing and very talkative. Introverts are a bit more restrained, reflective, self-aware, and may find group tasks more daunting.

There are plus points to both personality types, and employers recognize this.

However, employers appreciate people who can adapt their behavior to accommodate others within a team.

For instance, as an extrovert, you will need to be careful not to dominate conversations and overpower others in your group. Your enthusiasm may unintentionally come across as brash or overbearing.

As an introvert, you may need to come out of your comfort zone more than you usually would. While being an observer and a detailed person usually allows you to see problems that others may not, you need to remember that group exercises are time-sensitive. If you do not speak up, the employer is unlikely to realize your potential.

With this in mind, regardless of your personality type, here are some behavioral tips for your assessment centre group exercise:

Warmly introduce yourself – People usually make up their minds about another person within around three seconds, sometimes less. Approach other members in the assessment day group exercise with a smile and let them know your name. Remember, your body language also needs to reflect your warmth,so avoid crossing your arms and maintain eye contact.

Remember names – Make a point of using first names. This will instantly build trust and show the employer how much value you place on other people. If you are in a virtual assessment centre group exercise, user names may be visible. If they are not, you could make a note of them.

Be positive and consistent – You will almost certainly come across opinions and proposals that you disagree with. That’s fine, it is part of the assessment day group exercise. It is how you respond that matters. If you feel an approach is not going to work, you could explain why and introduce your solution in a way that invites the opinions of others.

Listen carefully – This may seem like an obvious one but listening to instructions is incredibly important. You would not want to be marked down on a task because you were not fully present.

Demonstrate you are listening – Whether you are an expressive person or not, you must be assessed to be a good listener. Smiling and nodding when you agree are useful visual cues to remember.

Contribute to discussion – This is one of the most essential tips for your assessment centre group exercise. Make sure you do not come across as passive. Stay focused on what others are saying and make a positive contribution. Always make sure you are bringing something new to the table, though. Empty words can be counterproductive.

Be solutions-driven – Contribute ideas that are of direct benefit to the company. You will need to have researched the company in detail to offer

market-informed solutions.

Propel yourself forward – You will need to make an effort to occasionally be first to answer an interviewer’s question. Take a balanced approach and be mindful of giving others a chance to answer. Never interrupt.

Be clear and concise – Make sure your answers and contributions are easy to understand by others in the room.

Do not be afraid to take the lead – Not everyone can take the lead. However, if you are particularly confident in guiding the group to arrive at a strong solution, step forward in a calm, unassuming manner.

Encourage others – Great leaders, and those who stand out to an employer, inspire and value people. During your assessment day group exercise, help co-interviewees develop their ideas. Be inclusive of others and allow quieter individuals to be heard. You will instantly stand out as a relatable and supportive leader.

Be inquisitive – Sometimes, in the heat and speed of discussions, the most obvious questions are missed. Do not be afraid to pause the conversation by questioning certain responses. Likewise, if there is something you are not quite sure about, ask the employer.

Diplomatically challenge – With so many other people in the room, you should be prepared to validate your opinions tactfully. The best way to do this is to justify your response with logical reasoning in a calm yet assertive manner. You will also need to accept that another person in the room could have a better answer.

Be part of the answer – Actively help the group conclude by agreeing on decisions and moving to the next step.

Thank everyone – Whether you liked everyone in the room or not, make sure you thank everyone in the group, as well as the interviewer. Professional courtesy will speak volumes about you.

Now that you know how to stand out in an assessment group exercise, what must you avoid at all costs?

There are six things you must consider, and almost all of them involve making a conscious effort:

Arrogance – One of the biggest tips for your assessment centre group exercise, especially if you are a confident person, is to avoid coming across as arrogant. While confidence is an attractive trait in an employee, arrogance rarely is. Employers are looking for team players – people who will inspire and encourage others and not rub them up the wrong way. You should avoid interrupting others, acknowledge other people’s contributions, be assertive yet not dismissive, and make sure that your body language reflects this. Avoid pointing or raising your eyebrows in disapproval.

Talking too much or too little – Be aware of how frequently you contribute to assessment centre group activities . If you talk too much, you will come across as overbearing. Too little, and you will be assessed as shy and maybe unknowledgeable. Try and strike an even balance between the two and observe other people’s expressions as you are talking. If they look engaged, you are adding value to the conversation.

Interrupting others – There is nothing worse than somebody who interjects when another person is speaking. Although you may be keen to share your ideas, the interviewer will instantly see the behavior as disrespectful.

Criticizing others – You can challenge opinions but if you are going to do this, remember to be respectful. Acknowledge where the other person’s view has value, and then discuss what the potential issues may be.

Insensitivity – It will be the first time you have met the other applicants, as well as the employer. Some people are more sensitive than others, so it is important that you are aware of what you say and the tone you use.

Going off topic – In an assessment day group exercise situation, going off topic can be a real distraction for others in the group. You may also be viewed as lacking attention to detail. Therefore, keep your answer or observation relevant to the discussion and your insights clear and concise.

A little preparation goes a long way. The most important thing is to read through the documentation the employer has sent you so that you know what to expect.

You should make a note of the assessment centre group activities you have been invited to participate in and what time you must arrive or log on (if virtual).

Most employers will list what you will need to bring with you on the day, so make sure you allow plenty of time for preparation.

You will also need to mentally ready yourself. With this in mind, the following tips for your assessment centre group exercise will help:

Familiarize yourself with the core competencies – By understanding these, you will have a strong understanding of what the employer will assess you on. It is good to have at least two examples of how you meet each of the core competencies .

Prepare a self-introduction – So that you are not caught on the spot, prepare a summary of yourself ahead of time. Do not be too exact with your wording, though – you will want to come across as natural and fluent when talking about yourself.

Plan a list of questions – Some exercises will allow you to ask the employer questions about the role and the company, so you will need to have some strong questions ready.

Rest up – Try not to work late into the night running through the tips for your assessment centre group exercise. Make sure you get enough sleep, drink plenty of water and ensure you have a substantial meal before setting off.

Practice stress-management techniques – A small amount of adrenalin on the day is a good thing, but you will need to keep your anxiety to a comfortable level. There are some great mindfulness and relaxation apps to help centre and relax the mind ahead of the big day.

Final Thoughts

Once you have navigated these tips for your assessment centre group exercise, the only thing left to do is enjoy the experience. After all, it is a great opportunity to meet new people, put your interpersonal skills to the test, and discover more about yourself.

Assessment group exercises are far more participatory than verbal and numerical reasoning tests , and paper-based competency questionnaires.

The benefit to you as the candidate is that you get a 360-degree insight into what it would be like to work for the company. The assessment day is as much about you as it is the employer. If you are offered the role, you will know with absolute certainty whether the position is an excellent match for you.

You might also be interested in these other Psychometric Success articles:

Or explore the Aptitude Tests / Test Types sections.

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Group exercises: what to expect

Abigail Lewis

Last updated: 21 Jun 2023, 15:38

The group exercise is a key part of an assessment centre day and helps graduate recruiters assess how you'd perform in the job. Find out how to impress them.

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The assessment centre group exercise is used to see your communication and problem-solving skills in action, and to ensure that you can work effectively in a team. You need to support the group in completing the task that has been set, whether that involves discussing a particular issue, constructing something from bits of stationery, or analysing a complex business case study and presenting your findings. The best way to impress the assessors is to show yourself as a good team player – flexible, full of ideas but willing to listen to and help expand the ideas of others.

In recent years, some recruiters have switched to running virtual or digital assessment centres and, by and large, have continued with group exercises. However, a few have chosen not to. Instead, they have found other ways to assess the skills they would have through group exercises that better suit the platform they use – for instance, by adding questions to interviews. It's a good idea to be prepared to carry out a group exercise either way, whether as preparation to undertake one or so you know the kinds of skills the recruiter might assess elsewhere.

• Find out more about what to expect during virtual assessment centres, along with tips for how best to approach them

How to impress recruiters during a group exercise

• You need to contribute, but not to dominate. Be assertive, but not aggressive. If you are aware that you are usually a shy person who does not speak up, do your best to participate. If you know that you can sometimes be overbearing in groups, hold that tendency in check.
• Speak clearly and confidently. Listen and don't interrupt. If undertaking a virtual group exercise, you could suggest using the 'raise a hand' function or similar so you can all take it in turn to speak. Be aware of what others in the group are contributing. Try to draw out quieter members and seek their views.
• Be diplomatic. If one person is behaving in a dominant way, don't shout them down, but try to make sure that everybody gets a chance to share their thoughts. You can say things such as: 'That's a really good point [name], but [name] hasn't had a chance to contribute yet' or 'You've made some good points, but we haven't yet considered X, Y and Z and I think we should before coming to a decision'. Be prepared to compromise.
• Make use of the resources available to you. If you are in the room together, use the flipchart and pens provided; if you are communicating digitally, use the virtual whiteboard if there is one.
• Volunteering to be notetaker or timekeeper can be a good way to impress, as it shows that you are a considerate team player who takes responsibility. The flip side of this, however, is that you need to perform those functions well and make sure that you also contribute to the overarching discussions.
• Keep an eye on the time and stay focused on the overall objective. From time to time, summarise the group's progress, even if you aren't notetaker or timekeeper.
• Remember that you are not being primarily assessed on whether you reach the 'right' answer (often there isn't one), but on how you work with others. Take a look at our in-depth features on demonstrating communication and teamworking skills for more insights.

Example group exercise 1: the case study

This is probably the most common group exercise you will face at an assessment centre. In this type of exercise the group is given a set period of time to work together to respond to a case study brief, often a set of documents based on a real-life business situation. At some assessment centres the candidates may have already been interviewed about the case study brief on an individual basis. The group may be invited to present its findings as part of the exercise.

The case study scenario is likely to present the sort of challenges that you would encounter on the job and gives the assessors a chance to see how you would perform. Sometimes each candidate is given a different briefing document or role to play, and the group has to reach a conclusion despite the conflicting views of its members.

• Example case studies and how to approach them

Example group exercise 2: the discussion group

A discussion group involves group members being given a topic or topics to discuss. The nature of the topics can vary but usually they involve an issue of current importance to students or something that's been in the news recently. Sometimes they are related to the industry that the employer works in: candidates applying for construction graduate programmes may be asked how the industry could address skills shortages, for example.

You are not usually given time to prepare so it's a good idea to read a quality newspaper or current affairs magazines/websites (such as The Economist ) in the weeks before the assessment centre.

At the end of the discussion each candidate may be invited to comment briefly in turn on one of the group's conclusions, so it's vital to listen as well as to speak up.

Get the insights and skills you need to shape your career journey with Pathways. Gain a strong grounding in the various ways you can prepare for an assessment centre, so you can give yourself the best chance of success.

Example group exercise 3: the leaderless task

This group exercise is similar to a case study exercise in that each group member will be given an individual briefing document. However, it is often different from other people’s in the group. Typically, the task will involve making a business decision and each member of the group will represent different business functions, such as marketing, sales or operations. As a group you must come up with a decision acceptable to all within the time limit. No one in the group is designated leader and so the group has to find a compromise solution.

Example group exercise 4: the leadership task

Occasionally, when the organisation is particularly interested in testing your leadership skills, you will be asked to chair a meeting or act as leader of your group. Once again there will be a set task but this time you will be expected to be in charge and to lead the others to success. This is what the assessors will be looking for:

• A good leader delegates. The task cannot be done by you alone. You must divide up the work between the others.
• A good leader uses the strengths of others. You must identify the strengths of the individuals in your group and use them in appropriate ways.
• A good leader knows what's going on. Don’t get too involved in doing things. It's better to monitor what's going on and make changes if things don't work out

Example group exercise 5: the ‘build a…’ challenge

This is a classic way of seeing your teamworking skills in action, but for obvious reasons will only be undertaken at an in-person assessment centre. You might be asked to build a bridge or a tower from straw, paper and pins; you might be asked to put up a tent (tent poles and all); or you might be given another building task. Make sure the group doesn’t spend too much time discussing and designing and too little time building.

Example group exercise 6: the ice-breaker

Organisations use ice-breakers to help you relax and to help the group to gel. Sometimes ice-breakers can be a ‘build a…’ challenge, but sometimes they can be more discussion-led. You could be asked to introduce yourself to the group and share an interesting fact about yourself. Alternatively, you could be asked to introduce yourself to your neighbour and ask them questions, before summarising what you’ve heard to the rest of the group, for example: ‘This is James. He once ran a marathon for charity dressed as a Minion from the Despicable Me films’.

Another typical ice-breaker is to decide as a group what you’d save from a shipwreck to help you survive on a desert island.

Make sure that you throw yourself into the task, that you actively contribute, share information and listen to others. Although the ice-breaker’s primary purpose is to make you feel at ease, assessors will still be interested in how you express yourself and interact with others.

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Mastering Group Exercises: Your Path to Assessment Day Success

Download our Ultimate Assessment Day & Interview Guide 2022 here . (It's packed with tips, tricks and insider-secrets to help you succeed.)

Want to know how to pass a group exercise on your interview or assessment day? We have everything you need.

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• You can listen to our podcast on how to succeed in a group exercise here .
• You can get a hold of a full suite of interview preparation tools here .

What Is the ‘Group Exercise’?

The group exercise (sometimes called the group discussion) is a common assessment centre activity widely used by most major employers in the UK and US.

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What Happens During a Group Exercise?

Candidates will work in a team to perform an activity while being watched by assessors. The assessors will make notes and score the candidates based on their respective contributions to the exercise.

The assessment centre group exercises can take a variety of forms. You may need to:

• Discuss a general topic or area of current affairs (e.g., “Migrants from Europe are draining the economy of the UK”)
• Debate a work-related problem before finding a solution and presenting it back to the assessors as a group
• Complete a task (e.g., work through a case study, role-play a scenario, or solve a puzzle.)

The team exercise is one of the most revealing assessment centre activities because it forces candidates into a social setting where they have to work together and deal with a mixture of personalities, all of whom are determined to succeed.

Assessment Group Exercises

Example group exercise: survival.

• You and your group have found yourselves in a perilous situation as described below.
• There is a long list of items that you can use to aid your survival, but you can only take a small number of these items with you.
• Your task is to work out between yourselves which items you will take and explain why you have chosen these items.
• The assessors will watch from the sidelines, with each assessor focusing on a specific candidate. They will play no part in the exercise and you will normally forget they are there.
• There will be no definite right or wrong answer to the task; the assessors are interested more in how you work as a team and the process through which you come to a group consensus. Group members will be scored on their individual input, rather than the overall result for the group, so someone may still do very well in a team that has failed to reach a conclusion.
• The exercise will usually last around 20 minutes. At the end of the exercise, a member of the group may be asked to present the list of chosen items.
• Read through the below exercise, and if possible, try it out with some friends!

Example Group Exercise: Practice Test

On your way back from a holiday in South America, your shuttle flight to the airport is forced to make an emergency landing in a small clearing in the Brazilian rainforest.

You, the pilot, and your fellow passengers have only sustained minor injuries, but the plane has broken into pieces and the communication equipment has been destroyed in the impact.

Before the plane crashed, the pilot had reported a problem with one of the engines, so there is a good chance that the authorities will start looking for you when you fail to arrive at your destination. However, the forest is very dense and it will take days to reach the edge of it on foot.

You cannot remain where you are as there is a danger that the airplane fuel will catch fire.

On searching through the wreckage and the remains of your suitcases you find the following items:

• A guide to South American plant species
• 3 elasticated luggage straps
• 6 frozen airline meals
• 4 blankets from the plane
• A pack of 24 anti-malaria tablets
• A 3-metre square piece of opaque plastic sheeting
• A tourist map of Brazil
• 2 large bottles of factor 12 sunscreen
• A mobile phone with GPS, fully charged
• 1-litre bottle of the local alcoholic spirit
• 3 boxes of chocolate chip cookies
• 4 current paperback novels
• A first-aid box
• A flare gun with one flare
• A Swiss Army knife
• A book of matches from the hotel

You are unable to carry more than 7 items from this list. Items containing more than one “>object still count as one item.

You have 20 minutes to reach your conclusion and present it back to the assessors .

Stop worrying! Download a 12-step assessment day cheatsheet & be perfectly prepared.

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Practice Makes Perfect

During your assessment centre group exercises, you should carry yourself properly. We will discuss that in a bit.

Remember: you can get a hold of a full suite of interview preparation tools here  and you can practice real assessment day exercises here .

How to Succeed in Your Group Exercise

It is important to set yourself apart during the group task. Making a good impression during this exercise can have a powerful impact on the assessors. Let’s look at some specific ways to succeed in the group exercise.

If Possible, Take the Lead

Whoever assumes the leadership role automatically gets a head start on the other competitors. Being prepared to show initiative and take responsibility in this way is viewed positively by most assessors. Don’t force it in an unnatural way – but if possible, take the lead.

A good way to position yourself like this is to offer to be the timekeeper during the exercise. Do this as early as possible in the activity. None of the other candidates will refuse your kind offer and it immediately puts you in a positive/responsible light in the eyes of the group and also the assessors . With this practical and collaborative suggestion, you have become part of the leadership and an ‘authority figure’ in the group!

Be Calm and Assertive, Not Aggressive

It can be difficult to put your personality across in a well-rounded way during the team exercise because every candidate wants to make a good impression and each candidate will have a different view of how best to achieve that. Some will be aggressive and dominating because they want to demonstrate drive, leadership skills, or passion. Others will be overwhelmed and feel so nervous that they struggle to get a foothold in the discussion at all.

Make sure you take part, be forceful if you need to be, but smile and be polite and positive at the same time. Strive to be calm and assertive rather than aggressive.

Include Others

Teamwork, cooperation, and the ability to listen to others are important.

Introduce Yourself to Everyone with Genuine Warmth

[Note: Ideally, this is something you should do before the group exercise.]

At some point after your arrival, the candidates will all be standing/sitting together, most likely feeling nervous and being very quiet as they wait to begin an assessment activity.

Use this time to introduce yourself to the others. Smile at them warmly as you shake their hands. Not only does this break the ice and project a confident image, it also gets them on your side and this will help you throughout this and other exercises.

People Love It When You Use Their Names

Make an effort to remember the names of other candidates. This shows that you are well-mannered and attentive, but it also demonstrates you have a good eye for detail and predisposes them to like you.

Be natural when calling their names, and combine them with a compliment such as “Great point, Emma?” or “What do you think, Tom?” This makes you seem personable and a team player.

Negativity Is Verboten

Regardless of what happens, do not be rude and criticise people in an out-of-line way. This reflects poorly on you and suggests you complain a lot. No one wants to hire someone who complains all the time and blames a lot of things on others.

Practice, Practice, Practice

Nothing will improve your performance on the day more than familiarity with the exercise. It will increase your competence and also make you feel at ease. If you are comfortable and relaxed, you will perform better.

You can listen to our podcast on how to succeed in your team exercise (a companion to this article) by clicking here .

Follow the 5 Killer Tips!

This short video rolls up the key points for you:

Positive & Negative Behaviours – Checklist

Lastly, here are some ideas on both positive and negative behaviours associated with the common competencies that are assessed during a group exercise  (+ indicates a positive behaviour and – a negative behaviour). Aim for the plus signs!

Teamwork + Who brings other people into the discussion + Who encourages other people’s contributions + Who builds on and adapts others’ ideas + Who appropriately challenges people’s views + Who volunteers to keep track of the time / take notes – Who talks too much – Who is insensitive to the feeling of others

Influence + Who helps shape the discussion and takes charge + Who keeps the discussion on track + Who ensures that everyone understands the objectives & whose points are accepted – Whose arguments are ignored/talked over

Communication + Who listens before contributing + Who contributes consistently throughout the discussion + Who is clear and concise throughout the discussion – Who is very dominant – always interrupting others – Who does NO talk at all

Problem Solving + Who uses the information provided effectively + Who provides creative solutions to the problems – Who wanders from the subject or introduces unnecessary tasks

Commercial awareness + Who understands the business and nature of the industry + Who ensures that the suggestions and recommendations are appropriate for the business + Who understands the brief and sticks to it

Related Study Guide – How to Prepare for DDI Leadership Test?

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• Worried about your assessment day? Maybe you’re worried about performing a presentation or preparing for an  interview or group exercise   or   in-tray exercise ?
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• Lastly, the Tools and Resources page is packed with useful equipment and ‘A’ List recommendations that will make your life easier.

Final Thoughts

While an assessment centre team exercise can be daunting, coming in with the right mindset and preparation does wonders. For example, if you have worked on improving your   interpersonal skills, problem-solving abilities, and communication skills, you would not find it hard to listen carefully to others, work with them, and even assume a leadership role during a group exercise.

Do the work and trust yourself. It will work out.

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1. How Do You Succeed in Group Exercise?

There are a few key things to remember when it comes to succeeding in a group exercise: 1. Come prepared. Make sure you know the moves and have the right equipment. 2. Pay attention. It’s important to watch the instructor and follow along. 3. Stay focused. It can be easy to get distracted in a group setting, but it’s important to stay on track. 4. Have fun!

2. What Is a Group Exercise? Can You Give an Example?

A group exercise is when an activity where a group of people work together to achieve a common goal. An example of this would be a team project in school.

3. What Happens in a Group Exercise?

A group or team exercise can provide a sense of community, support, and accountability. It can also help people feel more comfortable trying new things and provide a sense of belonging. Group exercises can be fun and motivating, and they are a great way to get in shape with friends.

4. How Can an Individual Succeed in Group Assessments?

There are a few things that an individual can do to succeed in group assessments. First, be sure to participate in the discussion and offer your ideas. Next, be respectful of other people’s opinions, even if you don’t agree with them. Finally, be sure to stay on task and complete all of your work on time.

5. What Are the Benefits of Group Exercise?

Group or team exercise has many benefits, including:

• Increased motivation: Working out with others can help keep you motivated and on track.
• Increased accountability: When you have others relying on you to show up for a workout, you’re more likely to stick to your routine.
• Variety: Group classes offer a variety of exercises and routines, keeping your workouts fresh and exciting.

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Assessment Group Exercise Examples: Tips & Practice Tasks

What are assessment group exercises.

Group exercises are a common part of an assessment center , and there are several different types of group exercises that might be used.

A group exercise can take place at an in-person assessment center, and they can also be used during a virtual session too.

At the assessment center, you will be put through your paces in different ways so that the recruiters can evaluate your skills and abilities in work-related situations. Group exercises usually involve groups of 8-10 people put together to work on a problem and come up with a solution.

Importance of Group Exercises in the Assessment Process

Although you are being evaluated through the whole assessment center by the hiring team, it is during the group exercise that interpersonal skills like teamwork and communication will be evaluated.

Group exercises are important because they put you in a work-related situation so that the recruitment team can see how well you work with others.

They will be interested in your communication style, your listening skills, and what teamwork or leadership skills you have.

The skills and abilities that are assessed are so important in creating a great working atmosphere and developing a positive workplace culture.

Assessment Group Exercise Examples

Below are some example group exercise tasks you might be asked to take part in. They are categorized into case studies and scenario-based tasks, problem-solving and decision-making tasks, role play and simulations, and team building and collaboration activities.

Be sure to familiarize yourself with each type of group exercise and recognize the skills being assessed for each.

Case Studies and Scenario-Based Tasks

These types of tasks are some of the most common that you will be assessed using, and they require everybody to participate to come up with a solution. It is important to remember that during this type of group exercise, it is not about getting the ‘right ‘ answer - in some cases, there might not be one - but about getting to a solution in the right way - through great teamwork.

Case Study Example 1: Market Expansion

Situation: You are a marketing manager at a successful small-medium enterprise that produces organic skincare products. Your company wants to expand its market share to a new geographic region - South Asia.

Task: Develop a comprehensive marketing strategy for this expansion. Consider the unique characteristics of the target market, potential barriers to entry, competitive landscape, cultural factors, and the marketing mix (product, price, place, promotion).

Case Study Example 2: Financial Analysis

Situation: You are a financial analyst at a large corporation. Your boss has given you the recent annual reports of two competing companies in your industry and asked you to analyze their financial health.

Task: Analyze the financial reports and make a comparative assessment. Your analysis should include key financial ratios, profitability, liquidity, solvency, and operational efficiency. Based on your analysis, provide a recommendation on which company your corporation should consider for a potential merger and acquisition.

Scenario-Based Task: Conflict Resolution

Situation: Imagine you are a project manager, and two of your team members are having a disagreement about how to approach a critical aspect of the project. One member believes the team should follow the original plan, while the other member has come up with a new method that could potentially save time but carries some risks.

Task: Describe how you would handle this situation. Include how you would communicate with each team member, the steps you would take to understand the issue, how you would involve the rest of the team (if at all), and your final decision-making process.

Scenario-Based Task 2: Product Development

Imagine you are a product manager in a tech company. You have been asked to develop a new feature for the company’s app that will improve user engagement.

Task: Draft a product development plan that outlines the objectives of the new feature, the steps involved in developing and testing it, a timeline for completion, and a strategy for its launch and promotion. Also, include a plan for gathering and incorporating user feedback after the feature is launched.

Problem-Solving and Decision-Making Exercises

Problem-Solving and Decision-Making exercises are designed to assess your critical thinking, analytical skills, and your approach to solving problems and making decisions. Here’s what you can typically expect from these exercises, and what skills are being assessed:

Problem-Solving

This is often about having a topic for discussion and trying to solve a problem about it. It might be relevant to the workplace, or it might be something else completely - but whatever it is, you will be expected to work together to find a solution.

Taking a leadership role might seem like a good idea in this sort of exercise, but remember that it is just as important to be able to delegate rather than take over. You want to be confident in the ideas that you are sharing, but you also need to remember that other people have valid input that should be listened to.

Problem-Solving Task Example:

You’ve been hired as a project manager at a software development firm. After a few weeks, you realize that projects are consistently falling behind schedule. What do you do?

Decision Making

In your group, you might be presented with a scenario that has a few potential courses of action to take that might solve the problem. In your group, you will have to come to a reasoned decision about what the next steps should be, and you might have to present the answer to the assessor.

What is important here is making sure that you are negotiating well with everyone, and that you are actively listening to the input of other people on your team. You don’t want to consistently have the spotlight on you, but if nobody else is taking the lead then you should. Make sure that you keep an eye on the time, as these sorts of exercises can become lengthy.

Role-Plays and Simulations

In a role-play simulation, you will often work with the assessor, who will be portraying someone like a customer or a client. You might be expected to present a report to them, or try and convince them to sign up for a new proposal, for example.

In this sort of exercise, you will be expected to quickly learn some information about the company and about what they want to sell, before you speak to the ‘client’. The assessor is not just going to blindly agree to your proposal - they’ll make it a challenge, and ask some questions that are designed to get you a bit flustered. You need to be able to negotiate well here, show leadership, and work well with the rest of your team to show the client why they should buy whatever it is that you are selling.

Role-Play Example:

Scenario: You are a customer service representative at Techtronics, a company that sells electronics online. A customer, Mr. Johnson, calls in, upset about receiving a damaged laptop that he ordered from your company.

Customer Script (Mr. Johnson):

Mr. Johnson: “I’m extremely upset! I was excited to receive my new laptop today, but when I opened the package, I found the laptop damaged. This is completely unacceptable. I need this laptop for my work. How are you going to fix this?”

The simulation exercise is another workplace scenario, but it might involve something like everyone in the group representing different business departments trying to make a decision about something such as a new security system.

You’ll have some data and information about the way your department works, and you’ll be expected to work through the meeting in the way you would if you were employed in that department. This is about professionalism, teamwork, and also good commercial awareness.

Team-Building and Collaboration Activities

Team building.

Team building exercises tend to be the ones that are considered a bit much - but icebreakers can be about so much more than just getting to know each other. Perhaps you will be asked to introduce yourself to a stranger in the room and learn something about them that you will later share with the group.

These exercises are about confidence and self-awareness, but also about being able to leave your inhibitions at the door and immerse yourself in a new experience. It is about being able to get past that initial nervousness and pay attention to your teammates - so it is important to get past that initial cringe factor.

Collaboration

Many businesses favor group exercises that are related to the workplace, making them more specific and relevant evaluation scenarios - but that doesn’t mean that collaboration activities are done. You may still be asked to build the tallest tower with office supplies.

In these activities, one of the most important things is to get started. Many groups lose out here because they are so busy planning, they forget to do it. It is a collaboration activity, not a theoretical discussion, so don’t chat or plan for too long.

How are you scored?

The scoring on the group exercise depends on many factors - what the employers are looking for in a candidate, what the other applicants are like, and what activities you are doing.

To get a good idea about what the recruiters are looking for in candidates during the group exercises, you should check out the skills listed in the job description and look for clues in the core values of the business.

What skills are employers looking for?

In general, during an assessment center, employers are looking for:

• Verbal communication skills
• Active listening skills
• Being polite and inclusive
• Confidence (but not dominance)
• Actively encouraging others
• Working as a team
• Time management
• Negotiation and persuasion
• Positive mindset

These can all loosely be termed as interpersonal skills, and these are the specific soft skills that govern the way we interact and work with others. Interpersonal skills will help build and develop a positive working environment and the recruitment team will be looking for candidates who will enhance the company culture.

Tips To Prepare for Assessment Group Exercises

Group exercises can be nerve-wracking because they are unfamiliar - but there are certain things that you can do to prepare yourself and things that you can think about before you go.

Effective Communication Skills

If you want to demonstrate your communication skills, then you need to think about all the different ways that you are communicating. You want to make sure that you are contributing to the discussion, but not completely dominating it. Try to encourage other people to join in - be polite and make sure to refer to them by name because this makes you come across as thoughtful.

Active Listening and Collaboration

While you might think that your ideas are the most important, the other participants might have different viewpoints or have more information that you should listen to.

Active listening is not just staying quiet until it is your turn to speak - instead, you want to show that you are listening through non-verbal cues like eye contact and nodding, and confirm that you have understood what you have heard by repeating it back to the speaker.

Collaboration is key to a group exercise, and active listening is a big part of that.

Critical Thinking and Problem-Solving

While you might be focusing on your teamwork, leadership, and communication skills, you will often be solving problems and making decisions - so you need to be thinking critically about all the situations that you are in.

Not all the scenarios will have a ‘right’ answer, but you need to be prepared to make the best out of the information that you have to hand.

Time Management and Organization

The group exercises have a time limit - which is normally only 20-30 minutes.

This is not a lot of time to speak to others and get to understand their point of view, especially in a complicated scenario or in a role-play - so it is important that you stay organized so that you can keep an eye on the time passing. You might want to delegate that role to a member of the team or take it on yourself.

Demonstrating Leadership Qualities

Leadership isn’t just about controlling the action - you will also need to be able to delegate roles, encourage others, negotiate, and be supportive.

Some roles need strong leaders, and the recruitment team wants to be able to see that you can take charge when needed, but also step back and let others take over.

Familiarizing Yourself with Common Exercises

The exercises above are the most common when it comes to group activities - so make sure you have a good idea of what might happen. Get familiar with what these exercises are like, so that you know what to expect and so that you can take part effectively.

Practicing with Mock Exercises

Practice makes perfect, and you can have a go at different exercise types at home by working with family and friends.

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14 Best Team Building Problem Solving Group Activities For 2024

The best teams see solutions where others see problems. A great company culture is built around a collaborative spirit and the type of unity it takes to find answers to the big business questions.

So how can you get team members working together?

How can you develop a mentality that will help them overcome obstacles they have yet to encounter?

One of the best ways to improve your teams’ problem solving skills is through team building problem solving activities .

“86% of employees and executives cite lack of collaboration or ineffective communication for workplace failures.” — Bit.AI

These activities can simulate true-to-life scenarios they’ll find themselves in, or the scenarios can call on your employees or coworkers to dig deep and get creative in a more general sense.

The truth is, on a day-to-day basis, you have to prepare for the unexpected. It just happens that team building activities help with that, but are so fun that they don’t have to feel like work ( consider how you don’t even feel like you’re working out when you’re playing your favorite sport or doing an exercise you actually enjoy! )

What are the benefits of group problem-solving activities?

The benefits of group problem-solving activities for team building include:

• Better communication
• Improved collaboration and teamwork
• More flexible thinking
• Faster problem-solving
• Better proactivity and decision making

Without further ado, check out this list of the 14 best team-building problem-solving group activities for 2024!

Page Contents (Click To Jump)

Popular Problem Solving Activities

1. virtual team challenge.

Virtual Team Challenges are popular problem-solving activities that involve a group of people working together to solve an issue. The challenge generally involves members of the team brainstorming, discussing, and creating solutions for a given problem.

Participants work both individually and collaboratively to come up with ideas and strategies that will help them reach their goals.

Why this is a fun problem-solving activity: Participants can interact and communicate with each other in a virtual environment while simultaneously engaging with the problem-solving activities. This makes it an enjoyable experience that allows people to use their creative thinking skills, build team spirit, and gain valuable insights into the issue at hand.

Problem-solving activities such as Virtual Team Challenges offer a great way for teams to come together, collaborate, and develop creative solutions to complex problems.

2. Problem-Solving Templates

Problem-Solving Templates are popular problem-solving activities that involve a group of people working together to solve an issue. The challenge generally involves members of the team utilizing pre-made templates and creating solutions for a given problem with the help of visual aids.

This activity is great for teams that need assistance in getting started on their problem-solving journey.

Why this is a fun problem-solving activity: Problem-Solving Templates offer teams an easy and stress-free way to get the creative juices flowing. The visual aids that come with the templates help team members better understand the issue at hand and easily come up with solutions together.

This activity is great for teams that need assistance in getting started on their problem-solving journey, as it provides an easy and stress-free way to get the creative juices flowing.

Problem Solving Group Activities & Games For Team Building

3. coworker feud, “it’s all fun and games”.

Coworker Feud is a twist on the classic Family Feud game show! This multiple rapid round game keeps the action flowing and the questions going. You can choose from a variety of customizations, including picking the teams yourself, randomized teams, custom themes, and custom rounds.

Best for: Hybrid teams

Why this is an effective problem solving group activity: Coworker Feud comes with digital game materials, a digital buzzer, an expert host, and a zoom link to get the participants ready for action! Teams compete with each other to correctly answer the survey questions. At the end of the game, the team with the most competitive answers is declared the winner of the Feud.

How to get started:

• Sign up for Coworker Feud
• Break into teams of 4 to 10 people
• Get the competitive juices flowing and let the games begin!

Learn more here: Coworker Feud

4. Crack The Case

“who’s a bad mamma jamma”.

Crack The Case is a classic WhoDoneIt game that forces employees to depend on their collective wit to stop a deadly murderer dead in his tracks! Remote employees and office commuters can join forces to end this crime spree.

Best for: Remote teams

Why this is an effective problem solving group activity: The Virtual Clue Murder Mystery is an online problem solving activity that uses a proprietary videoconferencing platform to offer the chance for employees and coworkers to study case files, analyze clues, and race to find the motive, the method, and the individual behind the murder of Neil Davidson.

• Get a custom quote here
• Download the app
• Let the mystery-solving collaboration begin!

Learn more here: Crack The Case

5. Catch Meme If You Can

“can’t touch this”.

Purposefully created to enhance leadership skills and team bonding , Catch Meme If You Can is a hybrid between a scavenger hunt and an escape room . Teammates join together to search for clues, solve riddles, and get out — just in time!

Best for: Small teams

Why this is an effective problem solving group activity: Catch Meme If You Can is an adventure with a backstory. Each team has to submit their answer to the puzzle in order to continue to the next part of the sequence. May the best team escape!

• The teams will be given instructions and the full storyline
• Teams will be split into a handful of people each
• The moderator will kick off the action!

Learn more here: Catch Meme If You Can

6. Puzzle Games

“just something to puzzle over”.

Puzzle Games is the fresh trivia game to test your employees and blow their minds with puzzles, jokes , and fun facts!

Best for: In-person teams

Why this is an effective problem solving group activity: Eight mini brain teaser and trivia style games include word puzzles, name that nonsense, name that tune, and much more. Plus, the points each team earns will go towards planting trees in the precious ecosystems and forests of Uganda

• Get a free consultation for your team
• Get a custom designed invitation for your members
• Use the game link
• Dedicated support will help your team enjoy Puzzle Games to the fullest!

Learn more here: Puzzle Games

7. Virtual Code Break

“for virtual teams”.

Virtual Code Break is a virtual team building activity designed for remote participants around the globe. Using a smart video conferencing solution, virtual teams compete against each other to complete challenges, answer trivia questions, and solve brain-busters!

Why this is an effective problem solving group activity: Virtual Code Break can be played by groups as small as 4 people all the way up to more than 1,000 people at once. However, every team will improve their communication and problem-solving skills as they race against the clock and depend on each other’s strengths to win!

• Reach out for a free consultation to align the needs of your team
• An event facilitator will be assigned to handle all of the set-up and logistics
• They will also provide you with logins and a play-by-play of what to expect
• Sign into the Outback video conferencing platform and join your pre-assigned team
• Lastly, let the games begin!

Learn more here: Virtual Code Break

8. Stranded

“survivor: office edition”.

Stranded is the perfect scenario-based problem solving group activity. The doors of the office are locked and obviously your team can’t just knock them down or break the windows.

Why this is an effective problem solving group activity: Your team has less than half an hour to choose 10 items around the office that will help them survive. They then rank the items in order of importance. It’s a bit like the classic game of being lost at sea without a lifeboat.

• Get everyone together in the office
• Lock the doors
• Let them start working together to plan their survival

Learn more here: Stranded

9. Letting Go Game

“for conscious healing”.

The Letting Go Game is a game of meditation and mindfulness training for helping teammates thrive under pressure and reduce stress in the process. The tasks of the Letting Go Game boost resiliency, attentiveness, and collaboration.

Why this is an effective problem solving group activity: Expert-guided activities and awareness exercises encourage team members to think altruistically and demonstrate acts of kindness. Between yoga, face painting, and fun photography, your employees or coworkers will have more than enough to keep them laughing and growing together with this mindfulness activity!

• Reach out for a free consultation
• A guide will then help lead the exercises
• Let the funny videos, pictures, and playing begin!

Learn more here: Letting Go Game

10. Wild Goose Chase

“city time”.

Wild Goose Chase is the creative problem solving activity that will take teams all around your city and bring them together as a group! This scavenger hunt works for teams as small as 10 up to groups of over 5000 people.

Best for: Large teams

Why this is an effective group problem solving activity: As employees and group members are coming back to the office, there are going to be times that they’re itching to get outside. Wild Goose Chase is the perfect excuse to satisfy the desire to go out-of-office every now and then. Plus, having things to look at and see around the city will get employees talking in ways they never have before.

• Download the Outback app to access the Wild Goose Chase
• Take photos and videos from around the city
• The most successful team at completing challenges on time is the champ!

Learn more here: Wild Goose Chase

11. Human Knot

“for a knotty good time”.

The Human Knot is one of the best icebreaker team building activities! In fact, there’s a decent chance you played it in grade school. It’s fun, silly, and best of all — free!

Why this is an effective group problem solving activity: Participants start in a circle and connect hands with two other people in the group to form a human knot. The team then has to work together and focus on clear communication to unravel the human knot by maneuvering their way out of this hands-on conundrum. But there’s a catch — they can’t let go of each other’s hands in this team building exercise.

• Form a circle
• Tell each person to grab a random hand until all hands are holding another
• They can’t hold anyone’s hand who is directly next to them
• Now they have to get to untangling
• If the chain breaks before everyone is untangled, they have to start over again

Learn more here: Human Knot

12. What Would You Do?

“because it’s fun to imagine”.

What Would You Do? Is the hypothetical question game that gets your team talking and brainstorming about what they’d do in a variety of fun, intriguing, and sometimes, whacky scenarios.

Best for: Distributed teams

Why this is an effective group problem solving activity: After employees or coworkers start talking about their What Would You Do? responses, they won’t be able to stop. That’s what makes this such an incredible team building activity . For example, you could ask questions like “If you could live forever, what would you do with your time?” or “If you never had to sleep, what would you do?”

• In addition to hypothetical questions, you could also give teammates some optional answers to get them started
• After that, let them do the talking — then they’ll be laughing and thinking and dreaming, too!

13. Crossing The River

“quite the conundrum”.

Crossing The River is a river-crossing challenge with one correct answer. Your team gets five essential elements — a chicken, a fox, a rowboat, a woman, and a bag of corn. You see, the woman has a bit of a problem, you tell them. She has to get the fox, the bag of corn, and the chicken to the other side of the river as efficiently as possible.

Why this is an effective group problem solving activity: She has a rowboat, but it can only carry her and one other item at a time. She cannot leave the chicken and the fox alone — for obvious reasons. And she can’t leave the chicken with the corn because it will gobble it right up. So the question for your team is how does the woman get all five elements to the other side of the river safely in this fun activity?

• Form teams of 2 to 5 people
• Each team has to solve the imaginary riddle
• Just make sure that each group understands that the rowboat can only carry one animal and one item at a time; the fox and chicken can’t be alone; and the bag of corn and the chicken cannot be left alone
• Give the verbal instructions for getting everything over to the other side

14. End-Hunger Games

“philanthropic fun”.

Does anything bond people quite like acts of kindness and compassion? The End-Hunger Games will get your team to rally around solving the serious problem of hunger.

Best for: Medium-sized teams

Why this is an effective problem solving group activity: Teams join forces to complete challenges based around non-perishable food items in the End-Hunger Games. Groups can range in size from 25 to more than 2000 people, who will all work together to collect food for the local food bank.

• Split into teams and compete to earn boxes and cans of non-perishable food
• Each team attempts to build the most impressive food item construction
• Donate all of the non-perishable foods to a local food bank

Learn more here: End-Hunger Games

People Also Ask These Questions About Team Building Problem Solving Group Activities

Q: what are some problem solving group activities.

• A: Some problem solving group activities can include riddles, egg drop, reverse pyramid, tallest tower, trivia, and other moderator-led activities.

Q: What kind of skills do group problem solving activities & games improve?

• A: Group problem solving activities and games improve collaboration, leadership, and communication skills.

Q: What are problem solving based team building activities & games?

• A: Problem solving based team building activities and games are activities that challenge teams to work together in order to complete them.

Q: What are some fun free problem solving games for groups?

• A: Some fun free problem solving games for groups are kinesthetic puzzles like the human knot game, which you can read more about in this article. You can also use all sorts of random items like whiteboards, straws, building blocks, sticky notes, blindfolds, rubber bands, and legos to invent a game that will get the whole team involved.

Q: How do I choose the most effective problem solving exercise for my team?

• A: The most effective problem solving exercise for your team is one that will challenge them to be their best selves and expand their creative thinking.

Q: How do I know if my group problem solving activity was successful?

• A: In the short-term, you’ll know if your group problem solving activity was successful because your team will bond over it; however, that should also translate to more productivity in the mid to long-term.

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When you can see on a graph how your approach to solve a complex problem is unique, you can also see how it contributes to and may cause conflict on the team. Use the FourSight Thinking profile to discover your thinking preferences. Then get tools to help you  work better, smarter, faster. Together.

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Assessment Centre Group Exercises: Examples and Tips for Success

Group exercises are an important part of assessment centre events for a wide variety of roles and companies.

Many people find it difficult to perform well in a group, but with the right practice and preparation, you can stand out from the rest and make a strong impression on recruiters.

In this free assessment centre group exercises guide we will show you:

• 3 common types of group exercises you could face at an assessment centre
• 2 real-world assessment centre group exercise examples
• 5 expert tips to help you stand out on the day

You can find our recommended assessment centre group practice exercises here .

What is an assessment centre group exercise?

The group exercise is one of several assessment centre exercises you may have to take part in on your assessment day.

You’ll be placed in a random group of 8-10 candidates and must work together to complete an activity in front of assessors.

The exercise measures your ability to work in a team, contribute, delegate and solve problems.

Each candidate is assessed individually on skills required for the role they are applying for, such as leadership, communication, influence, creativity, problem solving and commercial awareness.

Compared to other assessment centre activities like aptitude tests and interviews , the group exercise tends to be one of the most challenging because of its competitive nature.

You’ll be working with a mixture of personality types, and everyone wants to make a great impression.

Luckily, we’ve got plenty of tips, info and advice to help you approach the group exercise with the right attitude. Keep reading to prep yourself for success!

What to expect at assessment centre group exercises

There are three common types of group exercises you could face at an assessment centre:

• Case study or role play

Where you play out an imaginary scenario to try to overcome its particular challenges and get to an outcome that the majority of the group is happy with.

Where you must discuss and come to a conclusion about a work-related issue. You may also have to present your solution back to the assessors as a group.

A more informal exercise where you discuss a general topic, usually related to news or current affairs.

No matter which type of group activity you take part in, the format will be largely the same.

Before you start the exercise, you’ll get a short amount of time to read the brief.

Everyone in the group will be working with the same general information and scenario, but you’ll usually also be assigned a specific position to take or given some unique extra information to guide your interactions.

Then, you’ll join the other candidates to complete the activity in front of your assessors.

The exercise itself will normally go for about 10-20 minutes.

Assessment centre group exercise examples

Now let’s take a look at some examples of real assessment centre group exercises. Try these at home with some friends – it’s a great way to practise!

Here’s a general case study group exercise from JobTestPrep :

Group Exercise 1

And here’s a more in-depth, business-related group exercise from AssessmentDay :

Group Exercise 2

Get even more examples and the best assessment centre group practice exercises here !

Group exercises top tips video

Have a watch of this video from Career & Skills, these are some top tips from their graduate recruitment team…

5 pro tips to stand out at assessment centre group exercises

#1: contribute but don’t dominate.

It’s very important that you speak up and make your voice heard during the group activity.

Recruiters are assessing your contribution to the group, so if you stay in the background and let others lead the discussion, you won’t get the marks.

But at the same time, no employer is looking for someone who’s loud, overbearing and dominates the conversation.

Make sure everyone is included equally and gets a chance to speak, and if you notice someone sitting quietly and not saying anything, encourage them to contribute.

Be aware of your personality and be mindful of others in the group. If you’re naturally quite shy, or tend to be more aggressive, then you need to adjust your communication style to find a balance between the two.

#2: Follow instructions carefully

Read the brief thoroughly before you start and make sure you’re clear on the instructions. Ask for clarification if you’re unsure about anything.

During the exercise, try not to let the discussion get carried away or off topic.

You’ll want to stay totally on track with the brief you were given, so prioritise what topics or discussion points need to be worked through, and stick to them. Keep the time limit in mind!

#3: Do your research beforehand

Get more marks for your commercial awareness by finding out about the employer and role you’re applying for.

Show that you understand the company, what they do and what they value by using that information during the exercise and relating it to the task at hand.

Assessors are looking for people who not only understand the business and industry, but who also act appropriately for the role.

Make sure you offer suggestions and recommendations that make sense for the company and for its specific business environment.

#4: Don’t be afraid to take the lead

While it’s essential to not dominate the group or boss people around, you should still try to show your leadership skills in natural and positive ways.

For example, offer to keep track of the time at the beginning of the exercise, or proactively include other group members in the conversation by asking them what they think.

This shows you have initiative and don’t mind taking on responsibility, which can make you more memorable to assessors and give you a valuable leg-up over the competition.

#5: Practice, practice, practice!

And of course, the best thing you can do to prepare yourself for your assessment centre group exercise and stand out from the crowd is to practice.

Gather some friends together and work through the group exercise examples above, and then find even more practice exercises here .

You’ll get more confident, calm and comfortable with the exercise, which in turn will help you perform better on the day.

Some more guides to help you succeed…

• Numerical Reasoning: Numerical Reasoning Test Guide: 5 Proven Tips to Succeed
• Verbal Reasoning: Verbal Reasoning Test: What You Need to Know to Pass
• UKCAT: UKCAT Test Guide: 4 Secrets to UKCAT Success 2020
• Watson-Glaser:  Watson-Glaser Test: Everything You Need to Know to Pass
• Mechanical Comprehension:  Mechanical Comprehension Test Guide 2020

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Group Problem Solving

Students are given a problem to solve. This problem can be just about anything from esoteric philosophical issues to mathematics. The goal is to come up with a solution to the problem. In some cases, the solution will be tested and reported on.

Stern, M. (1995).  Visions for a sustainable city: Owings Mills, MD . http://www3.iath.virginia.edu/stern/

Goals and Objectives

The goals of group problem solving are to develop the students ability to solve problems in the given context. Goals can also include building team skills, experience testing solutions, evaluative skills among alternatives, etc. Sample objective statements include:

During and after performing the Group Problem Solving activity, students will…

• develop group problem solving skills,
• interpret facts and propose solutions,
• recognize key facets of a problem situation,
• identify motives creating a problem situation,
• outline a course of action,

…as determined by successfully attending to 80% of rubric items.

Materials and Resources

The instructor must present the students with the problem. This may include access to numerous background materials. The instructor should also provide a group discussion area for each group and clear guidelines on their activities.

Guiding Questions for this Lesson

As with most activities, the guiding question will depend on the purpose. For example, if group skills is the primary purpose, the guiding questions might be how well can students work together to resolve issue x? Another guiding question might be, how effectively can a student group address the given problem?

Lesson Outline and Procedure

• Either pre-select of allow self selection of students into groups. Groups of 3-5 are usually effective in online education activities.
• Present students with the problem to be solved and any background materials needed to begin solving the problem.
• Provide time for group formation. Follow the groups communications very closely at the beginning to make sure that everything starts off well.
• If it is a long process, have the groups submit progress reports.
• Final group solutions may be submitted to the instructor or the class for peer review and comments.
• In some cases, students may test out their solution and report on the results as a stage 2 process to the group problem solving activity.
• Assess both individual and group performance.

Teaching Strategies

• Group work is a fickle fiend in online education. Resources are provided below regarding effectively implementing online group work.
• If groups have already been used in the course, the same groups may be maintained to reduce group formation time.
• Do not present the students with too much information at the beginning. In other words, give them enough to guide them to the solution without actually telling them the solution.
• Use problems that have multiple or complex solutions so as to more effectively make use of group synergy relationships. Easy problems do not require group work.

Accommodations

What accommodations may be needed for students with disabilities or other special needs? The primary accommodation will involve communication changes as needed for those with disabilities to actively and effectively participate in the group activity. Other accommodations may be needed depending on the nature of the problem to be solved.

The time required to complete a group problem solving exercise can very widely. Small groups could be formed in a synchronous session and given 10 minutes to come up with a problem solution. In most cases, for a class activity involving group work, at least 3 days should be given for group formation in an online course. An additional week may be needed for the group to meet and address the problem. 3-5 more days would be needed for the group to compose and submit a problem response. These would be average times that will vary by the needs of the exercise.

Ideas for Lesson Evaluation and Teacher Reflection

How did the students like the lesson? End of semester evaluations should ask about the usefulness and learning accomplished through such activities. Also, the conversation that occurs during the activity will help guage how the students are enjoying various aspects and whether they are learning and/or participating.

Questions the instructor should ask when evaluating the lesson include: Were the students engaged in efficiently working together? Does the solution actually address the problem? Is there creativity in the solution? Is the solution feasible? How quickly did they arrive at a solution?

How was student learning verified? Participation can be assessed in discussion sessions. A rubric can also be set up to help guage the quality of final work.

Sample rubrics for group work available online:

Useful Online References on Group Work in General

• Austin, D., & Mescia, M. D. (n.d.). Strategies to incorporate active learning into online teaching . from http://www.icte.org/T01_Library/T01_245.pdf
• Lopez-Ortiz, B. I., & Lin, L. (2005, February). What makes an online group project work? Students’ perceptions before and after an online collaborative problem/project-based learning (PBL) experience.  International Journal of Instructional Technology and Distance Learning, 2 (2). from  http://www.itdl.org/Journal/Feb_05/article04.htm

A Few Books with Information on Group Work Online

• Harasim, L. (2007). Assessing online collaborative learning: A theory, methodology, and toolset. In B. H. Khan (Ed.). Flexible learning in an information society . pp. 282-293. Hershey, PA: Information Science Publishing.
• Horton, W. (2000). Designing Web-based training . New York: John Wiley & Sons, Inc.
• Ko, S., & Rossen, S. (2001). Teaching online: A practical guide . Boston: Houghton Mifflin Co.
• Nicolay, J. A. (2002). Group assessment in the on-line learning environment. In R. S. Anderson, J. F. Bauer, & B. W. Speck (Eds.).  Assessment strategies for the on-line class: From theory to practice . pp. 43-52. San Francisco: Jossey-Bass Publishers.
• Palloff, R. M., & Pratt, K. (1999). Building learning communities in cyberspace: Effective strategies for the online classroom . San Francisco: Jossey-Bass Publishers.
• Palloff, R. M., & Pratt, K. (2001). Lessons from the cyberspace classroom: The realities fo online teaching . San Francisco: Jossey-Bass Publishers.
• Salmon, G. (2002).  e-tivities: The key to active online learning . London: Kogan Page Limited.

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Learning and Development | 6 Min Read

Eleven most useful assessment center exercises in the virtual era

Table of contents, introduction.

Assessment center activities, also known as assessment center exercises, are a set of interactive tests that help measure key behavioral skills, role-specific aptitude, domain expertise, professional competencies and subjective areas like critical thinking, decision-making, teamwork, etc. These activities are typically conducted in a few hours or days at brick-and-mortar venues (traditional assessment centers), using digital platforms (virtual assessment centers) or a mix of the two.

The format and type of assessment center activities have also changed with the emergence of virtual assessment and development centers (VADCs). Therefore, it is important to keep up with the most interactive and useful ones in assessing candidates remotely. This blog is a compilation of eleven such activities that you can plan, design, customize and conduct with the help of a VADC expert.

Essential assessment center exercises: All you need to know

1. Icebreakers

Icebreakers are fun assessment center activities that help set the ground for interactive and lively evaluation sessions. Employers can use them strategically to observe participants when they are not under pressure by more intense assessment center exercises.

Competencies assessed

• Social and communication skills
• Professional etiquette
• Public speaking
• Individual video introductions
• LIVE informal Q&A
• Interactive virtual games

2. Psychometric assessments

Using psychometrics is a powerful assessment center technique that offers critical insights into participants’ cognitive intelligence and personality. Two kinds of psychometric assessments – aptitude tests and personality tests- are critical to a holistic candidate evaluation.

Aptitude tests

An aptitude test is an evaluation of a person’s cognitive prowess and mental potential. It uncovers candidates’ mental aptitude relevant to job profiles and their ability to succeed in them. It is one of the essential assessment center exercises and can help determine an employee’s ability to upskill, cross-skill and assume leadership roles.

• Observation
• Mental flexibility
• Visual processing
• Logical reasoning
• Numerical ability
• Critical thinking
• Language proficiency
• Data interpretation

Personality tests

Personality tests or behavioral assessment center exercises help employers identify positive and negative traits present in the workforce. They help determine if an individual is suited for a particular profile. These tests help evaluate individuals on relevant competencies innately present in them that help in shaping their overall personality.

• Personal attributes
• Interpersonal skills
• Leadership potential

3. Writing tests

Assessment center activities may also include writing tests , especially in business verticals like marketing, law, health services, etc. Assessment center written exercise examples include writing reports, drafting press releases, letters, emails or even proofreading texts written by someone else.

• Ability to follow etiquette and communicate appropriately (to a client, manager or colleagues)
• Grammar and spelling
• Language comprehension
• Writing style and structure
• Adaptability to writing formats
• Email etiquette

4. Role-plays

In an assessment center roleplay, candidates enact a mock professional scenario. Their response to the situation determines how well they are suited for a certain role/industry. This assessment center exercise is also a great way to prepare employees for high-pressure situations.

• Quick thinking
• Effective communication
• Empathy and ability to influence others in job-relevant situations

Assessment center roleplay example

5. Case studies

As a form of an assessment center activity, case studies are a realistic simulation of strategic problems candidates would likely encounter in their new role. They present the candidates with a series of fictional documents such as company reports or results extracted from some product research. After studying the documents, candidates present their analysis in the form of a presentation or report. This exercise evaluates various approaches to a specific problem and the ability to derive a fruitful/logical outcome.

• Critical thinking skills
• Reasoning and logical thinking
• Analytical ability

Assessment center case study example

6. Group exercises

Group exercise in an assessment center encourages all the participants to work toward a common goal. The purpose of such an exercise is to observe candidates and their abilities to respect, collaborate and engage with other people. There is a brief given and time limit set for this exercise. And participants get the chance to demonstrate vital professional skills and individual qualities.

Assessment center group exercise examples include group discussions and collective problem-solving as a team.

Discussions

In a group discussion, candidates are asked to discuss or debate a topic while the assessors observe the proceedings.

Problem-solving activities

Assessment center group activities present the participants with a set of challenges for which they need to arrive at solutions together.

• Proactive behavior
• Professionalism and influence
• Communication skills
• People skills and flair for social engagement
• Teamwork and collaboration skills
• Problem-solving skills
• Time management

7. Technical assessments

Technical assessments or domain- skills evaluations are specific to job roles and job levels. They help assessors understand how well a candidate is likely to excel in a specific industry or discipline . They also help evaluate how updated the candidates are with the changes occurring in their areas of expertise.

• Domain expertise
• Technical knowledge
• Industry knowledge
• Efficiency in the specific line of work
• Retail assessments
• Blue-collar domain tests
• Call center assessments
• Assessments for law professionals
• Engineering domain tests

8. Inbox exercise

Inbox exercises are simulation tests where candidates receive emails, calls and memos, which they must attend to by prioritizing, organizing and scheduling in a limited time. Candidate responses are recorded, evaluated and marked on relevant competencies.

• Managerial qualities
• Planning and organization

9. Interviews

An assessment center interview takes traditional job interviews to the virtual ecosystem. Assessment center interview questions are chosen to understand the candidate’s industry knowledge, skill level, experience, etc. Results and selection are based on competency-focused interactions among candidates and interviewers.

10. Situational judgment Test

A situational judgment test, also known as an SJT, primarily involves multiple-choice questions for testing a candidate’s ability to deal with real-life work-related situations. SJTs are a cost-effective and powerful assessment center activity for selecting capable professionals who can perform well in specific roles.

• Behavioral tendencies
• Decision-making skills
• Logical thinking ability

11. Presentations

A presentation exercise in a virtual assessment center is a highly interactive session that offers critical insights into participants’ expertise, experience and key professional competencies.

There are two major ways of administering a presentation exercise in various types of assessment centers:

Planned presentations

For planned presentations, candidates receive a topic on which they can prepare and present. To simulate real-world scenarios, assessors may sometimes demand last-minute changes or additions in a presentation.

Spot presentations

This twist in a typical presentation exercise is a great way of testing a candidate’s spontaneity and ability to cope with surprises. For spot presentations, assessors provide the candidates with a ready-to-use deck. The candidates are then expected to study and analyze the given information, draw conclusions and present their thoughts in an organized, logical manner.

Alternatively, assessors may also come up with a random topic on which the candidates are required to make a presentation using limited resources and a brief preparation time.

• Oral communication
• Ability to deal with repeated questioning
• Organization and planning
• Professional style
• Ability to perform under pressure

Assessment center activities test what candidates can do and not just what they know. Properly designed and administered virtual assessment center exercises are also highly reliable tools for evaluating managerial and administrative potential. These activities are crucial for identifying high-potential candidates and employees with strong leadership and managerial skills with great predictive validity.

Originally published December 13 2021, Updated December 13 2021

D'ipanjenah Ali

About this topic.

Assessment Center Development Center

Assessment Center Development Center, commonly known as ACDC, is a comprehensive tool used by organizations to evaluate prospective or current employees for workforce management and planning. ACDCs can be implemented virtually, physically, or in a blended format, using a suite of assessment tools.

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How to Assess Group Projects: It’s About Content and Teamwork

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Group work is a time-tested strategy in many classrooms, but educators are starting to rethink how to evaluate these projects not just on the content students learn, but the skills they hone to work in teams as adults.

Collaborative problem-solving—the ability to work with others on new and complex problems—is one of the most highly sought-after skills by employers. It’s required under both the common-core math and reading standards and the Next Generation Science Standards. But it’s also notoriously tricky to pull off a project that builds both students’ cognitive and social skills as they meet content standards.

“As teachers, we assume students know how to collaborate,” said Diana Lowe, a curriculum director for math and science in the Texarkana, Ark., school district, which adopted project-based learning as part of its own shift to the Common Core State Standards.

In practice, though, Texarkana educators found group projects often foundered—not because students didn’t understand the content, but because they couldn’t work together successfully. The district has been working with the Buck Institute for Education, a nonprofit which provides teacher training on implementing project-based learning, to integrate both content and teamwork skills into assessing their group projects.

“Part of what makes it risky to launch collaborative problem-solving projects for a teacher is there’s a lack of research on how to set up contexts for problems,” said Art Graesser, a psychology professor at the University of Memphis in Tennessee who studies collaborative learning and problem-solving. “Emotions can be involved; the kids might fight over who gets to do what and ... have conflict because part of the construct is to try to get different people’s perspectives.”

Breaking Down Skills

In 2017, the Program for International Student Assessment released the first worldwide test of students’ collaborative problem-solving skills. U.S. 15-year-olds scored in the top 15 of the 52 participating countries, but fewer than 10 percent had strong collaboration skills. On average, U.S. students knew how to volunteer information or ask for clarification in a group, but they were less likely to be able to handle complex problems, mediate group conflicts, or evaluate the quality of their teammates’ work.

What Is Teamwork? PISA Parses Out the Skills

The Program for International Student Assessment, or PISA, evaluates a dozen different aspects of collaboration for 15-year-olds across the globe. U.S. students have proven more adept at such group problem-solving than the international average, but girls outperformed boys in every country.

Here’s a breakdown of what that involves:

1. Understanding roles to solve the problem 2. Monitoring and repairing the shared understanding 3. Discovering the type of collaborative interaction to solve the problem, along with goals 4. Identifying and describing tasks to be repeated 5. Monitoring results of actions and evaluating success in solving the problem 6. Enacting plans 7. Discovering perspectives and abilities of team members 8. Building a shared representation and negotiating the meaning of the problem 9. Describing roles and team organization 10. Following rules of engagement 11. Communicating with team members about the actions to be/being performed 12. Monitoring, providing feedback, and adapting the team organization and roles

Source: Organization for Economic Cooperation and Development

“Employers are asking us for specific things that kids can do ... to be able to solve problems on the road, to communicate well with each other,” said William Brazier, the professional-learning supervisor for the Loudoun County, Va., district, which launched a districtwide project-based and group-learning initiative in 2014. “Previously, the question was, ‘What information do I need to know for a test?’ Now that question is, ‘What work do I have to produce that will actually have an application in the world that makes collaboration much more important?”

More-typical group projects, such as science labs, don’t necessarily boost students’ collaboration skills. In fact, students who spent the most time doing practical experiments in science class performed 31 points lower on average on PISA’s collaborative problem-solving test than students who rarely did so.

That may be because group projects in which the answer is already known can make it easier for individual students to slack off, according to Graesser.

He recommended teachers instead set up problems in which students with different skill sets must come together to solve a new problem and produce something. “It’s very visible when you create something. Each person has to do their part or else it doesn’t work,” Graesser said.

The Loudoun district now requires its teachers to explicitly teach students collaboration skills as part of introducing project-based learning and has students develop “contracts” laying out roles and agreeing to rules to guide discussions, such as active listening.

“What we think is needed is not simply assessing the teamwork, but it is training, practice, and feedback,” said Stephen Fiore, director of the Cognitive Sciences Laboratory and team cognition researcher at the University of Central Florida. Research has shown that people in teams taught how to distribute expertise and evaluate what they are discussing, such as the pros and cons of the solutions they develop have been found to produce the best work, Fiore said.

For teachers, that means the process of assessing group projects should include “explicitly quizzing [students] on whether they know what their team members are doing,” Fiore said. “When we look at the kinds of teamwork processes, we would break it down into: How well are they sharing information? How well do they recognize the roles the team members are taking on? Are they trying to meet the goals that the team has identified? How well are they addressing any conflict?”

Building Trust

Teachers in the Texarkana district mapped out both individual benchmarks for content in each project and a “soft-skills rubric,” which they use to monitor students’ communication, creativity, and teamwork over the course of group projects.

“Even though you’re still measuring students’ individual progress toward the content standards, those soft-skill rubrics do give you a way to look at a team assessment that is not based on the student’s content knowledge,” said Rachel Scott, the director of the magnet program for the Texarkana district.

Teachers build up students’ skills in areas like listening, assigning roles, and monitoring each others’ work in short, low-stakes group activities before moving to major group projects, Texarkana’s Lowe said.

“It’s important as a teacher to establish a [collaborative] culture ... so that students develop some trust and appreciation for each other’s abilities and skill sets,” Lowe said. “It sets the tone for them being able to do more with their projects and teams.”

Renee Dooly, a 1st grade teacher at Chico Country Day School, a project-based charter school in Chico, Calif., said she builds in time for class reflections after group projects.

“Kids will be very honest,” Dooly said. “This year’s class ... they do have a hard time working together, but they are very good about saying, ‘Oh, this went well because we all had a turn to talk,’ or ‘This didn’t go well because so-and-so wouldn’t participate.’ ”

Emerging technology may also make it easier for teachers to assess students’ collaboration skills, by allowing teachers to track students’ participation in online planning discussions or edits to group projects.

Dooly said group projects allow students who struggle on traditional tests to show their academic strengths while also getting more support from their partners. For example, in an internal study of eight charter schools in Minnesota and Wisconsin, the EdVisions school network found students’ stronger scores on an assessment of collaboration skills were associated with better math and reading performance.

“You’re also going to have some kids who may not be able to perform at the 1st grade [level] work, but they really are putting the most effort into some part of the group project,” Dooly said. “Group work [becomes] a strength area for them.”

A version of this article appeared in the February 06, 2019 edition of Education Week as How to Assess Group Projects: It’s About Content and Teamwork

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   Home » Articles & News » Assessment centre tips for problem solving group exercises

Assessment centre tips for problem solving group exercises

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Find out how to handle group assessment problem solving exercises with flair. Be the candidate recruiters are looking for!

These days, job interviews for multiple vacancies (like apprenticeships) often take place in small groups at assessment centres. How do you shine in their group problem solving exercises?

• Your problem: You want to do well in group assessment exercises
• Your solution: Check out the tips below!

When you attend a group assessment for a job or opportunity, you’ll often get asked to take part in a group exercise. This exercise is often run on a theme of a work-based problem that needs a solution.

You won’t know the problem in advance, but there are certain ways to tackle that problem and help you shine as a candidate!

What kind of group exercises might you get at an assessment centre?

They can usually be broken down into three types:

1. ‘Getting to know you’

You might get a group exercise to help break the ice and get to know each other as candidates. You will probably get asked to do something fun and quite relaxed that involves team building, like building a tower out of newspapers or making a box that will keep an egg safe if it’s dropped on the ground.

2. Discussion

You might get asked to have a kind of conference or discussion as a group about a work issue, putting the world to rights like a mini United Nations. You might all get asked to lead the discussion in turn, or there might be no leader in the discussion.

3. Role play

We don’t mean dressing up as Wolverine or Sailor Moon at comic and cosplay conventions. You might get briefed to play a certain kind of character – basically yourself, but in a certain work situation. Then you’ll get to act out a work situation together, either with each other or with an assessor.

Assessment group exercises all involve problem solving, as you can see. They also involve other Young Professional skills like communication, teamwork, self-belief and self-management.

In a group exercise, it’s not just about figuring out a problem. It’s about how you figure out a problem, especially when working with others. The assessor wants to know if you have a can-do attitude, and if you can work with others.

Assessment centre group exercise tips

• Actively contribute ideas and actions
• Don’t criticise or interrupt others. Disagree with something and want to have your say? A polite way to do it is to say “another approach might be…”
• Stay calm. It’s okay. This is an assessment, but it’s also fun. See the positive side.
• Make sure you understand the brief. If you’re given something to read, read it several times. You won’t look bad if you ask questions to clear up a point – especially if they are questions where the answers might benefit the whole group!
• Feeling like your ideas aren’t getting heard? Try getting yourself smoothly into the conversation by saying something like “I agree, and would also like to add…”
• Aim to work quickly and with purpose. If you’re not actively doing anything, think about next steps and smart ways to find solutions to whatever problem you are giving. Solutions take thinking ahead, communicating, listening and experimenting.

Good luck! Have fun in the group assessment, do your best and stay fresh!

FINAL THOUGHTS: Don’t wear jeans to a group assessment. We just chose this photo because everyone looked nicely relaxed! If interview clothes are something you are not sure about, always go with an interview suit or smart casual…

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BUS403: Negotiations and Conflict Management

Problem-Solving and Decision-Making in Groups

This text summarizes common characteristics of problems and the five steps in group problem-solving. The reading describes brainstorming and discussions that should occur before group decision-making, compares and contrasts decision-making techniques, and explores various influences on decision-making. The section "Getting Competent" emphasizes the need for leaders and managers to delegate tasks and responsibilities as they identify specialized skills among their teams and employees.

Group Problem-Solving Process

Group problem-solving can be a confusing puzzle unless it is approached systematically.

There are several variations of similar problem-solving models based on American scholar John Dewey's reflective thinking process. As you read through the steps in the process, think about how you can apply what we learned regarding the general and specific elements of problems. Some of the following steps are straightforward, and they are things we would logically do when faced with a problem.

However, taking a deliberate and systematic approach to problem-solving has been shown to benefit group functioning and performance. A deliberate approach is especially beneficial for groups that do not have an established history of working together and will only be able to meet occasionally.

Although a group should attend to each step of the process, group leaders or other group members who facilitate problem-solving should be cautious not to dogmatically follow each element of the process or force a group along. Such a lack of flexibility could limit group member input and negatively affect cohesion and climate.

Step 1: Define the Problem

Define the problem by considering the three elements shared by every problem: the current undesirable situation, the goal or more desirable situation, and obstacles. At this stage, group members share what they know about the current situation, without proposing solutions or evaluating the information.

Here are some good questions to ask during this stage: What is the current difficulty? How did we come to know that the difficulty exists? Who/what is involved? Why is it meaningful/urgent/important? What have the effects been so far? What, if any, elements of the difficulty require clarification?

At the end of this stage, the group should be able to compose a single sentence that summarizes the problem called a problem statement . Avoid wording in the problem statement or question that hints at potential solutions. A small group formed to investigate ethical violations of city officials could use the following problem statement: "Our state does not currently have a mechanism for citizens to report suspected ethical violations by city officials".

Step 2: Analyze the Problem

During this step a group should analyze the problem and the group's relationship to the problem. Whereas the first step involved exploring the "what" related to the problem, this step focuses on the "why." At this stage, group members can discuss the potential causes of the difficulty. Group members may also want to begin setting an agenda or timeline for the group's problem-solving process, looking forward to the other steps.

To fully analyze the problem, the group can discuss the five common problem variables discussed before. Here are two examples of questions that the group formed to address ethics violations might ask: Why doesn't our city have an ethics reporting mechanism? Do cities of similar size have such a mechanism? Once the problem has been analyzed, the group can pose a problem question that will guide the group as it generates possible solutions. "How can citizens report suspected ethical violations of city officials and how will such reports be processed and addressed?" As you can see, the problem question is more complex than the problem statement, since the group has moved on to more in-depth discussion of the problem during step 2.

Step 3: Generate Possible Solutions

During this step, group members generate possible solutions to the problem. Again, solutions should not be evaluated at this point, only proposed and clarified. The question should be, "What could we do to address this problem?" not "What should we do to address it?" It is perfectly OK for a group member to question another person's idea by asking something like "What do you mean?" or "Could you explain your reasoning more?"

Discussions at this stage may reveal a need to return to previous steps to better define or more fully analyze a problem. Since many problems are multifaceted, group members must generate solutions for each part of the problem separately, ensuring multiple solutions for each part. Stopping the solution-generating process prematurely can lead to groupthink. For the problem question previously posed, the group would need to generate solutions for all three parts of the problem included in the question.

Possible solutions for the first part of the problem (how can citizens report ethical violations?) may include an "online reporting system, email, in-person, anonymously, on-the-record," and so on.

Possible solutions for the second part of the problem (how will reports be processed?) may include "daily by a newly appointed ethics officer, weekly by a nonpartisan nongovernment employee," and so on. Possible solutions for the third part of the problem (how will reports be addressed?) may include "by a newly appointed ethics commission, by the accused's supervisor, by the city manager," and so on.

Step 4: Evaluate Solutions

During this step, solutions can be critically evaluated based on their credibility, completeness, and worth. Once the potential solutions have been narrowed based on more obvious differences in relevance and/or merit, the group should analyze each solution based on its potential effects – especially negative effects. Groups that are required to report the rationale for their decision or whose decisions may be subject to public scrutiny would be wise to make a set list of criteria for evaluating each solution. Additionally, solutions can be evaluated based on how well they fit with the group's charge and the group's abilities.

To do this, group members may ask, "Does this solution live up to the original purpose or mission of the group?" "Can the solution be implemented with our current resources and connections?" and "How will this solution be supported, funded, enforced, and assessed?" Secondary tensions and substantive conflict, two concepts discussed earlier, emerge during this step of problem-solving, and group members will need to employ effective critical thinking and listening skills. Decision-making is part of the larger problem-solving process, and it plays a prominent role in this step. While there are several fairly similar models for problem-solving, there are many varied decision-making techniques that groups can use.

For example, to narrow the proposed solutions, group members may decide by majority vote, by weighing the pros and cons, or by discussing them until a consensus is reached. There are also more complex decision-making models like the "six hats method," which we will discuss later. Once the final decision is reached, the group leader or facilitator should confirm that the group is in agreement. It may be beneficial to let the group break for a while or even to delay the final decision until a later meeting to allow people time to evaluate it outside of the group context.

Step 5: Implement and Assess the Solution

Implementing the solution requires some advanced planning, and it should not be rushed unless the group is operating under strict time restraints or delay may lead to some kind of harm. Although some solutions can be implemented immediately, others may take days, months, or years. As was noted earlier, it may be beneficial for groups to poll those affected by the solution to their opinion or even to do a pilot test to observe the solution's effectiveness and how people react to it.

Before implementation, groups should also determine how and when they would assess the solution's effectiveness by asking, "How will we know if the solution is working?" Since solution assessment will vary based on whether or not the group is disbanded, groups should also consider the following questions: If the group disbands after implementation, who will be responsible for assessing the solution? If the solution fails, will the same group reconvene or will a new group be formed?

Once a solution has been reached and the group has the "green light" to implement it, it should proceed deliberately and cautiously, making sure to consider possible consequences and address them as needed. Certain elements of the solution may need to be delegated to various people inside and outside the group. Group members may also be assigned to implement a particular part of the solution based on their role in the decision-making or because it connects to their expertise. Likewise, group members may be tasked with publicizing the solution or "selling" it to a particular group of stakeholders. Last, the group should consider its future. In some cases, the group will get to decide if it will stay together and continue working on other tasks or if it will disband. In other cases, outside forces determine the group's fate.

Getting Competent

Giving a group presentation requires that individual group members and the group solve many problems and make many decisions. Although having more people involved in a presentation increases logistical difficulties and has the potential to create more conflict, a well-prepared and well-delivered group presentation can be more engaging and effective than a typical presentation.

The main problems facing a group giving a presentation are (1) dividing responsibilities, (2) coordinating schedules and time management, and (3) working out the logistics of the presentation delivery.

Regarding dividing responsibilities, assigning individual work at the first meeting and then trying to fit it all together before the presentation (which is what many college students do when faced with a group project) is not the recommended method. Integrating content and visual aids created by several different people into a seamless final product takes time and effort, and the person "stuck" with this job at the end usually ends up developing some resentment toward his or her group members.

While it is OK for group members to work independently outside of group meetings, spend time working together to help set up some standards for content and formatting expectations that will help make later integration of work easier. Taking the time to complete one part of the presentation together can help set those standards for later individual work.

Discuss the roles various group members will play openly to avoid role confusion. There could be one point person for keeping track of the group's progress and schedule, one point person for communication, one point person for content integration, one point person for visual aids, and so on. Each person shouldn't do all that work on his or her own but help focus the group's attention on his or her specific area during group meetings.

Scheduling group meetings is one of the most challenging problems groups face, given people's busy lives. From the beginning, it should be communicated that the group needs to spend considerable time in face-to-face meetings. Group members should know they may have to sacrifice occasionally to attend. Especially important is the commitment to scheduling time to rehearse the presentation. Consider creating a contract of group guidelines that includes expectations for meeting attendance to increase group members' commitment.

Group presentations require members to navigate many logistics of their presentation. While it may be easier for a group to assign each member to create a five-minute segment and then transition from one person to the next, this is not the most engaging method. Creating a master presentation and assigning individual speakers creates a more fluid and dynamic presentation. It allows everyone to become familiar with the content, which can help if a person does not show up to present and during the question-and-answer section.

Once the presentation's content is complete, figure out introductions, transitions, visual aids, and the use of time and space. In terms of introductions, figure out if one person will introduce all the speakers at the beginning, if speakers will introduce themselves at the beginning, or if introductions will occur as the presentation progresses. In terms of transitions, make sure each person has included in his or her speaking notes when presentation duties switch from one person to the next. 

Visual aids can potentially cause hiccups in a group presentation if they aren't fluidly integrated. Practicing visual aids and having one person control them may help prevent this. Know how long your presentation is and know how you're going to use the space. Presenters should know how long the whole presentation should be and how long each segment should be so that everyone can share the responsibility of keeping time. Also consider the size and layout of the presentation space. You don't want presenters huddled in a corner until it's their turn to speak or trapped behind furniture when their turn comes around.

Of the three main problems facing group presenters, which do you think is the most challenging and why?

• Why do you think people tasked with a group presentation (especially students) prefer to divide the parts and have members work on them independently before coming back together and integrating each part?
• What problems emerge from this method? In what ways might developing a master presentation and then assigning parts to different speakers be better than the more divided method? What are the drawbacks to the master presentation method?

10 Best Problem-Solving Therapy Worksheets & Activities

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

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

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

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

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

This Article Contains:

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

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

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

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

Can it help with depression?

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

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

The major concepts

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

PST is based on two overlapping models:

Social problem-solving model

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

The model includes three central concepts:

• Social problem-solving
• The problem
• The solution

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

Relational problem-solving model

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

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

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

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

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

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

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

Problem-solving therapy – Baycrest

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

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

Is PPT appropriate?

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

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

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

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

Five problem-solving steps

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

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

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

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

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Positive self-statements

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

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

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

5 Worksheets and workbooks

Problem-solving self-monitoring form.

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

Ask the client to complete the following:

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

Reactions to Stress

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

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

What Are Your Unique Triggers?

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

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

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

Problem-Solving worksheet

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

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

Getting the Facts

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

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

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

2 Helpful Group Activities

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

Generating Alternative Solutions and Better Decision-Making

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

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

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

Visualization

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

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

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

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

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

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

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

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

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

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

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

Find the book on Amazon .

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

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

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

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

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

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

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

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

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

17 Top-Rated Positive Psychology Exercises for Practitioners

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

Created by Experts. 100% Science-based.

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

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

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

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

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

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

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

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The AI-Powered Talent Assessment Tool – See Testlify in action

The ai-powered talent assessment tool – view demo, choosing a problem-solving skills assessment: how and why.

Choosing the right problem-solving skills assessment is more than just a hiring step; it’s an investment in your team’s future. In a survey by the World Economic Forum , problem-solving was ranked as one of the top skills needed in the 2020s workforce. This blog will guide you through the essentials of selecting an assessment that effectively measures this critical skill, ensuring your candidates are equipped to tackle challenges creatively and efficiently in today’s dynamic work environment .

Understanding the importance of problem-solving skills in the workplace

It’s not just about fixing what’s broken but about navigating through challenges and finding innovative solutions. This skill is essential for almost every job, from a manager figuring out how to improve team performance to an IT specialist resolving system glitches.

Now, here’s where a skills assessment becomes a game-changer. Companies can spot the superheroes in their team by using a skills assessment designed to gauge problem-solving abilities . It’s like having a special lens to see who’s really good at untangling complex situations and who might need a bit more training.

Imagine you’re a coach picking players for a puzzle-solving contest. You’d want people who can think quickly, adapt to new problems, and come up with clever solutions, right? That’s what this skills assessment does – it helps identify the employees who can do just that.

So, why does this matter? Well, employees who excel at problem-solving are often the ones driving innovation and efficiency within an organization. They’re the ones who keep things running smoothly, come up with fresh ideas, and help the company adapt and thrive, no matter what challenges come their way.

Criteria for selecting a problem-solving skills assessment

Choosing the right skills assessment for problem-solving is a bit like picking the perfect tool for a job. You want something that fits just right and really gets the job done. When it comes to problem-solving assessments, there are a few key things to look out for.

First, think about what makes an effective assessment. It should be challenging enough to really test someone’s skills but not so tough that it’s discouraging. It’s like a puzzle that’s fun yet makes you think. The assessment should cover different types of problems – some that need quick thinking and others that require deep analysis.

Next, consider the variety of assessments available. You’ve got simulations that put people in real-world scenarios, case studies that make them think through complex situations, and logical reasoning tests that check how well they can think on their feet. Each type has its own way of shining a light on a person’s problem-solving skills.

Remember, the goal is to find a skills assessment that tests problem-solving abilities and feels relevant to the jobs you’re hiring for. It’s about finding that sweet spot where the assessment reflects the challenges employees will face in their roles. This way, you get a clear picture of how well they’ll tackle real-life problems in the workplace.

Aligning assessment with business goals and job requirements

When it comes to finding the right skills assessment for problem-solving , it’s like matching puzzle pieces to the bigger picture of your business. You want to make sure the assessment fits not just the job but also your company’s goals and values.

First, let’s talk about tailoring the assessment to specific job roles. Imagine you’re hiring a project manager. Their problem-solving assessment might focus on handling project delays or managing team conflicts. On the other hand, if you’re hiring a software developer, their assessment might be more about troubleshooting coding issues or optimizing algorithms.

Now, think about your company’s unique culture and values. Your ideal skills assessment should reflect these too. For instance, if creativity is a big deal at your company, include problem-solving scenarios that require out-of-the-box thinking. If teamwork is key, consider assessments that evaluate how well a person collaborates to solve problems.

In short, the assessment should mirror the challenges an employee will face in their role and the qualities your company cherishes. This way, you’re more likely to find candidates who are skilled and a great fit for your business culture.

Implementing the assessment: Best practices

Introducing a new skills assessment into your hiring process is a bit like adding a new recipe to your cookbook. You want to make sure it blends well with your existing ingredients and enhances the overall flavor. Here are some tips to smoothly integrate a problem-solving skills assessment into your hiring process.

First, plan out how the assessment will fit into your existing hiring stages. It’s like figuring out the right time to add a spice to a dish. Decide whether the assessment should come early to screen candidates or later as a deeper evaluation. Ensure it complements other steps like interviews or group activities.

Next, focus on fairness and objectivity. This is crucial. The assessment should be the same for every candidate to ensure a level playing field. Think of it as following a recipe to the letter – every candidate gets the same ingredients and instructions. This way, you’re judging everyone by the same standards.

Remember, clear communication is key. Inform candidates about what to expect from the assessment. It’s like giving diners a menu; they should know what they’re in for. This helps reduce anxiety and allows candidates to perform at their best.

By following these steps, you can ensure your problem-solving skills assessment not only identifies the most capable candidates but also enhances your overall hiring process.

Analyzing and utilizing assessment results

After conducting a problem-solving skills assessment, it’s like having a treasure trove of information about your candidates. Now, it’s time to dive in and make sense of these valuable insights.

First up, analyzing the results. Think of it like reading a map that guides you to the right candidates. Look for patterns and standout performances. Did some candidates excel in creative problem-solving while others shone in logical reasoning? This helps you understand not just who is good, but also how they’re good at solving problems.

But it’s not just about who you hire. These assessment results can be a goldmine for your team’s development too. Maybe you’ll spot areas where many candidates struggled. This could indicate a skill gap in your existing team and highlight areas for training and growth.

Finally, use these insights to enhance your hiring and training processes. It’s like fine-tuning a machine; with each assessment, you learn more about what makes a great problem-solver for your company. This way, you can continuously improve the skills assessment to better match your company’s evolving needs.

In short, the results from your problem-solving skills assessment aren’t just a one-time thing. They’re a resource for making smarter hiring decisions and for guiding ongoing employee development.

In summary, choosing the proper problem-solving skills assessment is key to unlocking the potential of your workforce. It’s not just about finding candidates who can think independently but about fostering a culture of innovative problem-solving that propels your organization forward. By prioritizing these assessments, you invest in individuals who can navigate complex challenges, drive change, and contribute to your business’s overall success and resilience.

Choose Testlify as your new remote assessment tool and assess your candidates quickly. Sign up now with Testlify and check out the vast test library.

Frequently asked questions (FAQs)

A problem-solving skills assessment is a tool used in hiring to evaluate a candidate’s ability to handle challenges and find solutions in work-related scenarios.

These assessments help identify candidates with strong analytical and creative thinking skills, crucial for navigating workplace challenges effectively.

By matching assessment challenges to real job scenarios, businesses can ensure candidates possess skills that align with their specific goals and needs.

Key practices include integrating the assessment smoothly into the hiring process, ensuring fairness, and clearly communicating its purpose to candidates.

Results are used for making informed hiring decisions and identifying skill gaps for employee training, enhancing overall team performance.

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Unix System Engineer – Advanced

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Billing – Intermediate level

This assessment gauges intermediate billing skills, emphasizing dispute resolution, advanced customer service, and financial reporting.

Billing – Entry Level

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Invoicing – Intermediate level

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Invoicing – Entry Level

This assessment evaluates basic invoicing skills, including billing accuracy, client communication, and data entry.

Attention to Detail-Visual

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Organizing skills

The Organizing Skill Hiring Assessment evaluates a candidate’s ability to effectively manage and organize resources, identifying their organizational capabilities.

Motivational Traits

The Motivational Traits Test offers deep insights into candidates’ intrinsic motivations, enhancing hiring by ensuring alignment with organizational goals.

Email Marketing Specialist

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This assessment explores SharePoint, a Microsoft Office-integrated platform for document sharing, management, and storage.

SharePoint Online (Office 365 SharePoint)

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PowerShell Scripting for Applications

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Leadership Style

The Leadership Style Test offers a concise evaluation of a candidate’s leadership potential, identifying key attributes like decision-making, motivation, and adaptability.

Oracle DBA – GoldenGate

Oracle GoldenGate is a comprehensive software package for real-time data integration and replication in heterogeneous IT environments.

Oracle DBA – Data Guard

Oracle Data Guard provides data protection and disaster recovery for Oracle databases. It ensures high availability through real-time data replication and failover capabilities.

Frontend Developer (Enhanced)

Frontend Developer (Enhanced) specializes in advanced UI/UX design, proficient in latest web technologies for optimal interactive experiences.

GBV – Gender Based Violence

The GBV test evaluates candidates’ awareness and approach to gender-based violence, ensuring hires promote a safe, respectful workplace, thereby enhancing organizational culture and commitment.

Global Mindset

The Global Mindset Test identifies candidates adept at navigating cross-cultural interactions, enhancing hiring by pinpointing individuals with adaptability, communication, and strategic thinking.

Digital Literacy

The Digital Literacy test evaluates candidates’ digital skills, including computer literacy, cybersecurity awareness, and software proficiency, aiding in hiring decisions for tech-driven workplaces.

Business Acumen

The Business Acumen test evaluates candidates’ strategic and operational understanding, aiding in hiring individuals with the ability to drive business success and make informed decisions.

Learning Agility

The Learning Agility Test assesses a candidate’s ability to learn from experiences and apply knowledge in unfamiliar situations, enhancing hiring by identifying individuals.

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The self-management test assesses candidates’ ability to effectively organize, motivate, and regulate themselves, enhancing hiring decisions by identifying individuals with high autonomy.

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The entrepreneurial thinking test identifies candidates with the mindset to innovate and lead. It benefits hiring by pinpointing individuals capable of driving growth and managing risks.

Risk Assessment

The risk assessment test evaluates candidates’ ability to identify, evaluate, and mitigate risks, enhancing hiring decisions by ensuring prospective hires possess critical risk management skills.

Compliance and Governance

The Compliance and Governance test identifies candidates proficient in regulatory standards and ethical practices, enhancing hiring accuracy and safeguarding organizational integrity.

Visionary Leadership

The Visionary Leadership test identifies future-focused leaders, assesses strategic thinking and innovation, enhances hiring decisions, and drives organizational growth.

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Extensible markup language XML

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SIG Quantitative Evaluation – Full Guide and Practice [2024]

A quick yet challenging math test covering 4 main topics, used for screening sig candidates..

The SIG Quantitative Evaluation Assessment is a 20-minutes mathematical knowledge test used to screen candidates applying for quantitative trading position with SIG.

The following will provide you with exact details on the SIG test structure and content, including free practice and expert tips.

Basic Details

• Test Overview
• Test Invitation

Test Interface

Free practice.

Test geek and founder of Aptitude-Test-Prep.com

What Is the SIG Online Assessment?

The Susquehanna International Group (SIG) Quantitative Evaluation, is a brief test assessing your mathematical knowledge and problem-solving skills. It is one of the three major pre-employment assessments used by SIG, alongside the SIG Problem Solving Assessment and the SIG Capital Markets Assessment .

The Quantitative Evaluation test is provided by test proviuder Mettl and contains 16 questions . The overall time to complete the test is 20 minutes .

The evaluation covers 4 main topics. Further below we dive deeper into each of them, with sample questions included:

• Probability and Combinatorics

Let’s break down the various topics, with a sample questin of each.

Test Structure and Question Format

The 16 questions of the SIG Quantitative Evaluation can be divided into 4 categories, described below. The difficulty level of the questions varies during the test, and it constitutes of both simple and challenging questions.

Type #1 – Arithmetic

This type of question is usually the simplest in the assessment, and contains a basic mathematical drill that most experienced candidates can easily solve. The challenge here is that the questions are often intentionally tricky.

However, you are likely to come by at least one highly creative arithmetic question – see an example in the Free Practice section.

Sample Question

Alice and Bob played a number of card games. Each placed a $2 bet on each game. Bob won five games, but overall, lost $4. How many games did Alice and Bob play?

You may find the answer and explanation to this question, alongside additional sample questions from the SIG Quantitative Evaluation in the Free Practice  section.

Type #2 – Probability and Combinatorics

This is the most common type of question in the assessment. These questions may be strictly about probability or combinatorics, but very often, they will combine the two. Throughout the assessment, these questions greatly vary in difficulty, from very easy to quite challenging.

You roll 4 dice. What is the probability that at least three dice show the same number?

It is extremely challenging to solve all 16 questions within the given time frame, and you shouldn’t try to. Focus on solving as many as you can, and if you spend too much time on a particular question, give your best answer and move on.

Type #3 – Geometry

This type of question is aimed less to assess your understanding of geometry, rather your ability to solve problems creatively.

What is the diameter (d) of the circle?

Type #4 – Logic

This type of question will normally appear only once or twice in the assessment. No mathematical knowledge is required to solve this type of question.

Five managers are seated around a round table.

• The CEO does not sit next to the CFO or the Head of Marketing.
• The CFO does not sit next to the HR Manager.
• The COO does not sit next to the Head of Marketing or the HR Manager.
• The COO is sitting to the left of the CFO.

Who is sitting to the left of the Head of Marketing?

Head over to the Free Practice section to try some questions for yourself.

The SIG Test Invitation

The test invitation is actually split into 2:

The SIG Invitation

• The Mettl (test provider) invitation.

Once you have passed the initial resume stage, you will get a test invitation from SIG, with some basic information about the test.

Here are the major things to consider:

• The assessment is held by a third-party testing company named Mettl .
• The invitation from SIG will not include a test link . That will be sent separately, directly from Mettl.
• You may use a pen, paper, and calculator , but no additional source.
• Do NOT try to cheat! If you navigate out of the testing window or open a new tab, your assessment will be instantly stopped.
• You have 7 days to complete the assessment.

The Mettl Invitation

The second email you will receive is from Mettl, the test provider. That is a very simple notification, containing a link to the test itself and a prerequisite system compatibility check.

Here is an illustration of how the SIG Quantitative Evaluation testing screen generally looks like:

Several things to note:

• The test instructions will state that the sections are “untimed”, but that only means that the time limit is for the overall test , and not for any particular section.
• Once you have started, you cannot pause the assessment in any way.
• Although “Next” and “Previous” arrows will appear on-screen, you CANNOT skip questions or move between them .
• Although a “Review for Later” button will appear on-screen, you CANNOT mark a question for later review .

This free practice contains 6 sample questions and answers , covering all question categories of the SIG Quantitative Evaluation.

These are intended to give you a feeling for the test’s world of content and level of difficulty. The recommended solving time is 7.5 minutes .

John is flipping a fair coin 5 times. What is the probability of getting the exact sequence Heads, Tails, Tails, Heads, Heads?

Answer and Explanation

The correct answer is 1/32 .

The chance of getting heads or tails is similar across all flips and equals 1/2.

Therefore, the probability of getting any specific sequence of 5 flips is (1/2) 5 = 1/32.

The correct answer is 12 .

This is a good example of a simple yet tricky question. Even experienced candidates are prone to solving such a question casually and carelessly.

• Games Bob won: 5 – earned $10
• Total sum earned by Bob: -$4

We’ll denote the number of games lost as L:

10 + L x (-2) = -4

This means that there were 7 games in which Bob lost, so overall, 5 + 7 = 12.

The correct answer is the CFO .

Since the table is round, we can start by placing anyone around it. Let’s start with the CFO and COO, as we have the most accurate information about them.

Neither the COO or CFO sits next to the HR Manager.

The COO does not sit next to the Head of Marketing.

The remaining seat belongs to the CEO, naturally.

The CFO is sitting left to the Head of Marketing.

The correct answer is 9.72% .

The total number of possible rolls in the dice is 6 4 = 1,296.

The number of options for three dice showing the same number is 6 x 5 x 4C3 = 120 [6 options for the number that appears three times, 5 options for the number that appears once, and 4C3 options for the three dice on which the two similar numbers will show].

The number of options for all four dice showing the same number is 6 x 4C4 = 6. This is quite intuitive.

Overall, the probability of at least three dice showing the same number is: (120 + 6) / 1,296 = 9.72%

The correct answer is R = 17 .

The main challenge here is to find the auxiliary line that would be most helpful to solve the question. In this case:

Now, it becomes as simple as using the Pythagorean theorem once:

(R – 9) 2 + (R – 2) 2 = R 2

This quadrartic equation has two solutions:

However, we can rule out R2 since R > 9. Therefore, R = 17 .

Given are 4 numbers – M, N, P, and Q (not necessarily integers). There are 6 possible ways to multiply the numbers: M·N, M·P, M·Q, N·P, N·Q, P·Q.

The results of these multiplications are (not respectively): 1, 5, 8, 30, 40, X.

The correct answer is 1.667

This is an example of a high-level question that requires a certain “spark” – you will find 2-3 such questions across the assessment.

We can see that every two pairs of the 6 that maintain the relationship:

(M·N)·(P·Q) = (N·Q)·(M·P) = (M·Q)·(N·P)

Of the 4 given multiplications, 1, 5, 8, and 40 maintain this relationship (1·40 = 5·8), but 30 does not.

Therefore, the remaining multiplication result X must also maintain:

30·X = 40. Therefore, X = 1.667

Estimation of individuals’ collaborative problem solving ability in computer-based assessment

• Published: 10 November 2023
• Volume 29 , pages 483–515, ( 2024 )

Cite this article

• Meijuan Li   nAff1 ,
• Hongyun Liu   ORCID: orcid.org/0000-0002-3472-9102 2 , 3 ,
• Mengfei Cai 4 &
• Jianlin Yuan 5  

301 Accesses

Explore all metrics

In the human-to-human Collaborative Problem Solving (CPS) test, students’ problem-solving process reflects the interdependency among partners. The high interdependency in CPS makes it very sensitive to group composition. For example, the group outcome might be driven by a highly competent group member, so it does not reflect all the individual performances, especially for a low-ability member. As a result, how to effectively assess individuals’ performances has become a challenging issue in educational measurement. This research aims to construct the measurement model to estimate an individual’s collaborative problem-solving ability and correct the impact of partners’ abilities. First, 175 eighth graders’ dyads were divided into six cooperative groups with different levels of problem-solving (PS) ability combinations (i.e., high-high, high-medium, high-low, medium-medium, medium–low, and low-low). Then, they participated in the test of three CPS tasks, and the log data of the dyads were recorded. We applied Multidimensional Item Response Theory (MIRT) measurement models to estimate an individual’s CPS ability and proposed a mean correction method to correct the impact of group composition on individual ability. Results show that (1) the multidimensional IRT model fits the data better than the multidimensional IRT model with the testlet effect; (2) the mean correction method significantly reduced the impact of group composition on obtained individual ability. This study not only successfully increased the validity of individuals’ CPS ability measurement but also provided useful guidelines in educational settings to enhance individuals’ CPS ability and promote an individualized learning environment.

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Collaborative Problem Solving Measures in the Programme for International Student Assessment (PISA)

Shifts in the Assessment of Problem Solving

Identifying collaborative problem-solver profiles based on collaborative processing time, actions and skills on a computer-based task

Yue Ma, Huilin Zhang, … Da Zhou

Data availability

The datasets analyzed during the current study are available from the corresponding author upon reasonable request.

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Present address: Pedagogic Research Institute for Basic Education, Beijing Academy of Educational Sciences, Beijing, China

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Faculty of Psychology, Beijing Normal University, Beijing, China

Hongyun Liu

Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China

Psychology, Division of Social Science & Communication, Manhattanville College, Purchase, NY, USA

Mengfei Cai

Educational Science Research Institute, Hunan University, Changsha, China

Jianlin Yuan

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Three human-to-human interaction tasks (Clown, Plant Growth, and Olive Oil) were employed in this study. The following is a detailed description of the coding scheme for the log data, using the "olive oil" task as an example.

1.1 The Olive Oil task

The “Olive Oil” task is a well-defined algorithm problem, which can be completed by two students’ collaboration. As Appendix Fig.  4 shows, the left side is student A’s interface and the right one is student B’s. Two students have jars with different volumes, student A’s is 3L and student B’s is 5L. The task goal is to fill up student B’s jar with 4L olive oil. The transfer pipe can be used to transfer olive oil from student A to B, and the unused olive oil can be put in the bucket. Students A and B need to type texts in the chat windows to communicate and collaborate on this task. The ideal path includes eight steps: 1, Student A filled up 3L olive oil; 2, Student A transfered the 3L olive oil to student B; 3, Student A filled up 3L olive oil again; 4, Student A transfered 2L olive oil to student B and kept 1L olive oil; 5, Student B poured all the olive oil in the 5L jar; 6, Student A transfered the left 1L olive oil to student B; 7, Student A filled up with 3L olive oil again; 8, Student transfered the 3L olive oil to student B so the later has 4L in total. Appendix Fig.  4 shows the instruction and the problem space on two screen tabs in the Olive Oil task.

The screenshot of student A (at the top) and student B (at the bottom) in the Olive Oil Task

1.2 Log data

Appendix Table 13 shows the original log data of a group of students completing the “Olive Oil” task recorded by a computer. It includes five variables: ID is the sequence number of a group’s behaviors and conversations while completing the task; GroupID is the group number; log_type shows the type of current event of the student; log_content shows the content of current event of the student; role is the student’s mission role. In addition, Table 14 has a detailed introduction of the data types in log_content.

The operation behaviors and conversations in the CPS process need to be coded by using the following methods:

1.3.1 Behavior coding

There are two steps in behavior coding. The first one is to delete the meaningless behaviors and keep the meaningful ones. Meaningful behaviors can reflect the progress of CPS mission. For example, students’ filling oil, transferring oil, and pouring oil conducted in the “Olive Oil” task. Meaningless behaviors include the ones that don’t provide any task progress information, such as clicking and dragging the mouse, moving the jar, and turning on and off the transfer pipe in the task.

The second step is to code the meaningful behavior data to describe students’ meaningful behaviors in the CPS process. In order to achieve the goal, the two students in the same group need to collaborate to clearly understand the problem-solving strategy and design a logical problem-solving process. To represent the students’ behavioral status in the CPS process, this type of coding needs to reflect the student’s operation, as well as the cumulated status of all the steps. For example, using the expression formula “A/B 3L/5L_fill/to/trans: 3L = X;5L = Y” to code students’ operation behaviors and the oil volumes in the jars. “A/B” stands for students’ roles; “3L/5L” means the jar volume in operation. Student A uses the 3L jar and student B uses the 5L jar; “fill” means adding oil, “to” means pouring oil, and “trans” means passing oil; “3L = X” is the oil volume in student A’s jar at this moment, and “5L = Y” is the oil volume in student B’s jar at this moment. For example, “A 3L_fill:3L = 3,5L = 0” represents student A added 3L oil at this moment, so his/her jar has 3L oil, while student B’s jar has 0L oil.

1.3.2 Language coding

Language coding has two steps. First, Language coding indicators are determined based on students’ performance, including four dimensions: sharing ideas, negotiating ideas, regulating problem-solving, and maintaining communication (Liu et al., 2015 ; Hao et al., 2017 ). 33 coding indicators found by Hao ( 2017 ) were expanded to 38 to distinguish students’ language characteristics in CPS process（Table 14 ). Among the added five indicators, four of them are about sharing ideas, which distinguish the content of sharing ideas (resources, mission progress status), proactivity, and the roles of questioning and responding. The other added indicator is about maintaining communication—students communicating the negative thoughts of giving up. The second step is to use manual coding to achieve language coding. It started with using a coding manual to train all the coding staff. Then 10 sets of data were chosen from each mission, and language contents from different time frames were double-coded. When two codes are inconsistent, it was discussed and finalized. Lastly, 20% of data were chosen and double-coded so the consistency coefficient was calculated. For the three missions, if Kappa coefficient reaches 0.98 on the CPS skills level and reaches 0.84 ~ 0.88 at the student performance (subcategories) level, then they have reached a sufficient consistency coefficient (Cohen, 1960 ). Once the coding consistency coefficient reaches 0.80, the rest of the data is single-coded .

1.4 Form structured log data

Through behavior coding and language coding, CPS structured log data is established. Appendix Table 15 presents the data example of structured log data in this task. “Eventtype” is the type of event, in which “action” stands for behaviors, and “chat” stands for language. “Event” represents the structured log data. For example, the fourth event in the group is “C11”, which means student A’s language type at this moment is “to share information related to mission resources with teammate”. The sixth event is “A 3L_fill:3L = 3;5L = 0”, which means at this moment student A is using the 3L jar to fill oil, then he/she has 3L oil, while student B has 0L oil.

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Li, M., Liu, H., Cai, M. et al. Estimation of individuals’ collaborative problem solving ability in computer-based assessment. Educ Inf Technol 29 , 483–515 (2024). https://doi.org/10.1007/s10639-023-12271-w

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12 Groups and Problem Solving

Introductory Exercises

• Contact two people who work in different parts of your college or university and ask them what problems they consider to be most significant in their immediate office or work area.  What similarities and differences do you see between the two groups of problems?
• Ask a family member to describe a problem he or she has solved recently.  Describe the steps the person took in reaching the solution and identify the one(s) that you feel were most important in contributing to the solution.  Which of the steps would you be most likely to take in a similar situation?
• Identify two or three aspects of a course you’re taking or have recently taken that you feel could be improved (e.g., grading, course policies, nature of reading materials, etc.).  Describe the steps you might take with a group of fellow students to respond to those elements of the course.
• What decision have you made in the last 2–3 years that you’re proudest of?  What lessons or advice do you think someone else could draw from the way you reached that decision?

12.1 Group Problem Solving

Learning Objectives

• Identify and describe how to implement seven steps for group problem- solving.

No matter who you are or where you live, problems are an inevitable part of life. This is true for groups as well as for individuals. Some groups—especially work teams—are formed specifically to solve problems. Other groups encounter problems for a wide variety of reasons. Within a family group, a problem might be that a daughter or son wants to get married and the parents do not approve of the marriage partner. In a work group, a problem might be that some workers are putting in more effort than others, yet achieving poorer results. Regardless of the problem, having the resources of a group can be an advantage, as different people can contribute different ideas for how to reach a satisfactory solution.

Once a group encounters a problem, the questions that come up range from “Where do we start?” to “How do we solve it?” While there are many ways to approach a problem, the American educational philosopher John Dewey’s reflective thinking sequence has stood the test of time. This seven step process [1] has produced positive results and serves as a handy organizational structure. If you are member of a group that needs to solve a problem and don’t know where to start, consider these seven simple steps [2] :

• Define the problem.
• Analyze the problem.
• Establish criteria.
• Consider possible solutions.
• Decide on a solution.
• Implement the solution.
• Follow up on the solution.

Define the Problem

If you don’t know what the problem is, how can you know you’ve solved it? Defining the problem allows the group to set boundaries of what the problem is and what it is not; and begin to formalize a description or definition of the scope, size, or extent of the challenge the group will address. A problem that is too broadly defined can overwhelm the group. If the problem is too narrowly defined, important information will be missed or ignored.

In the following example, we have a web-based company called Favorites which needs to increase its customer base and ultimately sales. A problem-solving group has been formed, and they start by formulating a working definition of the problem.

• Too Broad: “Sales are off, our numbers are down, and we need more customers.”
• More Precise: “Sales have been slipping incrementally for 6 of the past 9 months and are significantly lower than a seasonally adjusted comparison to last year. Overall this loss represents a 4.5% reduction in sales from the same time last year. However, when we break it down by product category, sales of our non-edible products have seen a modest but steady increase, while sales of edibles account for the drop off and we need to halt the decline.”

Analyze the Problem

Now the group analyzes the problem, trying to gather information and learn more. The problem is complex and requires more than one area of expertise. Why do non- edible products continue selling well? What is it about the edibles that is turning customers off? Let’s meet our problem-solvers at Favorites.

Kevin is responsible for customer resource management. He is involved with the customer from the point of initial contact through purchase and delivery. Most of the interface is automated in the form of an online “basket model,” where photographs and product descriptions are accompanied by “Buy It” buttons. He is available during normal working business hours for live chat and voice interface if needed, and customers are invited to request additional information. Most Favorites customers do not access this service, but Kevin is kept quite busy, as he also handles returns and complaints. Because Kevin believes that superior service retains customers while attracting new ones, he is always interested in better ways to serve the customer. Looking at edibles and non-edibles, he will study the cycle of customer service and see if there are any common points, from the main webpage through the catalog to the purchase process to returns, at which customers abandon the sale. He has existing customer feedback loops with end-of-sale surveys, but most customers decline to take the survey and there is currently no incentive to participate.

Mariah is responsible for products and purchasing. She wants to offer the best products at the lowest price, and to offer new products that are unusual, rare, or exotic. She regularly adds new products to the Favorites catalog and culls underperformers. Right now she has the data on every product and its sales history, but it is a challenge to represent it. She will analyze current sales data and produce a report that specifically identifies how each product, edible and non-edible, is performing. She wants to highlight “winners” and “losers” but also recognizes that today’s “losers” may be the hit of tomorrow. It is hard to predict constantly changing tastes and preferences, but that is part of her job. It’s not all science, and it’s not all art. She has to have an eye for what will catch on tomorrow while continuing to provide what is hot today.

Suri is responsible for data management at Favorites. She gathers, analyzes, and presents information gathered from the supply chain, sales, and marketing. She works with vendors to make sure products are available when needed, makes sales predictions based on past sales history, and assesses the effectiveness of marketing campaigns.

The problem-solving group members already have certain information on hand. They know that customer retention is one contributing factor. Attracting new customers is a constant goal, but they are aware of the well-known principle that it takes more effort to attract new customers than to keep existing ones. Thus, it is important to insure a quality customer service experience for existing customers and encourage them to refer friends. The group needs to determine how to promote this favorable customer behavior.

Another contributing factor seems to be that customers often abandon the shopping cart before completing a purchase, especially when purchasing edibles. The group members need to learn more about why this is happening.

Establish Criteria

Establishing the criteria for a solution is the next step. At this point, information is coming in from diverse perspectives, and each group member has contributed information from their perspective, even though there may be several points of overlap.

Kevin: Customers who complete the post-sale survey indicate that they want to know 1) what is the estimated time of delivery, 2) why a specific item was not in stock and when it will be, and 3) why their order sometimes arrives with less than a complete order, with some items back-ordered, without prior notification.

He notes that a very small percentage of customers complete the post-sale survey, and the results are far from scientific. He also notes that it appears the interface is not capable of cross-checking inventory to provide immediate information concerning back orders, so that the customer “buys it” only to learn several days later that it was not in stock. This seems to be especially problematic for edible products, because people may tend to order them for special occasions like birthdays and anniversaries. But we don’t really know this for sure because of the low participation in the post-sale survey.

Mariah: There are four edible products that frequently sell out. So far, we haven’t been able to boost the appeal of other edibles so that people would order them as a second choice when these sales leaders aren’t available. We also have several rare, exotic products that are slow movers. They have potential, but currently are underperformers.

Suri: We know from a zip code analysis that most of our customers are from a few specific geographic areas associated with above-average incomes. We have very few credit cards declined, and the average sale is over $100.

Shipping costs represent on average 8% of the total sales cost. We do not have sufficient information to produce a customer profile. There is no specific point in the purchase process where basket abandonment tends to happen; it happens fairly uniformly at all steps.

Consider Possible Solutions to the Problem

  The group has listened to each other and now starts to brainstorm ways to address the challenges they have addressed while focusing resources on those solutions that are more likely to produce results.

Kevin: Is it possible for our programmers to create a cross-index feature, linking the product desired with a report of how many are in stock? I’d like the customer to know right away whether it is in stock, or how long they may have to wait. As another idea, is it possible to add incentives to the purchase cycle that won’t negatively impact our overall profit? I’m thinking a small volume discount on multiple items, or perhaps free shipping over a specific dollar amount.

Mariah: I recommend we hold a focus group where customers can sample our edible products and tell us what they like best and why. When the best sellers are sold out, could we offer a discount on related products to provide an instant alternative? We might also cull the underperforming products with a liquidation sale to generate interest.

Suri: If we want to know more about our customers, we need to give them an incentive to complete the post-sale survey. How about a five percent off coupon code for the next purchase, to get them to return and to help us better identify our customer base? We may also want to build in a customer referral rewards program, but it all takes better data in to get results out. We should also explore the supply side of the business and see if we can get a more reliable supply of the leading products, and try to get more advantageous discounts from our suppliers, especially in the edible category.

Decide on a Solution

Kevin, Mariah, and Suri may want to implement all of the solution strategies, but they do not have the resources to do them all. They’ll complete a cost/benefit analysis , which ranks each solution according to its probable impact. The analysis is shown in Table 11.1 “Cost/Benefit Analysis” .

Now that the options have been presented with their costs and benefits, it is easier for the group to decide which courses of action are likely to yield the best outcomes. The analysis helps the group members to see beyond the immediate cost of implementing a given solution. For example, Kevin’s suggestion of offering free shipping won’t cost Favorites much money, but it also may not pay off in customer goodwill. And even though Mariah’s suggestion of having a focus group might sound like a good idea, it will be expensive and its benefits are questionable.

A careful reading of the analysis indicates that Kevin’s best suggestion is to integrate the cross-index feature in the ordering process so that customers can know immediately whether an item is in stock or on back order. Of Mariah’s suggestions, searching for alternative products is probably the most likely to benefit Favorites. And Suri’s two supply-side suggestions are likely to result in positive outcomes.

Implement the Solution

Kevin is faced with the challenge of designing the computer interface without incurring unacceptable costs. He strongly believes that the interface will pay for itself within the first year—or, to put if more bluntly, that Favorites’ declining sales will get worse if the website does not soon have this feature. He asks to meet with top management to get budget approval and secures their agreement, on one condition: He must negotiate a compensation schedule with the Information Technology consultants that includes delayed compensation in the form of bonuses after the feature has been up and running successfully for six months.

Mariah knows that searching for alternative products is a never-ending process, but it takes time and the company needs results. She decides to invest time evaluating products that competing companies currently offer, especially in the edible category, on the theory that customers who find their desired items sold out on the Favorites website may have been buying alternative products elsewhere instead of choosing an alternative from Favorites’ product lines.

Suri decides to approach the vendors of the four frequently sold-out products and ask point blank: “What would it take to get you to produce these items more reliably in greater quantities?” By opening the channel of communication with these vendors, she is able to motivate them to make modifications that will improve the reliability and quantity. She also approaches the vendors of the less popular products with a request for better discounts in return for cooperation in developing and test-marketing new products.

Follow up on the Solution

This scenario allows us to see the problem may have many dimensions, and may have several solutions, but resources can be limited and not every solution is successful. Even though the problem is not immediately resolved, the group problem-solving pattern serves as a useful guide through the problem-solving process.

Key Takeaways

Group problem-solving can be an orderly process when it is broken down into seven specific stages.

• Think of a problem encountered in the past by a group of which you are a member.  How did the group solve the problem?  How satisfactory was the solution? Discuss your results with your classmates.
• Consider again the problem you described in Exercise #1. In view of the seven-step framework, which steps did the group utilize?  Would following the full seven-step framework have been helpful? Discuss your opinion with a classmate.
• Research one business that you would like to know more about and see if you can learn about how they communicate in groups and teams  Compare your results with those of classmates.
• Think of a decision you will be making some time in the near future.  Apply the cost/benefit analysis framework to your decision.  Do you find this method helpful?  Discuss your results with classmates.

12.2 Group Decision-Making

• Define decision-making and distinguish between decision-making and problem-solving.
• Describe five methods of group decision-making.
• Identify six guidelines for consensus decision-making.
• Define autocratic, democratic, and participative decision-making styles and place them within the Tannenbaum-Schmidt continuum.

Life is the sum of all your choices.

–  Albert Camus

Simply put, decision-making  is the process of choosing among options and arriving at a position, judgment, or action. It usually answers a “wh-” question—i.e., what, who, where, or when?—or perhaps a “how” question.

A group may, of course, make a decision in order to solve a problem. For instance, a group of students might discover halfway through a project that some of its members are failing to contribute to the required work. They might then decide to develop a written timeline and a set of deadlines for itself if it believes that action will lead them out of their difficulty.

Not every group decision, however, will be in response to a problem. Many decisions relate to routine logistical matters such as when and where to schedule an event or how to reach someone who wasn’t able to make it to a meeting (r outine in nature; applicable to fundamental elements and considerations of how an organization or process works).   Thus, decision-making differs from problem-solving.

Any decision-making in a group, even about routine topics, is significant. Why? Because decision-making, like problem-solving, results in a change in a group’s status, posture, or stature. Such change, in turn, requires energy and attention on the part of a group in order for the group to progress easily into a new reality.  Things will be different in the group once a problem has been solved or a decision has been reached, and group members will need to adjust.

Methods of Reaching Decisions

  Research does indicate that groups generate more ideas and make more accurate decisions on matters for which a known preferred  solution  exists,  but  they  also operate more slowly than individuals.  [3] Under  time  pressure  and  other  constraints,  some  group  leaders  exercise  their power to make a decision  unilaterally —alone—because they’re willing to sacrifice a degree of accuracy for the sake of speed. Sometimes this behavior turns out to be wise; sometimes it doesn’t.

Assuming that a group determines that it must reach a  decision  together  on  some matter, rather than deferring to the will of a single person, it can proceed according        to several methods. Parker and Hoffman [4] , along with Hartley and Dawson [5] , place decision-making procedures in several categories.

Here is a synthesis of their views of how decision-making can take place:

1.  “A plop.”

A group may conduct a discussion in which members express views and identify alternatives but then reach no decision and take no action. When people go their own ways after such a “ plop ,” things sometimes take care of themselves, and the lack of a decision causes no difficulties. On the other hand, if a group ignores or postpones a decision which really needs attention, its members may confront tougher decisions later—some of which may deal with problems brought about by not addressing a topic when it was at an early stage.

2.  Delegation to an expert.

A group may not be ready to make a decision at a given time, either because it lacks sufficient information or is experiencing unresolved conflict among members with differing views. In such a situation, the group may not want to simply drop the matter and move on. Instead, it may turn to one of its members who everyone feels has the expertise to choose wisely among the alternatives that the group is considering.

The group can either ask the expert to come back later with a final proposal or simply allow the person to make the decision alone after having gathered whatever further information he or she feels is necessary.

3.  Averaging.

Group members may shift their individual stances regarding a question by “splitting the difference” to reach a “middle ground.” This technique tends to work most easily if numbers are involved. For instance, a group trying to decide how much money to spend on a gift for a departing member might ask everyone for a preferred amount and agree to spend whatever is computed by averaging those amounts.

4.  Voting.

If you need to be quick and definitive in making a decision, voting is probably the best method. Everyone in mainstream American society is familiar with the process, for one thing, and its outcome is inherently clear and obvious. A majority vote  requires that more than half of a group’s members vote for a proposal, whereas a proposal subject to a two-thirds vote  will not pass unless twice as many members show support as those who oppose it.

Voting is essentially a win/lose activity. You can probably remember a time when you or someone else in a group composed part of a strong and passionate minority whose desires were thwarted because of the results of a vote. How much commitment did you feel to support the results of that vote?

Voting does offer a quick and simple way to reach decisions, but it works better in some situations than in others. If the members of a group see no other way to overcome a deadlock, for instance, voting may make sense. Likewise, very large groups and those facing serious time constraints may see advantages to voting. Finally, the efficiency of voting is appealing when it comes to making routine or noncontroversial decisions that need only to be officially approved.

5. Consensus.

In consensus decision-making, group members reach a resolution which all of the members can support as being acceptable as a means of accomplishing some mutual goal even though it may not be the preferred choice for everyone. In common use, “consensus” can range in meaning from unanimity to a simple majority vote. In public policy facilitation and multilateral international negotiations, however, the term refers to a general agreement reached after discussions and consultations, usually without voting. “consensus”. (2002). In [6]

Consensus should not be confused with unanimity , which means only that no one has explicitly stated objections to a proposal or decision.  Although unanimity can certainly convey an accurate perspective of a group’s views at times, groupthink also often leads to unanimous decisions. Therefore, it’s probably wise to be cautious when a group of diverse people seems to have formed a totally unified bloc with respect to choices among controversial alternatives.

When a consensus decision is reached through full interchange of views and is then adopted in good faith  by all parties to a discussion, it can energize and motivate a group. Besides avoiding the win/lose elements intrinsic to voting, it converts each member’s investment in a decision into a stake in preserving and promoting the decision after it has been agreed upon.

Guidelines for Seeking Consensus

How can a group actually go about working toward consensus? Here are some guidelines for the process:

First, be sure everyone knows the definition of consensus and is comfortable with observing them. For many group members, this may mean suspending judgment and trying something they’ve never done before. Remind people that consensus requires a joint dedication to moving forward toward improvement in and by the group.

Second, endeavor to solicit participation by every member of the group. Even the naturally quietest person should be actively “polled” from time to time for his or her perspectives. In fact, it’s a good idea to take special pains to ask for varied viewpoints when discussion seems to be stalled or contentious.

Third, listen honestly and openly to each group member’s viewpoints. Attempt to seek and gather information from others. Do your best to subdue your emotions and your tendency to judge and evaluate.

Fourth, be patient. To reach consensus often takes much more time than voting would. A premature “agreement” reached because people give in to speed things up or avoid conflict is likely later to weaken or fall apart.

Fifth, always look for mutually acceptable ways to make it through challenging circumstances. Don’t resort to chance mechanisms like flipping a coin, and don’t trade decisions arbitrarily just so that things come out equally for people who remain committed to opposing views.

Sixth, resolve gridlock earnestly. Stop and ask, “Have we really identified every possible feasible way that our group might act?” If members of a group simply can’t agree on one alternative, see if they can all find and accept a next-best option. Then be sure to request an explicit statement from them that they are prepared to genuinely commit themselves to that option.

One variation on consensus decision-making calls upon a group’s leader to ask its members, before initiating a discussion, to agree to a deadline and a “safety valve.” The deadline would be a time by which everyone in the group feels they need to have reached a decision. The “safety valve” would be a statement that any member can veto the will of the rest of the group to act in a certain way, but only if he or she takes responsibility for moving the group forward in some other positive direction.

Although consensus entails full participation and assent within a group, it usually can’t be reached without guidance from a leader. One college president we knew was a master at escorting his executive team to consensus. Without coercing or rushing them, he would regularly involve them all in discussions and lead their conversations to a point at which everyone was nodding in agreement, or at least conveying acceptance of a decision. Rather than leaving things at that point, however, the president would generally say, “We seem to have reached a decision to do XYZ. Is there anyone who objects?” Once people had this last opportunity to add further comments of their own, the group could move forward with a sense that it had a common vision in mind.

Consensus decision-making is easiest within groups whose members know and respect each other, whose authority is more or less evenly distributed, and whose basic values are shared. Some charitable and religious groups meet these conditions and have long been able to use consensus decision-making as a matter of principle. The Religious Society of Friends, or Quakers, began using consensus as early as the 17th century. Its affiliated international service agency, the American Friends Service Committee, employs the same approach. The Mennonite Church has also long made use of consensus decision-making.

Groups may choose among several methods of decision-making, including consensus, depending on their circumstances and the characteristics of their leaders and members. Making decisions which are consistent with the group’s values is of paramount importance.

• Think of major decisions made in the last couple of years by two groups you’re a part of. Which method from this section did the groups use in each case? Which of the decisions are you more satisfied with now? Why? To what degree do you feel the decision-making methods the groups used fit the circumstances and the characteristics of the groups themselves?
• Tell a classmate about a decision that a group you’re part of needs to make shortly. Ask the classmate for his/her advice on which decision- making method the group should employ.
• A major hesitation raised by some people with respect to consensus decision-making is that it requires much more time than voting or other direct methods. In what kind of situation would you be, or have you been, willing to invest “as much time as it takes” to reach consensus in a group?

12.3   Facilitating the Task-Oriented Group

• Define “group facilitation”
• Identify five guidelines for facilitating a task-oriented group
• Distinguish between collaboration and “coliberation”

You’ve probably experienced being part of groups that pleased and motivated you. One reason you experienced those positive feelings may have been that the groups planned and executed their tasks so smoothly that you were hardly aware the processes were taking place. In this section we’ll examine ways in which leaders can contribute to such pleasant, easy experiences.

Just as “facile” in English and “fácil” in Spanish mean “easy,” the word “facilitate” itself means “to make something easy” and “ group facilitation ” consists in easing a group’s growth and progress. Most student, community, and business groups are task-oriented, so we’ll consider here how they can most easily be guided toward accomplishing the tasks they set for themselves. Another section of this book deals specifically with the details of leading meetings, so for now we’ll consider broader questions and principles.

If you’re in a position to facilitate a group, you need to take that position seriously. Just as Pope John XXIII realized with respect to his authority and responsibility in the Catholic Church, it’s best to consider yourself the primary source of direction and the ultimate destination for questions in your group. With those concepts in mind, let’s consider five major guidelines you should probably follow in order to facilitate a group whose purposes include achieving tasks.

• Know the group’s members. This means more than just identifying their names and recognizing their faces. If you hope to accomplish anything significant together, you need to be familiar with people’s opinions, their needs, their desires, and their personalities.  Perhaps one member of a group you’re leading is particularly time- conscious, another likes to make jokes, and a third prefers to see concepts represented visually. If you take these propensities into account and respond to them as much as possible, you can draw the best cooperative effort from each of the people. You may want to keep track of who’s done what favors for whom within the group, too. Like it or not, many people operate at least from time to time on the principle that “I’ll scratch your back if you scratch mine.”
• Weigh task and relationship considerations. The word “ equilibristic ” is sometimes applied to the actions of athletes and musicians. It refers to a capability to balance differing and sometimes conflicting forces so as to maintain continuous movement in a chosen direction.  Although almost any group has some work to do, and all groups comprise people whose welfare needs to be tended to, the effective facilitator realizes that it’s impossible to emphasize both those elements to the same degree all the time. If people are disgruntled or frustrated, they can’t contribute well to accomplishing a task. Likewise, if people are always contented with one another and their group but can’t focus on getting things done, the group will be unable to attain its objectives. To facilitate a group well, thus, requires that you be equilibristic.
• Understand and anticipate prevalent features of human psychology. Keep in mind that everyone in a group will perceive what the facilitator does in light of his or her own circumstances and wishes.Recall also  that  everyone  possesses  diverse  and  numerous  capacities for self-justification and self-support. In their book Mistakes were made (but not by me) , Carol Tavris and Ellion Aronson referred to studies of married couples’ behavior. They indicated that when husbands and  wives are asked what proportion of the housework they perform, the totals always exceed 100 percent by a large margin.  [7] Tavris and Aronson also described the Museum of Tolerance in Los Angeles, which presents visitors with interactive exhibits portraying categories of people about whom many of us harbor   negative preconceptions—including ethnic and racial minorities, obese individuals, people with disabilities, and so on. A video attempts to persuade visitors that they possess prejudices, after which two doors   are offered as an exit. One is marked “Prejudiced” and the other is labeled “Unprejudiced.” The second door is locked, to make the point that all of us are indeed subject to prejudice.
• Deal well with disruptions. The playwright Paddy Chayevsky wrote that “life is problems.” An effective group facilitator needs to anticipate and skillfully cope with problems as a part of life, whether they’re caused by other people’s behavior or by physical and logistical factors. If you’re an adherent of Theory Y , you probably believe that people enjoy pursuing their goals energetically, in groups or individually. You also probably believe that people prefer to select times and places along the way to relax and recharge. Unfortunately, interruptions often arise in such a way as to make both these aims difficult to achieve. Think about all the unexpected academic, family, and work- related reasons why you and other students you know have found it challenging to “stay the course” toward your personal and collective goals.  A group’s facilitator, thus, needs to make sure that interruptions and disruptions don’t derail it. In fact, he or she might profit from actually celebrating these elements of life, as one Seattle office executive did. According to Dale Turner, the executive’s office had a sign on the wall reading “Don’t be irritated by interruptions. They are your reason for being.” Turner went on to quote the executive as saying “Happily, I have learned how to sit loose in the saddle of life, and I’m not usually disturbed by interruptions. I have made it a habit through the years to leave a stretch factor in my daily schedule. I start early and have tried not to so crowd my day with appointments that I have no time for the unexpected. I have not seen interruptions as an intrusion.” [8]
• Keep returning to the task. You’ve probably been part of a group in which the leader or facilitator had what might be called a divergent, rather than a convergent, personality. Perhaps that person had lots of good ideas but seemed to jump around from topic to topic and chore to chore so much that your head spun and you couldn’t keep track of what was going on. Maybe the person “missed the forest for the trees” because of dwelling excessively on minutia—small and insignificant details. Or perhaps each time you met with the group its facilitator led    a discussion of something valuable and important, but every time it    was a different thing.

Another way to think of how a facilitator should keep bringing the group’s attention back to its tasks relates to the process of meditation. Practitioners of meditation know that people’s minds are naturally active and tend to move readily from subject to subject. When someone is meditating, they say, thoughts will naturally pop into his or her mind. The way to deal with this phenomenon is to regard the thoughts as clouds drifting across the sky. Rather than trying to banish them, the better approach is to allow them to pass by and dissipate, and then to return to serene contemplation.  [9]

Coliberation

Above all, a facilitator’s responsibility is to enable members of a group to function together as easily and happily as possible as they pursue their goals. When this happens, the group will achieve a high level of collaboration. In fact, it may rise beyond collaboration to achieve what the author and computer game designer Bernard DeKoven called “ [pb_glossary id="573"]coliberation .[/pb_glossary]” In speaking about meetings, he had this to say: “Good meetings aren’t just about work. They’re about fun—keeping people charged up. It’s more than collaboration,  it’s  ‘coliberation’—people  freeing  each other up to think more creatively.”  [10]

To facilitate a task-oriented group requires several skills and behaviors and can lead to a state of “coliberation.”

• Recall a time when you were in a group whose leader stressed either its task or relationship factors too much.  How did the members of the group react?  Did the leader eventually develop an equilibristic approach?
• Do you agree with the business executive who said that interruptions are “your reason for being”?  In your studies and family life, what measures do you take to ensure that interruptions are beneficial rather than destructive? What further steps do you feel you might take in this direction?
• Think of someone who effectively facilitated a group you were part of.  Did the person perform the job identified by the Dalai Lama—inspiring faith in the group? If so, how?
• What, if anything, do you feel members of most groups need to be “coliberated” from?

12.4 Summary

In this chapter we have explored problem-solving in groups. We have identified steps which groups can use to attack and solve problems, as well as several methods of reaching decisions. We have considered the nature of group creativity and reviewed how brainstorming may contribute to creative problem-solving and decision-making. Finally, we have identified methods which can be used to facilitate the problem-solving and decision-making behavior or task-oriented groups.

Following systematic, sequential processes can help groups communicate in ways which resolve problems and lead to appropriate decisions.

Review Questions

Interpretive Questions

• In what 2–3 ways has your view of problem-solving or decision-making changed as a result of reading this chapter?
• Under what circumstances, or with what kinds of group members, do you feel brainstorming is most likely to produce better results than other methods of generating creative ideas?

Application Questions

• Call the office of a state senator or representative. Ask the person who answers the phone to provide you with a list of five creative ideas the legislator has put forth to solve problems facing his or her constituency. If you wanted to expand on the list, who else would you consult, and what process would you use to generate more ideas?
• Pick two historical figures who you believe made it easy for people they lived or worked with to achieve shared goals. Find two or three descriptions of episodes in which those figures took action demonstrating that capacity. Identify someone leading a group of which you’re now a member and share the information about the historical figures with that person. What is the person’s reaction? What do you feel might have made the leader’s response more positive?
• Look up the phrase “group decision support system” on line and locate 4–5 software programs meant to assist groups with decisions. List advantages and disadvantages of each and share your conclusions with your classmates.

Additional Resources

http://www.deepfun.com/coliberation/ : Bernard “Bernie” De Koven’s blog. A source of provocative ideas on why and how to indulge in creative fun as part of a group.

http://bit.ly/PV635method: A YouTube video describing the “6-3-5 method,” which offers an alternative to traditional brainstorming that attempts to draw and expand upon more ideas from a group of six people.

http://bit.ly/URuMVG: An article in the Minnesota Daily describing how groups of students, faculty members, and community  leaders  envisioned  problems  facing higher education and developed pragmatic proposals for solving them.

http://www.co-intelligence.org/I-decisionmakingwithout.html (“How to Make a Decision Without Making a Decision”): An article describing how guided “non- decision-making” can be used by groups to discover what the author refers to as “big obvious truths.”

http://www.tobe.net/ : The website of Dynamic Facilitation Associates, a non-profit organization dedicated to teaching groups how to create choices through intentional facilitation. One of the site’s pages, http://www.co-intelligence.org/ dynamicfacilitationGT.html , describes “Co-Counseling” and compassionate communication as further facilitation tools.

Supplemental Videos

• Adler, R. (1996).  Communicating at work: principles and practices for business and the professions. Boston, MA: McGraw-Hill. ↵
• McLean, (2005). The basics of interpersonal communication. Boston, MA: Allyn & Bacon. ↵
• Hoy, W.K., & Miskel, C.G. (1982). Educational administration: Theory, research, and practice (2nd ed.). New York: Random House. ↵
• Parker, G., & Hoffman, R. (2006). Meeting excellence: 33 tools to lead meetings that get results. San Francisco: Jossey-Bass. ↵
• Hartley, P., & Dawson, M. (2010). Success in groupwork. New York: St. Martin’s Press. ↵
• Dictionary of Conflict Resolution, Wiley . Retrieved from http://www.credoreference.com/entry/wileyconfres/consensus ↵
• Tavris, C., &  Aronson, E. (2007). Mistakes were made (but not by me). Orlando, FL: Harcourt ↵
• Turner, D. (1991, March 23). Slaves of habit—we lose when there’s no room for interruptions in our lives. Seattle Times . Retrieved from ProQuest Database. ↵
• Rondon, N. (2006, Meditate. Current Health 2 (32), 20–23. Retrieved from ProQuest Database ↵
• Matson, E. (1996, April-May). The seven sins of deadly meetings. Fast Company , 122. ↵

Method of ranking each possible solution according to its probable impact.

The process of choosing among options and arriving at a position, judgment, or action.

Routine in nature (applicable to fundamental elements and considerations of how an organization or process works).

Determined or executed by one person alone.

A discussion in which members of a group express views and identify alternative but reach no decision and take no action.

A process of making a decision whereby the vote of more than half a group’s members are considered to be decisive.

A process of making a decision whereby twice as many voters have to approve of a proposal than oppose it in order for the proposal to be accepted.

A condition in which no one in a group has explicitly stated objections to a proposal or decision.

Seriously and honestly, as in a decision-making or conflict situation.

In groups, to make work easier or less difficult; to help bring about growth.

Capable of balancing differing and sometimes conflicting forces so as to maintain continuous movement in a chosen direction.

In groups, an approach which assumes that members are generally honorable, industrious, trustworthy, and cooperative.

Dynamics of Group Communication Copyright © 2021 by Andrea Polites is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Self-Assessment • 20 min read

How Good Is Your Problem Solving?

Use a systematic approach..

By the Mind Tools Content Team

Good problem solving skills are fundamentally important if you're going to be successful in your career.

But problems are something that we don't particularly like.

They're time-consuming.

They muscle their way into already packed schedules.

They force us to think about an uncertain future.

And they never seem to go away!

That's why, when faced with problems, most of us try to eliminate them as quickly as possible. But have you ever chosen the easiest or most obvious solution – and then realized that you have entirely missed a much better solution? Or have you found yourself fixing just the symptoms of a problem, only for the situation to get much worse?

To be an effective problem-solver, you need to be systematic and logical in your approach. This quiz helps you assess your current approach to problem solving. By improving this, you'll make better overall decisions. And as you increase your confidence with solving problems, you'll be less likely to rush to the first solution – which may not necessarily be the best one.

Once you've completed the quiz, we'll direct you to tools and resources that can help you make the most of your problem-solving skills.

How Good Are You at Solving Problems?

Instructions.

For each statement, click the button in the column that best describes you. Please answer questions as you actually are (rather than how you think you should be), and don't worry if some questions seem to score in the 'wrong direction'. When you are finished, please click the 'Calculate My Total' button at the bottom of the test.

Answering these questions should have helped you recognize the key steps associated with effective problem solving.

This quiz is based on Dr Min Basadur's Simplexity Thinking problem-solving model. This eight-step process follows the circular pattern shown below, within which current problems are solved and new problems are identified on an ongoing basis. This assessment has not been validated and is intended for illustrative purposes only.

Below, we outline the tools and strategies you can use for each stage of the problem-solving process. Enjoy exploring these stages!

Step 1: Find the Problem (Questions 7, 12)

Some problems are very obvious, however others are not so easily identified. As part of an effective problem-solving process, you need to look actively for problems – even when things seem to be running fine. Proactive problem solving helps you avoid emergencies and allows you to be calm and in control when issues arise.

These techniques can help you do this:

PEST Analysis helps you pick up changes to your environment that you should be paying attention to. Make sure too that you're watching changes in customer needs and market dynamics, and that you're monitoring trends that are relevant to your industry.

Risk Analysis helps you identify significant business risks.

Failure Modes and Effects Analysis helps you identify possible points of failure in your business process, so that you can fix these before problems arise.

After Action Reviews help you scan recent performance to identify things that can be done better in the future.

Where you have several problems to solve, our articles on Prioritization and Pareto Analysis help you think about which ones you should focus on first.

Step 2: Find the Facts (Questions 10, 14)

After identifying a potential problem, you need information. What factors contribute to the problem? Who is involved with it? What solutions have been tried before? What do others think about the problem?

If you move forward to find a solution too quickly, you risk relying on imperfect information that's based on assumptions and limited perspectives, so make sure that you research the problem thoroughly.

Step 3: Define the Problem (Questions 3, 9)

Now that you understand the problem, define it clearly and completely. Writing a clear problem definition forces you to establish specific boundaries for the problem. This keeps the scope from growing too large, and it helps you stay focused on the main issues.

A great tool to use at this stage is CATWOE . With this process, you analyze potential problems by looking at them from six perspectives, those of its Customers; Actors (people within the organization); the Transformation, or business process; the World-view, or top-down view of what's going on; the Owner; and the wider organizational Environment. By looking at a situation from these perspectives, you can open your mind and come to a much sharper and more comprehensive definition of the problem.

Cause and Effect Analysis is another good tool to use here, as it helps you think about the many different factors that can contribute to a problem. This helps you separate the symptoms of a problem from its fundamental causes.

Step 4: Find Ideas (Questions 4, 13)

With a clear problem definition, start generating ideas for a solution. The key here is to be flexible in the way you approach a problem. You want to be able to see it from as many perspectives as possible. Looking for patterns or common elements in different parts of the problem can sometimes help. You can also use metaphors and analogies to help analyze the problem, discover similarities to other issues, and think of solutions based on those similarities.

Traditional brainstorming and reverse brainstorming are very useful here. By taking the time to generate a range of creative solutions to the problem, you'll significantly increase the likelihood that you'll find the best possible solution, not just a semi-adequate one. Where appropriate, involve people with different viewpoints to expand the volume of ideas generated.

Tip: Don't evaluate your ideas until step 5. If you do, this will limit your creativity at too early a stage.

Step 5: Select and Evaluate (Questions 6, 15)

After finding ideas, you'll have many options that must be evaluated. It's tempting at this stage to charge in and start discarding ideas immediately. However, if you do this without first determining the criteria for a good solution, you risk rejecting an alternative that has real potential.

Decide what elements are needed for a realistic and practical solution, and think about the criteria you'll use to choose between potential solutions.

Paired Comparison Analysis , Decision Matrix Analysis and Risk Analysis are useful techniques here, as are many of the specialist resources available within our Decision-Making section . Enjoy exploring these!

Step 6: Plan (Questions 1, 16)

You might think that choosing a solution is the end of a problem-solving process. In fact, it's simply the start of the next phase in problem solving: implementation. This involves lots of planning and preparation. If you haven't already developed a full Risk Analysis in the evaluation phase, do so now. It's important to know what to be prepared for as you begin to roll out your proposed solution.

The type of planning that you need to do depends on the size of the implementation project that you need to set up. For small projects, all you'll often need are Action Plans that outline who will do what, when, and how. Larger projects need more sophisticated approaches – you'll find out more about these in the article What is Project Management? And for projects that affect many other people, you'll need to think about Change Management as well.

Here, it can be useful to conduct an Impact Analysis to help you identify potential resistance as well as alert you to problems you may not have anticipated. Force Field Analysis will also help you uncover the various pressures for and against your proposed solution. Once you've done the detailed planning, it can also be useful at this stage to make a final Go/No-Go Decision , making sure that it's actually worth going ahead with the selected option.

Step 7: Sell the Idea (Questions 5, 8)

As part of the planning process, you must convince other stakeholders that your solution is the best one. You'll likely meet with resistance, so before you try to “sell” your idea, make sure you've considered all the consequences.

As you begin communicating your plan, listen to what people say, and make changes as necessary. The better the overall solution meets everyone's needs, the greater its positive impact will be! For more tips on selling your idea, read our article on Creating a Value Proposition and use our Sell Your Idea Skillbook.

Step 8: Act (Questions 2, 11)

Finally, once you've convinced your key stakeholders that your proposed solution is worth running with, you can move on to the implementation stage. This is the exciting and rewarding part of problem solving, which makes the whole process seem worthwhile.

This action stage is an end, but it's also a beginning: once you've completed your implementation, it's time to move into the next cycle of problem solving by returning to the scanning stage. By doing this, you'll continue improving your organization as you move into the future.

Problem solving is an exceptionally important workplace skill.

Being a competent and confident problem solver will create many opportunities for you. By using a well-developed model like Simplexity Thinking for solving problems, you can approach the process systematically, and be comfortable that the decisions you make are solid.

Given the unpredictable nature of problems, it's very reassuring to know that, by following a structured plan, you've done everything you can to resolve the problem to the best of your ability.

This assessment has not been validated and is intended for illustrative purposes only. It is just one of many Mind Tool quizzes that can help you to evaluate your abilities in a wide range of important career skills.

If you want to reproduce this quiz, you can purchase downloadable copies in our Store .

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Player problem solving is Northampton’s secret weapon this season

In preseason, the club’s senior players told the coaching staff they wanted ownership of the group and the results are paying dividends

It is early January and the clock has ticked past 20 minutes at Sandy Park where Northampton have just conceded their fourth try to Exeter Chiefs. Up in the windswept stands, director of rugby Phil Dowson is entertaining some dark thoughts about his half-time messaging.

But then Saints regrouped and two quickfire tries by Callum Braley and Ollie Sleightholme changed the complexion of the match. This was a turning point in more than one sense. Not only did Northampton go on to beat Exeter 42-36 but a young group of players had independently found a means of digging themselves out of a sizeable hole. They would show similar poise under pressure in their Champions Cup group stage victory away to Munster later that month.

When he was appointed director of rugby in 2018, Chris Boyd instigated a revolution in Northampton’s playing style. Saints soon became the darlings of the league for the flair and freedom with which they played. That style had its limits with no progress past either the play-off semi-finals nor the Champions Cup quarter-finals. “There’s probably been times before where we would just back our attack to pull teams apart and when that wasn’t working we weren’t very good at what’s the next thing?” George Furbank, the England full-back, said.

So following another semi-final defeat to Saracens last May, the senior players approached Dowson and head coach Sam Vesty in preseason and asked if they could take on more ownership of the group. Dowson, recognising their shortfalls, happily acceded to their request.  “It gets to a point where you want that squad to evolve. Sam, Radders (Lee Radford) and I are not on the pitch so therefore you want those guys to be the ones making decisions, pushing it and driving it,” Dowson said. “That’s what they came up with. Through necessity with Boydy, he came in and showed people how to play a certain style and spoon fed the players to a certain degree. Now we are saying ‘come on lads, what do you think is important? How do you want do it?’”

This is not to imply that Dowson and Vesty have suddenly taken a backseat, but they are consciously allowing the players to lead discussions and to find solutions before they are offered them. “If Sam, Radders or I have something important to say then we are going to jump in but more often than not we will leave them to fill the silence,” Dowson said. “I try very rarely to put too many messages on to the pitch because I don’t have the context of how they are feeling at that particular moment.”

There are plenty of other factors that have underpinned Northampton’s charge to the top of the Premiership and the Champions Cup semi-finals from Courtney Lawes’ availability to their increased muscle mass and the appointment of Radford as defence coach, but in the view of Furbank their improved decision-making has been fundamental.

“We wanted to be more player led as a group because on game day the coaches aren’t the pitch to solve problems for you,” Furbank said. “We felt like we were losing games in previous seasons because of that issue. Games like Exeter away for example, where we were pretty much down and out of that game. We just felt like we could solve the issues that were going on and put our game right without necessarily having an absolute rollicking at halftime. Even in the close games, Munster away, was another one where you don’t have coaches on the pitch telling where you to go and how to manage a game.”

Saints are going to need those smarts entering a brutal three-game stretch of Leicester at home, Harlequins at Twickenham followed by Leinster in a Champions Cup semi-final at Croke Park. Then again Northampton’s previous three games were back-to-back Champions Cup knockout games and Saracens at home. “If you start thinking about how many big games you have got coming up, it can become pretty overwhelming,” Furbank said. “It is carnage, but good carnage.”

Beating Leicester at home would virtually guarantee a semi-final spot with an added incentive of mortally wounding the Tigers’ own play-off aspirations. Furbank grew up a Saints supporter and was in the stands when Tom Wood scored his famous try against Leicester in the 2014 play-offs.

The passion is no less these days, but Furbank admits half the challenge is keeping their emotions in check. “The derby is massive,” Furbank said. “I was a Saints fan growing up so these are the games that always have added feeling and added excitement. I remember watching Woody’s try in the corner here and the atmosphere that creates and the intensity the derby brings is massive. There’s an extra edge, an extra buzz.

“We don’t want to get too hyped up because then we will not be in the best headspace to execute our game plan but there’s definitely a few lads who are very good at pressing the emotional buttons.”

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