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FREE 10+ Problem Solving Report Samples in PDF | DOC

10+ Problem Solving Report Samples

Whether it may be for personal or professional reasons , problem solving skills are very important to have. Being good at problem solving shows a scope of different abilities like flexibility, creativity , and logic . What’s more, it helps you figure out how to take a gander at challenges through a new viewpoint. This is why they let little children constantly practice their problem solving skills at school , and why employers value these skills just as much. So, to assist you with your career or home life, here are free examples of Problem Solving Report . Continue reading to discover more!

Problem Solving Report

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Problem solving is a psychological and methodical process that includes finding, dissecting, and taking care of issues. The Problem Solving Report helps you to understand what’s going on in your current circumstance, distinguish things you need to change and then sort out the things that should be done to make the ideal result. This way, it is easier for you to make educated decisions, which will cause your work and daily life to be much better.

Employers value problem-solving abilities because they demonstrate a variety of other qualities such as logic, creativity, resilience, imagination, lateral thinking, and determination. It’s an important talent to have in both your career and personal life. Aside from the variety of free Problem Solving Report template that is provided above, you can also make one of your own! Here are some general steps you should remember in making a Problem Solving Report:

As you identify the issue, specifically make sure that you are looking for the core problem, as the effects could be mistaken as the root cause in a very major way. Additionally, it is vital to literally look at this objectively, and to separate the facts from opinion. This really is why the needed data and information should mostly be taken into account. They are quite significant. Also, don’t forget to review how current processes work and in which the problem actually stands. Flowcharts could be incorporated to distinguish the normal strides of a process and to characterize and dissect very main drivers.

It is very helpful if you come up with various alternatives to your problem. This could be done through brainstorming, specifically with a group that includes all the people involved in the problem. In this step, the generation of ideas must be the main priority; the evaluation must be delayed until the next step. So, even when the proposed alternative doesn’t seem like it’s the best, list it down and consider it later. Just make sure that it is in line with the main objective. If you do it this way, there would be room for acquiring genuine improvement and at the same time, gaining a new lesson, which could be valuable for the future.

When choosing alternatives, choose one that will not only work the problem out but will also not bring about another unnecessary one. Of course, there should be no bias, so you must make sure that all those that are involved accept the considered alternative. This alternative must also be realistic to your given circumstance. You should assess all of the possible effects if this solution were to take place. Leave no room for confusion and doubt by being clear with everything the solution entails.

To carry out the solution properly, you must first do a test run and accumulate input from those influenced by it. If there is consensus from them, then you can proceed into setting up continuous measures. After all of that, asses the long haul results of this alternative. Notwithstanding how the solution is carried out, input channels ought to be incorporated into the execution. This takes constant observing and testing. Solutions are best if it stays and is refreshed to react to future changes.

Problems are rarely handled on one’s own, therefore possessing complicated problem-solving skills is advantageous when working with others. This keeps the team focused on actual solutions and prevents them from becoming distracted by potentially impossible ideas.

A report’s goal is to give facts about a subject in a straightforward and objective manner.

To handle the myriad difficulties that arise in the workplace, problem solving models are applied. Using a shared, collaborative, and methodical approach to problem solving, complex difficulties for teams, working groups, and boards, for example, are frequently solved more quickly.

Problem solving is the root of the progress we made as a society; therefore, to practice our skills in this area is to ensure a great future ahead of us. Download our free, editable, and printable samples of Problem Solving Reports develop better problem solvers, and in turn, an improved world.

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(TOPS-3:E) Test of Problem Solving-3:Elementary

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Test purpose.

The TOPS 3 Elementary assesses a school-aged child's ability to integrate semantic and linguistic knowledge with reasoning ability by way of picture stimuli and verbal responses.

Test Description

TOPS 3 Elementary focuses on the student's linguistic ability to think and reason.  Language competence is the overall indicator of how a child's language skills affect his ability to think, reason, problem solve, infer, classify, associate, predict, determine causes, sequence, and understand directions.  The TOPS 3 Elementary test questions focus on a broad range of language-based thinking skills, including clarifying, analyzing, generating solutions, evaluating, and affective thinking.

While other tests may assess students' thinking skills by tapping mathematical, spatial, or nonverbal potential, the TOPS 3 Elementary measures discrete skills that form the foundation of language-based thinking, reasoning, and problem-solving abilities.

The test is composed of 18 situations that examine six thinking tasks.  Carefully selected items and situations are relevant to most students and common across cultures and in most schools or home settings.

Although the skills tested on the TOPS 3 Elementary are necessary for developing social competence, it is not primarily a test of pragmatic or social language skills.  Rather, it should be part of a battery of tests/observations used to assess pragmatic competence.

The subtests consist of full-color photographs and questions that address critical thinking skills:

• Subtest A: Making Inferences

The student gives a logical explanation about a situation combining what he knows or can see with previous experiences and background information.  The ability to infer is critical for success in the classroom, academics, and social development.

• Subtest B: Sequencing

The student determines and explains logical, everyday sequences of events.  This skill is critical to academic performance and requires an understanding of the situation, determining the logical sequence of events, and expressing it clearly.

• Subtest C: Negative Questions

The student is asked to explain why something would not occur or why one shouldn't take a given action in a situation.  Responses reveal how well your student notices, attends to, understands, and expresses an appropriate response on this subtest.

• Subtest D: Problem Solving

The student must recognize the problem, think of alternative solutions, evaluate the options, and state an appropriate solution that will work well.  It also includes how to avoid specific problems.

• Subtest E: Predicting

This subtest requires the student to anticipate what will happen in the future.  This requires him to draw from past experiences to reflect on the future.  This skill is an academic as well as a life skill.

• Subtest F: Determining Causes

The student must give a logical reason for a given aspect of the situation in the paragraph.  To be successful, the student must see the relationship between the action and the outcome.

• Examiner Qualifications

The test should only be administered by a trained professional familiar with language disorders (e.g., speech-language pathologist, psychologist).

Test Procedures

• All items are presented in a conversational style with normal intonation and speaking rate.
• The student looks at a picture in the Picture Stimuli Book and answers questions (presented verbally by the examiner) about the picture.
• Each task is presented in its entirety to every student. Basals and ceilings are not used in the TOPS 3 Elementary.  Prompts on the test form are allowed only if the student's response is unclear to the examiner.  It is not used to give the student a "second chance" after a clear, complete but incorrect response.
• Acceptable responses for each test item are indicated on the test form.

Discussion of Performance

The Discussion of Performance section in the Examiner's Manual was developed to guide the examiner to make appropriate and educationally-relevant recommendations for remediation based on a clear understanding of each subtest.

It includes a research-based rationale for the importance of teaching thinking skills, clinically sound information about each task, what is required for the student to be successful, how the task relates to academic and classroom behavior, the specific steps a student goes through to complete each thinking task, and the breakdown of what the student's responses reflect about his thinking skills

Standardization/Statistics

Two studies were conducted on the TOPS 3 Elementary – the item pool and standardization studies.  The item pool study consisted of 690 subjects and the standardization study consisted of 1,406 subjects.  The subjects in both studies represented the latest National Census for race, gender, age, and educational placement.  This included subjects with IEPs for special services but who attend regular education classes.

• Inter-Rater Reliability
• Test-Retest
• Reliability Based on Item Homogeneity (KR20)

The test-retest coefficient is .84 for the total test, the SEM is 9.88 for the total test.  Based on these tests, the TOPS 3 Elementary has satisfactory levels of reliability for all tasks and the total test at all age levels.

• Contrast Groups (t-values): Test discriminates between subjects with normal language development and subjects with language disorders.
• Point Biserial Correlations
• Subtest Intercorrelations
• Correlations Between Subtests and Total Test

The t-Values for differences between normal and language-disordered subjects were significant at the .01 level for five age levels and at the .05 level for two age levels.  The TOPS 3 Elementary clearly discriminates between these groups.  Inspection of all the biserial correlations reveals acceptable levels of item consistency with 85% of the individual items showing statistically significant pass/fail correlations with the task scores.

• Z-tests Chi Square analysis at the subtest level
• Analysis of Variance (ANOVA) F-tests

Of the more than 2,000 z-tests, only a small percentage showed any racial differences.  Percentages ranged from below 1% to 6%.  These low percentages indicate that neither race or SES are strong factors on the TOPS 3 Elementary.

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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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Problem Solving

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Afkar Hashmi

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Decision Making

Creativity entails the ability to envision new and different viewpoints on a subject. It involves breaking down and restructuring our knowledge about the subject in order to gain new insights into its nature. However, developing a practical definition for an abstract concept like creativity is complicated because it has so many dimensions.

The need for creative problem-solving has arisen as a result of the shortcomings of logical thinking. Logical thinking progresses in a series of steps, each dependent on the outcome of the previous one. The knowledge gained from this process is merely an extension of what we know already, rather than being truly new. Logical thinking involves reproductive thinking; that is, it is thinking on the basis of similar problems encountered in the past.

Research indicates that thinking productively, not reproductively, generates highly fruitful creative thinking. When confronted with a problem, people thinking in this fashion are able to look at it from multiple perspectives and as a result, can devise a variety of ways to solve it. Creative problem-solving is a method that involves using imagination in addition to cognitive techniques, such as analogies, associations, and other mechanisms. This technique provides insight into a problem, which might not otherwise be obtained through conventional, traditional methods. Gaining new insights into a problem can lead to its reorganization and the development of innovative solutions.

In order to be creative, a person needs to be able to view things in new ways or from a different perspective, which in turn allows him/her to generate novel possibilities or alternatives. Tests of creativity measure not only the number of alternatives that a person can generate but their uniqueness as well. Creativity is linked to fundamental qualities of thinking, such as flexibility and tolerance of ambiguity. The goal of the Creative Problem-solving Test is to determine whether John's attitude and the manner in which he approaches problems are conducive to creativity.

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Editable Report Template for the Test of Problem Solving-3: Elementary

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This 7-page  fully editable report template discusses the results of the  Test of Problem Solving-3 Elementary (TOPS-3E and TOPS-3E:NU) 

 It includes the following components:

• Table of testing results
• Recommendations for using severity ratings of standard scores
• Information regarding  assessment strengths and limitations
• Recommendations of which information to include in the background history section of the report
• Adaptive behavior section
• Test description
• All subtests descriptions including numerous  examples of difficulties the students may present with
• Testing Summary Section
• Impressions Section
• ICD-10 Diagnoses Section
• Accommodations vs. Remediation Section
• Adaptive Recommendations Section
• Maintaining Factors Section
• Reward System and Rationale
• Expected duration of treatment
• Therapy Discharge Recommendations

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