problem solving and case study

Do Your Students Know How to Analyze a Case—Really?

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• Case Teaching
• Student Engagement

J ust as actors, athletes, and musicians spend thousands of hours practicing their craft, business students benefit from practicing their critical-thinking and decision-making skills. Students, however, often have limited exposure to real-world problem-solving scenarios; they need more opportunities to practice tackling tough business problems and deciding on—and executing—the best solutions.

To ensure students have ample opportunity to develop these critical-thinking and decision-making skills, we believe business faculty should shift from teaching mostly principles and ideas to mostly applications and practices. And in doing so, they should emphasize the case method, which simulates real-world management challenges and opportunities for students.

To help educators facilitate this shift and help students get the most out of case-based learning, we have developed a framework for analyzing cases. We call it PACADI (Problem, Alternatives, Criteria, Analysis, Decision, Implementation); it can improve learning outcomes by helping students better solve and analyze business problems, make decisions, and develop and implement strategy. Here, we’ll explain why we developed this framework, how it works, and what makes it an effective learning tool.

The Case for Cases: Helping Students Think Critically

Business students must develop critical-thinking and analytical skills, which are essential to their ability to make good decisions in functional areas such as marketing, finance, operations, and information technology, as well as to understand the relationships among these functions. For example, the decisions a marketing manager must make include strategic planning (segments, products, and channels); execution (digital messaging, media, branding, budgets, and pricing); and operations (integrated communications and technologies), as well as how to implement decisions across functional areas.

Faculty can use many types of cases to help students develop these skills. These include the prototypical “paper cases”; live cases , which feature guest lecturers such as entrepreneurs or corporate leaders and on-site visits; and multimedia cases , which immerse students into real situations. Most cases feature an explicit or implicit decision that a protagonist—whether it is an individual, a group, or an organization—must make.

For students new to learning by the case method—and even for those with case experience—some common issues can emerge; these issues can sometimes be a barrier for educators looking to ensure the best possible outcomes in their case classrooms. Unsure of how to dig into case analysis on their own, students may turn to the internet or rely on former students for “answers” to assigned cases. Or, when assigned to provide answers to assignment questions in teams, students might take a divide-and-conquer approach but not take the time to regroup and provide answers that are consistent with one other.

To help address these issues, which we commonly experienced in our classes, we wanted to provide our students with a more structured approach for how they analyze cases—and to really think about making decisions from the protagonists’ point of view. We developed the PACADI framework to address this need.

PACADI: A Six-Step Decision-Making Approach

The PACADI framework is a six-step decision-making approach that can be used in lieu of traditional end-of-case questions. It offers a structured, integrated, and iterative process that requires students to analyze case information, apply business concepts to derive valuable insights, and develop recommendations based on these insights.

Prior to beginning a PACADI assessment, which we’ll outline here, students should first prepare a two-paragraph summary—a situation analysis—that highlights the key case facts. Then, we task students with providing a five-page PACADI case analysis (excluding appendices) based on the following six steps.

Step 1: Problem definition. What is the major challenge, problem, opportunity, or decision that has to be made? If there is more than one problem, choose the most important one. Often when solving the key problem, other issues will surface and be addressed. The problem statement may be framed as a question; for example, How can brand X improve market share among millennials in Canada? Usually the problem statement has to be re-written several times during the analysis of a case as students peel back the layers of symptoms or causation.

Step 2: Alternatives. Identify in detail the strategic alternatives to address the problem; three to five options generally work best. Alternatives should be mutually exclusive, realistic, creative, and feasible given the constraints of the situation. Doing nothing or delaying the decision to a later date are not considered acceptable alternatives.

Step 3: Criteria. What are the key decision criteria that will guide decision-making? In a marketing course, for example, these may include relevant marketing criteria such as segmentation, positioning, advertising and sales, distribution, and pricing. Financial criteria useful in evaluating the alternatives should be included—for example, income statement variables, customer lifetime value, payback, etc. Students must discuss their rationale for selecting the decision criteria and the weights and importance for each factor.

Step 4: Analysis. Provide an in-depth analysis of each alternative based on the criteria chosen in step three. Decision tables using criteria as columns and alternatives as rows can be helpful. The pros and cons of the various choices as well as the short- and long-term implications of each may be evaluated. Best, worst, and most likely scenarios can also be insightful.

Step 5: Decision. Students propose their solution to the problem. This decision is justified based on an in-depth analysis. Explain why the recommendation made is the best fit for the criteria.

Step 6: Implementation plan. Sound business decisions may fail due to poor execution. To enhance the likeliness of a successful project outcome, students describe the key steps (activities) to implement the recommendation, timetable, projected costs, expected competitive reaction, success metrics, and risks in the plan.

“Students note that using the PACADI framework yields ‘aha moments’—they learned something surprising in the case that led them to think differently about the problem and their proposed solution.”

PACADI’s Benefits: Meaningfully and Thoughtfully Applying Business Concepts

The PACADI framework covers all of the major elements of business decision-making, including implementation, which is often overlooked. By stepping through the whole framework, students apply relevant business concepts and solve management problems via a systematic, comprehensive approach; they’re far less likely to surface piecemeal responses.

As students explore each part of the framework, they may realize that they need to make changes to a previous step. For instance, when working on implementation, students may realize that the alternative they selected cannot be executed or will not be profitable, and thus need to rethink their decision. Or, they may discover that the criteria need to be revised since the list of decision factors they identified is incomplete (for example, the factors may explain key marketing concerns but fail to address relevant financial considerations) or is unrealistic (for example, they suggest a 25 percent increase in revenues without proposing an increased promotional budget).

In addition, the PACADI framework can be used alongside quantitative assignments, in-class exercises, and business and management simulations. The structured, multi-step decision framework encourages careful and sequential analysis to solve business problems. Incorporating PACADI as an overarching decision-making method across different projects will ultimately help students achieve desired learning outcomes. As a practical “beyond-the-classroom” tool, the PACADI framework is not a contrived course assignment; it reflects the decision-making approach that managers, executives, and entrepreneurs exercise daily. Case analysis introduces students to the real-world process of making business decisions quickly and correctly, often with limited information. This framework supplies an organized and disciplined process that students can readily defend in writing and in class discussions.

PACADI in Action: An Example

Here’s an example of how students used the PACADI framework for a recent case analysis on CVS, a large North American drugstore chain.

The CVS Prescription for Customer Value*

PACADI Stage

Summary Response

How should CVS Health evolve from the “drugstore of your neighborhood” to the “drugstore of your future”?

Alternatives

A1. Kaizen (continuous improvement)

A2. Product development

A3. Market development

A4. Personalization (micro-targeting)

Criteria (include weights)

C1. Customer value: service, quality, image, and price (40%)

C2. Customer obsession (20%)

C3. Growth through related businesses (20%)

C4. Customer retention and customer lifetime value (20%)

Each alternative was analyzed by each criterion using a Customer Value Assessment Tool

Alternative 4 (A4): Personalization was selected. This is operationalized via: segmentation—move toward segment-of-1 marketing; geodemographics and lifestyle emphasis; predictive data analysis; relationship marketing; people, principles, and supply chain management; and exceptional customer service.

Implementation

Partner with leading medical school

Curbside pick-up

Pet pharmacy

E-newsletter for customers and employees

Employee incentive program

CVS beauty days

Expand to Latin America and Caribbean

Healthier/happier corner

Holiday toy drives/community outreach

*Source: A. Weinstein, Y. Rodriguez, K. Sims, R. Vergara, “The CVS Prescription for Superior Customer Value—A Case Study,” Back to the Future: Revisiting the Foundations of Marketing from Society for Marketing Advances, West Palm Beach, FL (November 2, 2018).

Results of Using the PACADI Framework

When faculty members at our respective institutions at Nova Southeastern University (NSU) and the University of North Carolina Wilmington have used the PACADI framework, our classes have been more structured and engaging. Students vigorously debate each element of their decision and note that this framework yields an “aha moment”—they learned something surprising in the case that led them to think differently about the problem and their proposed solution.

These lively discussions enhance individual and collective learning. As one external metric of this improvement, we have observed a 2.5 percent increase in student case grade performance at NSU since this framework was introduced.

Tips to Get Started

The PACADI approach works well in in-person, online, and hybrid courses. This is particularly important as more universities have moved to remote learning options. Because students have varied educational and cultural backgrounds, work experience, and familiarity with case analysis, we recommend that faculty members have students work on their first case using this new framework in small teams (two or three students). Additional analyses should then be solo efforts.

To use PACADI effectively in your classroom, we suggest the following:

Advise your students that your course will stress critical thinking and decision-making skills, not just course concepts and theory.

Use a varied mix of case studies. As marketing professors, we often address consumer and business markets; goods, services, and digital commerce; domestic and global business; and small and large companies in a single MBA course.

As a starting point, provide a short explanation (about 20 to 30 minutes) of the PACADI framework with a focus on the conceptual elements. You can deliver this face to face or through videoconferencing.

Give students an opportunity to practice the case analysis methodology via an ungraded sample case study. Designate groups of five to seven students to discuss the case and the six steps in breakout sessions (in class or via Zoom).

Ensure case analyses are weighted heavily as a grading component. We suggest 30–50 percent of the overall course grade.

Once cases are graded, debrief with the class on what they did right and areas needing improvement (30- to 40-minute in-person or Zoom session).

Encourage faculty teams that teach common courses to build appropriate instructional materials, grading rubrics, videos, sample cases, and teaching notes.

When selecting case studies, we have found that the best ones for PACADI analyses are about 15 pages long and revolve around a focal management decision. This length provides adequate depth yet is not protracted. Some of our tested and favorite marketing cases include Brand W , Hubspot , Kraft Foods Canada , TRSB(A) , and Whiskey & Cheddar .

Art Weinstein , Ph.D., is a professor of marketing at Nova Southeastern University, Fort Lauderdale, Florida. He has published more than 80 scholarly articles and papers and eight books on customer-focused marketing strategy. His latest book is Superior Customer Value—Finding and Keeping Customers in the Now Economy . Dr. Weinstein has consulted for many leading technology and service companies.

Herbert V. Brotspies , D.B.A., is an adjunct professor of marketing at Nova Southeastern University. He has over 30 years’ experience as a vice president in marketing, strategic planning, and acquisitions for Fortune 50 consumer products companies working in the United States and internationally. His research interests include return on marketing investment, consumer behavior, business-to-business strategy, and strategic planning.

John T. Gironda , Ph.D., is an assistant professor of marketing at the University of North Carolina Wilmington. His research has been published in Industrial Marketing Management, Psychology & Marketing , and Journal of Marketing Management . He has also presented at major marketing conferences including the American Marketing Association, Academy of Marketing Science, and Society for Marketing Advances.

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Case Study-Based Learning

Enhancing learning through immediate application.

By the Mind Tools Content Team

If you've ever tried to learn a new concept, you probably appreciate that "knowing" is different from "doing." When you have an opportunity to apply your knowledge, the lesson typically becomes much more real.

Adults often learn differently from children, and we have different motivations for learning. Typically, we learn new skills because we want to. We recognize the need to learn and grow, and we usually need – or want – to apply our newfound knowledge soon after we've learned it.

A popular theory of adult learning is andragogy (the art and science of leading man, or adults), as opposed to the better-known pedagogy (the art and science of leading children). Malcolm Knowles , a professor of adult education, was considered the father of andragogy, which is based on four key observations of adult learners:

• Adults learn best if they know why they're learning something.
• Adults often learn best through experience.
• Adults tend to view learning as an opportunity to solve problems.
• Adults learn best when the topic is relevant to them and immediately applicable.

This means that you'll get the best results with adults when they're fully involved in the learning experience. Give an adult an opportunity to practice and work with a new skill, and you have a solid foundation for high-quality learning that the person will likely retain over time.

So, how can you best use these adult learning principles in your training and development efforts? Case studies provide an excellent way of practicing and applying new concepts. As such, they're very useful tools in adult learning, and it's important to understand how to get the maximum value from them.

What Is a Case Study?

Case studies are a form of problem-based learning, where you present a situation that needs a resolution. A typical business case study is a detailed account, or story, of what happened in a particular company, industry, or project over a set period of time.

The learner is given details about the situation, often in a historical context. The key players are introduced. Objectives and challenges are outlined. This is followed by specific examples and data, which the learner then uses to analyze the situation, determine what happened, and make recommendations.

The depth of a case depends on the lesson being taught. A case study can be two pages, 20 pages, or more. A good case study makes the reader think critically about the information presented, and then develop a thorough assessment of the situation, leading to a well-thought-out solution or recommendation.

Why Use a Case Study?

Case studies are a great way to improve a learning experience, because they get the learner involved, and encourage immediate use of newly acquired skills.

They differ from lectures or assigned readings because they require participation and deliberate application of a broad range of skills. For example, if you study financial analysis through straightforward learning methods, you may have to calculate and understand a long list of financial ratios (don't worry if you don't know what these are). Likewise, you may be given a set of financial statements to complete a ratio analysis. But until you put the exercise into context, you may not really know why you're doing the analysis.

With a case study, however, you might explore whether a bank should provide financing to a borrower, or whether a company is about to make a good acquisition. Suddenly, the act of calculating ratios becomes secondary – it's more important to understand what the ratios tell you. This is how case studies can make the difference between knowing what to do, and knowing how, when, and why to do it.

Then, what really separates case studies from other practical forms of learning – like scenarios and simulations – is the ability to compare the learner's recommendations with what actually happened. When you know what really happened, it's much easier to evaluate the "correctness" of the answers given.

When to Use a Case Study

As you can see, case studies are powerful and effective training tools. They also work best with practical, applied training, so make sure you use them appropriately.

Remember these tips:

• Case studies tend to focus on why and how to apply a skill or concept, not on remembering facts and details. Use case studies when understanding the concept is more important than memorizing correct responses.
• Case studies are great team-building opportunities. When a team gets together to solve a case, they'll have to work through different opinions, methods, and perspectives.
• Use case studies to build problem-solving skills, particularly those that are valuable when applied, but are likely to be used infrequently. This helps people get practice with these skills that they might not otherwise get.
• Case studies can be used to evaluate past problem solving. People can be asked what they'd do in that situation, and think about what could have been done differently.

Ensuring Maximum Value From Case Studies

The first thing to remember is that you already need to have enough theoretical knowledge to handle the questions and challenges in the case study. Otherwise, it can be like trying to solve a puzzle with some of the pieces missing.

Here are some additional tips for how to approach a case study. Depending on the exact nature of the case, some tips will be more relevant than others.

• Read the case at least three times before you start any analysis. Case studies usually have lots of details, and it's easy to miss something in your first, or even second, reading.
• Once you're thoroughly familiar with the case, note the facts. Identify which are relevant to the tasks you've been assigned. In a good case study, there are often many more facts than you need for your analysis.
• If the case contains large amounts of data, analyze this data for relevant trends. For example, have sales dropped steadily, or was there an unexpected high or low point?
• If the case involves a description of a company's history, find the key events, and consider how they may have impacted the current situation.
• Consider using techniques like SWOT analysis and Porter's Five Forces Analysis to understand the organization's strategic position.
• Stay with the facts when you draw conclusions. These include facts given in the case as well as established facts about the environmental context. Don't rely on personal opinions when you put together your answers.

Writing a Case Study

You may have to write a case study yourself. These are complex documents that take a while to research and compile. The quality of the case study influences the quality of the analysis. Here are some tips if you want to write your own:

• Write your case study as a structured story. The goal is to capture an interesting situation or challenge and then bring it to life with words and information. You want the reader to feel a part of what's happening.
• Present information so that a "right" answer isn't obvious. The goal is to develop the learner's ability to analyze and assess, not necessarily to make the same decision as the people in the actual case.
• Do background research to fully understand what happened and why. You may need to talk to key stakeholders to get their perspectives as well.
• Determine the key challenge. What needs to be resolved? The case study should focus on one main question or issue.
• Define the context. Talk about significant events leading up to the situation. What organizational factors are important for understanding the problem and assessing what should be done? Include cultural factors where possible.
• Identify key decision makers and stakeholders. Describe their roles and perspectives, as well as their motivations and interests.
• Make sure that you provide the right data to allow people to reach appropriate conclusions.
• Make sure that you have permission to use any information you include.

A typical case study structure includes these elements:

• Executive summary. Define the objective, and state the key challenge.
• Opening paragraph. Capture the reader's interest.
• Scope. Describe the background, context, approach, and issues involved.
• Presentation of facts. Develop an objective picture of what's happening.
• Description of key issues. Present viewpoints, decisions, and interests of key parties.

Because case studies have proved to be such effective teaching tools, many are already written. Some excellent sources of free cases are The Times 100 , CasePlace.org , and Schroeder & Schroeder Inc . You can often search for cases by topic or industry. These cases are expertly prepared, based mostly on real situations, and used extensively in business schools to teach management concepts.

Case studies are a great way to improve learning and training. They provide learners with an opportunity to solve a problem by applying what they know.

There are no unpleasant consequences for getting it "wrong," and cases give learners a much better understanding of what they really know and what they need to practice.

Case studies can be used in many ways, as team-building tools, and for skill development. You can write your own case study, but a large number are already prepared. Given the enormous benefits of practical learning applications like this, case studies are definitely something to consider adding to your next training session.

Knowles, M. (1973). 'The Adult Learner: A Neglected Species [online].' Available here .

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Problem-Solving in Business: CASE STUDIES

• ABOUT THIS LIBGUIDE
• PROBLEM-SOLVING DEFINED AND WHY IT IS IMPORTANT
• SKILLS AND QUALIFICATIONS NEEDED IN PROBLEM-SOLVING
• PROBLEM-SOLVING STEPS
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How to master the seven-step problem-solving process

In this episode of the McKinsey Podcast , Simon London speaks with Charles Conn, CEO of venture-capital firm Oxford Sciences Innovation, and McKinsey senior partner Hugo Sarrazin about the complexities of different problem-solving strategies.

Podcast transcript

Simon London: Hello, and welcome to this episode of the McKinsey Podcast , with me, Simon London. What’s the number-one skill you need to succeed professionally? Salesmanship, perhaps? Or a facility with statistics? Or maybe the ability to communicate crisply and clearly? Many would argue that at the very top of the list comes problem solving: that is, the ability to think through and come up with an optimal course of action to address any complex challenge—in business, in public policy, or indeed in life.

Looked at this way, it’s no surprise that McKinsey takes problem solving very seriously, testing for it during the recruiting process and then honing it, in McKinsey consultants, through immersion in a structured seven-step method. To discuss the art of problem solving, I sat down in California with McKinsey senior partner Hugo Sarrazin and also with Charles Conn. Charles is a former McKinsey partner, entrepreneur, executive, and coauthor of the book Bulletproof Problem Solving: The One Skill That Changes Everything [John Wiley & Sons, 2018].

Charles and Hugo, welcome to the podcast. Thank you for being here.

Hugo Sarrazin: Our pleasure.

Charles Conn: It’s terrific to be here.

Simon London: Problem solving is a really interesting piece of terminology. It could mean so many different things. I have a son who’s a teenage climber. They talk about solving problems. Climbing is problem solving. Charles, when you talk about problem solving, what are you talking about?

Charles Conn: For me, problem solving is the answer to the question “What should I do?” It’s interesting when there’s uncertainty and complexity, and when it’s meaningful because there are consequences. Your son’s climbing is a perfect example. There are consequences, and it’s complicated, and there’s uncertainty—can he make that grab? I think we can apply that same frame almost at any level. You can think about questions like “What town would I like to live in?” or “Should I put solar panels on my roof?”

You might think that’s a funny thing to apply problem solving to, but in my mind it’s not fundamentally different from business problem solving, which answers the question “What should my strategy be?” Or problem solving at the policy level: “How do we combat climate change?” “Should I support the local school bond?” I think these are all part and parcel of the same type of question, “What should I do?”

I’m a big fan of structured problem solving. By following steps, we can more clearly understand what problem it is we’re solving, what are the components of the problem that we’re solving, which components are the most important ones for us to pay attention to, which analytic techniques we should apply to those, and how we can synthesize what we’ve learned back into a compelling story. That’s all it is, at its heart.

I think sometimes when people think about seven steps, they assume that there’s a rigidity to this. That’s not it at all. It’s actually to give you the scope for creativity, which often doesn’t exist when your problem solving is muddled.

Simon London: You were just talking about the seven-step process. That’s what’s written down in the book, but it’s a very McKinsey process as well. Without getting too deep into the weeds, let’s go through the steps, one by one. You were just talking about problem definition as being a particularly important thing to get right first. That’s the first step. Hugo, tell us about that.

Hugo Sarrazin: It is surprising how often people jump past this step and make a bunch of assumptions. The most powerful thing is to step back and ask the basic questions—“What are we trying to solve? What are the constraints that exist? What are the dependencies?” Let’s make those explicit and really push the thinking and defining. At McKinsey, we spend an enormous amount of time in writing that little statement, and the statement, if you’re a logic purist, is great. You debate. “Is it an ‘or’? Is it an ‘and’? What’s the action verb?” Because all these specific words help you get to the heart of what matters.

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Simon London: So this is a concise problem statement.

Hugo Sarrazin: Yeah. It’s not like “Can we grow in Japan?” That’s interesting, but it is “What, specifically, are we trying to uncover in the growth of a product in Japan? Or a segment in Japan? Or a channel in Japan?” When you spend an enormous amount of time, in the first meeting of the different stakeholders, debating this and having different people put forward what they think the problem definition is, you realize that people have completely different views of why they’re here. That, to me, is the most important step.

Charles Conn: I would agree with that. For me, the problem context is critical. When we understand “What are the forces acting upon your decision maker? How quickly is the answer needed? With what precision is the answer needed? Are there areas that are off limits or areas where we would particularly like to find our solution? Is the decision maker open to exploring other areas?” then you not only become more efficient, and move toward what we call the critical path in problem solving, but you also make it so much more likely that you’re not going to waste your time or your decision maker’s time.

How often do especially bright young people run off with half of the idea about what the problem is and start collecting data and start building models—only to discover that they’ve really gone off half-cocked.

Hugo Sarrazin: Yeah.

Charles Conn: And in the wrong direction.

Simon London: OK. So step one—and there is a real art and a structure to it—is define the problem. Step two, Charles?

Charles Conn: My favorite step is step two, which is to use logic trees to disaggregate the problem. Every problem we’re solving has some complexity and some uncertainty in it. The only way that we can really get our team working on the problem is to take the problem apart into logical pieces.

What we find, of course, is that the way to disaggregate the problem often gives you an insight into the answer to the problem quite quickly. I love to do two or three different cuts at it, each one giving a bit of a different insight into what might be going wrong. By doing sensible disaggregations, using logic trees, we can figure out which parts of the problem we should be looking at, and we can assign those different parts to team members.

Simon London: What’s a good example of a logic tree on a sort of ratable problem?

Charles Conn: Maybe the easiest one is the classic profit tree. Almost in every business that I would take a look at, I would start with a profit or return-on-assets tree. In its simplest form, you have the components of revenue, which are price and quantity, and the components of cost, which are cost and quantity. Each of those can be broken out. Cost can be broken into variable cost and fixed cost. The components of price can be broken into what your pricing scheme is. That simple tree often provides insight into what’s going on in a business or what the difference is between that business and the competitors.

If we add the leg, which is “What’s the asset base or investment element?”—so profit divided by assets—then we can ask the question “Is the business using its investments sensibly?” whether that’s in stores or in manufacturing or in transportation assets. I hope we can see just how simple this is, even though we’re describing it in words.

When I went to work with Gordon Moore at the Moore Foundation, the problem that he asked us to look at was “How can we save Pacific salmon?” Now, that sounds like an impossible question, but it was amenable to precisely the same type of disaggregation and allowed us to organize what became a 15-year effort to improve the likelihood of good outcomes for Pacific salmon.

Simon London: Now, is there a danger that your logic tree can be impossibly large? This, I think, brings us onto the third step in the process, which is that you have to prioritize.

Charles Conn: Absolutely. The third step, which we also emphasize, along with good problem definition, is rigorous prioritization—we ask the questions “How important is this lever or this branch of the tree in the overall outcome that we seek to achieve? How much can I move that lever?” Obviously, we try and focus our efforts on ones that have a big impact on the problem and the ones that we have the ability to change. With salmon, ocean conditions turned out to be a big lever, but not one that we could adjust. We focused our attention on fish habitats and fish-harvesting practices, which were big levers that we could affect.

People spend a lot of time arguing about branches that are either not important or that none of us can change. We see it in the public square. When we deal with questions at the policy level—“Should you support the death penalty?” “How do we affect climate change?” “How can we uncover the causes and address homelessness?”—it’s even more important that we’re focusing on levers that are big and movable.

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Simon London: Let’s move swiftly on to step four. You’ve defined your problem, you disaggregate it, you prioritize where you want to analyze—what you want to really look at hard. Then you got to the work plan. Now, what does that mean in practice?

Hugo Sarrazin: Depending on what you’ve prioritized, there are many things you could do. It could be breaking the work among the team members so that people have a clear piece of the work to do. It could be defining the specific analyses that need to get done and executed, and being clear on time lines. There’s always a level-one answer, there’s a level-two answer, there’s a level-three answer. Without being too flippant, I can solve any problem during a good dinner with wine. It won’t have a whole lot of backing.

Simon London: Not going to have a lot of depth to it.

Hugo Sarrazin: No, but it may be useful as a starting point. If the stakes are not that high, that could be OK. If it’s really high stakes, you may need level three and have the whole model validated in three different ways. You need to find a work plan that reflects the level of precision, the time frame you have, and the stakeholders you need to bring along in the exercise.

Charles Conn: I love the way you’ve described that, because, again, some people think of problem solving as a linear thing, but of course what’s critical is that it’s iterative. As you say, you can solve the problem in one day or even one hour.

Charles Conn: We encourage our teams everywhere to do that. We call it the one-day answer or the one-hour answer. In work planning, we’re always iterating. Every time you see a 50-page work plan that stretches out to three months, you know it’s wrong. It will be outmoded very quickly by that learning process that you described. Iterative problem solving is a critical part of this. Sometimes, people think work planning sounds dull, but it isn’t. It’s how we know what’s expected of us and when we need to deliver it and how we’re progressing toward the answer. It’s also the place where we can deal with biases. Bias is a feature of every human decision-making process. If we design our team interactions intelligently, we can avoid the worst sort of biases.

Simon London: Here we’re talking about cognitive biases primarily, right? It’s not that I’m biased against you because of your accent or something. These are the cognitive biases that behavioral sciences have shown we all carry around, things like anchoring, overoptimism—these kinds of things.

Both: Yeah.

Charles Conn: Availability bias is the one that I’m always alert to. You think you’ve seen the problem before, and therefore what’s available is your previous conception of it—and we have to be most careful about that. In any human setting, we also have to be careful about biases that are based on hierarchies, sometimes called sunflower bias. I’m sure, Hugo, with your teams, you make sure that the youngest team members speak first. Not the oldest team members, because it’s easy for people to look at who’s senior and alter their own creative approaches.

Hugo Sarrazin: It’s helpful, at that moment—if someone is asserting a point of view—to ask the question “This was true in what context?” You’re trying to apply something that worked in one context to a different one. That can be deadly if the context has changed, and that’s why organizations struggle to change. You promote all these people because they did something that worked well in the past, and then there’s a disruption in the industry, and they keep doing what got them promoted even though the context has changed.

Simon London: Right. Right.

Hugo Sarrazin: So it’s the same thing in problem solving.

Charles Conn: And it’s why diversity in our teams is so important. It’s one of the best things about the world that we’re in now. We’re likely to have people from different socioeconomic, ethnic, and national backgrounds, each of whom sees problems from a slightly different perspective. It is therefore much more likely that the team will uncover a truly creative and clever approach to problem solving.

Simon London: Let’s move on to step five. You’ve done your work plan. Now you’ve actually got to do the analysis. The thing that strikes me here is that the range of tools that we have at our disposal now, of course, is just huge, particularly with advances in computation, advanced analytics. There’s so many things that you can apply here. Just talk about the analysis stage. How do you pick the right tools?

Charles Conn: For me, the most important thing is that we start with simple heuristics and explanatory statistics before we go off and use the big-gun tools. We need to understand the shape and scope of our problem before we start applying these massive and complex analytical approaches.

Simon London: Would you agree with that?

Hugo Sarrazin: I agree. I think there are so many wonderful heuristics. You need to start there before you go deep into the modeling exercise. There’s an interesting dynamic that’s happening, though. In some cases, for some types of problems, it is even better to set yourself up to maximize your learning. Your problem-solving methodology is test and learn, test and learn, test and learn, and iterate. That is a heuristic in itself, the A/B testing that is used in many parts of the world. So that’s a problem-solving methodology. It’s nothing different. It just uses technology and feedback loops in a fast way. The other one is exploratory data analysis. When you’re dealing with a large-scale problem, and there’s so much data, I can get to the heuristics that Charles was talking about through very clever visualization of data.

You test with your data. You need to set up an environment to do so, but don’t get caught up in neural-network modeling immediately. You’re testing, you’re checking—“Is the data right? Is it sound? Does it make sense?”—before you launch too far.

Simon London: You do hear these ideas—that if you have a big enough data set and enough algorithms, they’re going to find things that you just wouldn’t have spotted, find solutions that maybe you wouldn’t have thought of. Does machine learning sort of revolutionize the problem-solving process? Or are these actually just other tools in the toolbox for structured problem solving?

Charles Conn: It can be revolutionary. There are some areas in which the pattern recognition of large data sets and good algorithms can help us see things that we otherwise couldn’t see. But I do think it’s terribly important we don’t think that this particular technique is a substitute for superb problem solving, starting with good problem definition. Many people use machine learning without understanding algorithms that themselves can have biases built into them. Just as 20 years ago, when we were doing statistical analysis, we knew that we needed good model definition, we still need a good understanding of our algorithms and really good problem definition before we launch off into big data sets and unknown algorithms.

Simon London: Step six. You’ve done your analysis.

Charles Conn: I take six and seven together, and this is the place where young problem solvers often make a mistake. They’ve got their analysis, and they assume that’s the answer, and of course it isn’t the answer. The ability to synthesize the pieces that came out of the analysis and begin to weave those into a story that helps people answer the question “What should I do?” This is back to where we started. If we can’t synthesize, and we can’t tell a story, then our decision maker can’t find the answer to “What should I do?”

Simon London: But, again, these final steps are about motivating people to action, right?

Charles Conn: Yeah.

Simon London: I am slightly torn about the nomenclature of problem solving because it’s on paper, right? Until you motivate people to action, you actually haven’t solved anything.

Charles Conn: I love this question because I think decision-making theory, without a bias to action, is a waste of time. Everything in how I approach this is to help people take action that makes the world better.

Simon London: Hence, these are absolutely critical steps. If you don’t do this well, you’ve just got a bunch of analysis.

Charles Conn: We end up in exactly the same place where we started, which is people speaking across each other, past each other in the public square, rather than actually working together, shoulder to shoulder, to crack these important problems.

Simon London: In the real world, we have a lot of uncertainty—arguably, increasing uncertainty. How do good problem solvers deal with that?

Hugo Sarrazin: At every step of the process. In the problem definition, when you’re defining the context, you need to understand those sources of uncertainty and whether they’re important or not important. It becomes important in the definition of the tree.

You need to think carefully about the branches of the tree that are more certain and less certain as you define them. They don’t have equal weight just because they’ve got equal space on the page. Then, when you’re prioritizing, your prioritization approach may put more emphasis on things that have low probability but huge impact—or, vice versa, may put a lot of priority on things that are very likely and, hopefully, have a reasonable impact. You can introduce that along the way. When you come back to the synthesis, you just need to be nuanced about what you’re understanding, the likelihood.

Often, people lack humility in the way they make their recommendations: “This is the answer.” They’re very precise, and I think we would all be well-served to say, “This is a likely answer under the following sets of conditions” and then make the level of uncertainty clearer, if that is appropriate. It doesn’t mean you’re always in the gray zone; it doesn’t mean you don’t have a point of view. It just means that you can be explicit about the certainty of your answer when you make that recommendation.

Simon London: So it sounds like there is an underlying principle: “Acknowledge and embrace the uncertainty. Don’t pretend that it isn’t there. Be very clear about what the uncertainties are up front, and then build that into every step of the process.”

Hugo Sarrazin: Every step of the process.

Simon London: Yeah. We have just walked through a particular structured methodology for problem solving. But, of course, this is not the only structured methodology for problem solving. One that is also very well-known is design thinking, which comes at things very differently. So, Hugo, I know you have worked with a lot of designers. Just give us a very quick summary. Design thinking—what is it, and how does it relate?

Hugo Sarrazin: It starts with an incredible amount of empathy for the user and uses that to define the problem. It does pause and go out in the wild and spend an enormous amount of time seeing how people interact with objects, seeing the experience they’re getting, seeing the pain points or joy—and uses that to infer and define the problem.

Simon London: Problem definition, but out in the world.

Hugo Sarrazin: With an enormous amount of empathy. There’s a huge emphasis on empathy. Traditional, more classic problem solving is you define the problem based on an understanding of the situation. This one almost presupposes that we don’t know the problem until we go see it. The second thing is you need to come up with multiple scenarios or answers or ideas or concepts, and there’s a lot of divergent thinking initially. That’s slightly different, versus the prioritization, but not for long. Eventually, you need to kind of say, “OK, I’m going to converge again.” Then you go and you bring things back to the customer and get feedback and iterate. Then you rinse and repeat, rinse and repeat. There’s a lot of tactile building, along the way, of prototypes and things like that. It’s very iterative.

Simon London: So, Charles, are these complements or are these alternatives?

Charles Conn: I think they’re entirely complementary, and I think Hugo’s description is perfect. When we do problem definition well in classic problem solving, we are demonstrating the kind of empathy, at the very beginning of our problem, that design thinking asks us to approach. When we ideate—and that’s very similar to the disaggregation, prioritization, and work-planning steps—we do precisely the same thing, and often we use contrasting teams, so that we do have divergent thinking. The best teams allow divergent thinking to bump them off whatever their initial biases in problem solving are. For me, design thinking gives us a constant reminder of creativity, empathy, and the tactile nature of problem solving, but it’s absolutely complementary, not alternative.

Simon London: I think, in a world of cross-functional teams, an interesting question is do people with design-thinking backgrounds really work well together with classical problem solvers? How do you make that chemistry happen?

Hugo Sarrazin: Yeah, it is not easy when people have spent an enormous amount of time seeped in design thinking or user-centric design, whichever word you want to use. If the person who’s applying classic problem-solving methodology is very rigid and mechanical in the way they’re doing it, there could be an enormous amount of tension. If there’s not clarity in the role and not clarity in the process, I think having the two together can be, sometimes, problematic.

The second thing that happens often is that the artifacts the two methodologies try to gravitate toward can be different. Classic problem solving often gravitates toward a model; design thinking migrates toward a prototype. Rather than writing a big deck with all my supporting evidence, they’ll bring an example, a thing, and that feels different. Then you spend your time differently to achieve those two end products, so that’s another source of friction.

Now, I still think it can be an incredibly powerful thing to have the two—if there are the right people with the right mind-set, if there is a team that is explicit about the roles, if we’re clear about the kind of outcomes we are attempting to bring forward. There’s an enormous amount of collaborativeness and respect.

Simon London: But they have to respect each other’s methodology and be prepared to flex, maybe, a little bit, in how this process is going to work.

Hugo Sarrazin: Absolutely.

Simon London: The other area where, it strikes me, there could be a little bit of a different sort of friction is this whole concept of the day-one answer, which is what we were just talking about in classical problem solving. Now, you know that this is probably not going to be your final answer, but that’s how you begin to structure the problem. Whereas I would imagine your design thinkers—no, they’re going off to do their ethnographic research and get out into the field, potentially for a long time, before they come back with at least an initial hypothesis.

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Hugo Sarrazin: That is a great callout, and that’s another difference. Designers typically will like to soak into the situation and avoid converging too quickly. There’s optionality and exploring different options. There’s a strong belief that keeps the solution space wide enough that you can come up with more radical ideas. If there’s a large design team or many designers on the team, and you come on Friday and say, “What’s our week-one answer?” they’re going to struggle. They’re not going to be comfortable, naturally, to give that answer. It doesn’t mean they don’t have an answer; it’s just not where they are in their thinking process.

Simon London: I think we are, sadly, out of time for today. But Charles and Hugo, thank you so much.

Charles Conn: It was a pleasure to be here, Simon.

Hugo Sarrazin: It was a pleasure. Thank you.

Simon London: And thanks, as always, to you, our listeners, for tuning into this episode of the McKinsey Podcast . If you want to learn more about problem solving, you can find the book, Bulletproof Problem Solving: The One Skill That Changes Everything , online or order it through your local bookstore. To learn more about McKinsey, you can of course find us at McKinsey.com.

Charles Conn is CEO of Oxford Sciences Innovation and an alumnus of McKinsey’s Sydney office. Hugo Sarrazin is a senior partner in the Silicon Valley office, where Simon London, a member of McKinsey Publishing, is also based.

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This note, designed for students in the Problem Solving Workshop, gives helpful tips for approaching problem solving case studies. Learning Objectives

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How To Solve A Case Study

Introduction

What is a case study? A case study is a deep study or a detailed examination of a particular case. In politics case studies, it can range from little happenings to huge undertakings like world wars. It is not necessary that a case study only highlights only an individual’s case but it can also highlight groups, belief systems, organizations, or events. Necessarily the case study does did not include only one observation but it may include many observations. In the case of studies projects for research involving several cases are called cross-case research; on the other hand, the study of a single case is called within the case research.

How to solve a case study?

Solving a case study requires deep analyzing skills, the ability to investigate the current problem, examine the right solution, and using the most supportive and workable evidence. It is necessary to take notes, highlight influential facts, and underline the major problems involved. Into days modern times; you can also online case study solutions help by contacting experts on their websites. To make it easier we follow a step-wise procedure to make it understandable. So before you begin Writing the case, follow the step-by-step procedure to get reasonable and desired results.

Step#1: Identify The Case

The first step is about taking notes, highlight the key factors which are being involved, and also introduce the relevant factors which are necessary.

Step#2: Focus Your Analysis

Identify the key problems. Find the reason that why Do they exist? How can they affect the organization or client? Which thing is responsible, and go for their best possible solutions.

Step#3: Realize Possible Solutions

Review all the reading related to the case study course, related discussions, consult it with outside sources, and utilize your experience.

Step#4: Choose The Best Possible Solution

Consider the best and supporting evidence. Its pros and cons, and how realistic it is?. Scan the gathered information again and do not overlook it without focusing on each point.

This is how to solve a case study step by step and easily conclude it while benefiting your clients following these well-researched steps. Additionally following these steps one can also be familiar that how to write case study assignment while getting less confusion.

Examples OF Solving A Case Study

As we know case study involves examining things deeply; for example, we take a case study in medicines. It may be related to an ailment or a patient; a case study in the business sector might cover a broader market; in politics, a case study might range from a narrow happening to a huge undertaking. Let’s discuss How to solve case studies with examples,

Example#1: AnaOwas a woman’s pseudonym of a lady named Bertha. A patient of a famous physical expert Jose Breuer. She was never a patient of another physician Freud. Both physicians Breuer and Joseph, extensively discuss her case. The woman was expecting the symptoms of a disease known as hysteria and it is also found that talking about her issues relieving her a lot and her symptoms. Her case becomes beneficial to understand the fact that therapy of talking has an excellent approach towards mental health.

Example#2: Phineas Gage was an employee in railways. Phineas experiences a scary accident in which a metal rod stuck his skull, damaging a sensitive portion of his brain; although he recovered after that, he comes up with extreme changes in his behavior and personality.

Example#3: Genie a young beautiful girl faced horrifying abuse and isolation. Genie’s case study allows many researchers to examine whether languages could be learned even after hectic times for developing language had vanished for her. Her case also enables everyone to understand that how interference of scientific researches leads to more abuse of a vulnerable person. One can also consult their mentors to understand which case study to buy and get the valuable guidance.

Benefits and Limitations OF A Case Study

A case study could have both strengths and drawbacks. Here we discuss its good and bad things in the form of bullets. First of all, we get to know about its pros.

• It allows investigators and researchers to attain high-level knowledge.
• Give them a chance to attain valuable information from Unusual and rare cases.
• Allow the individuals for research to develop their hypotheses to explore them at experimental research.

Along with its pros, case studies have their cons too. Let’s discuss them in bullets.

• The case study cannot briefly demonstrate cause and influences.
• It cannot be generalized in public.
• It can also lead to bias.

Bottom Lines

Generally, case studies can be included in many different fields like education, anthropology, psychology, medicines, and political sciences. We have discussed in the article above about case study definition, how to solve it, and also include the examples for your better understanding. Hoping that this article will play its part in building your knowledge about studying a case.

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10 Successful Design Thinking Case Study

Dive into the realm of Successful Design Thinking Case Studies to explore the power of this innovative problem-solving approach. Begin by understanding What is Design Thinking? and then embark on a journey through real-world success stories. Discover valuable lessons learned from these case studies and gain insights into how Design Thinking can transform your approach.

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Design Thinking has emerged as a powerful problem-solving approach that places empathy, creativity, and innovation at the forefront. However, if you are not aware of the power that this approach holds, a Design Thinking Case Study is often used to help people address the complex challenges of this approach with a human-centred perspective. It allows organisations to unlock new opportunities and drive meaningful change. Read this blog on Design Thinking Case Study to learn how it enhances organisation’s growth and gain valuable insights on creative problem-solving.

Table of Contents   

1) What is Design Thinking?

2) Design Thinking process   

3) Successful Design Thinking Case Studies

      a) Airbnb

      b) Apple

      c) Netflix

      d) UberEats

      e) IBM

       f) OralB’s electric toothbrush

      g) IDEO

      h) Tesla

       i) GE Healthcare

       j) Nike

3) Lessons learned from Design Thinking Case Studies

4) Conclusion    

What is Design Thinking ?

Before jumping on Design Thinking Case Study, let’s first understand what it is. Design Thinking is a methodology for problem-solving that prioritises the understanding and addressing of individuals' unique needs.

This human-centric approach is creative and iterative, aiming to find innovative solutions to complex challenges. At its core, Design Thinking fosters empathy, encourages collaboration, and embraces experimentation.

This process revolves around comprehending the world from the user's perspective, identifying problems through this lens, and then generating and refining solutions that cater to these specific needs. Design Thinking places great importance on creativity and out-of-the-box thinking, seeking to break away from conventional problem-solving methods.

It is not confined to the realm of design but can be applied to various domains, from business and technology to healthcare and education. By putting the user or customer at the centre of the problem-solving journey, Design Thinking helps create products, services, and experiences that are more effective, user-friendly, and aligned with the genuine needs of the people they serve.  

Design Thinking process

Design Thinking is a problem-solving and innovation framework that helps individuals and teams create user-centred solutions. This process consists of five key phases that are as follows:  

To initiate the Design Thinking process, the first step is to practice empathy. In order to create products and services that are appealing, it is essential to comprehend the users and their requirements. What are their anticipations regarding the product you are designing? What issues and difficulties are they encountering within this particular context?

During the empathise phase, you spend time observing and engaging with real users. This might involve conducting interviews and seeing how they interact with an existing product. You should pay attention to facial expressions and body language. During the empathise phase in the Design Thinking Process , it's crucial to set aside assumptions and gain first-hand insights to design with real users in mind. That's the essence of Design Thinking.

During the second stage of the Design Thinking process, the goal is to identify the user’s problem. To accomplish this, collect all your observations from the empathise phase and begin to connect the dots.

Ask yourself: What consistent patterns or themes did you notice? What recurring user needs or challenges were identified? After synthesising your findings, you must create a problem statement, also known as a Point Of View (POV) statement, which outlines the issue or challenge you aim to address. By the end of the define stage, you will be able to craft a clear problem statement that will guide you throughout the design process, forming the basis of your ideas and potential solutions.

After completing the first two stages of the Design Thinking process, which involve defining the target users and identifying the problem statement, it is now time to move on to the third stage - ideation. This stage is all about brainstorming and coming up with various ideas and solutions to solve the problem statement. Through ideation, the team can explore different perspectives and possibilities and select the best ideas to move forward with.

During the ideation phase, it is important to create an environment where everyone feels comfortable sharing their ideas without fear of judgment. This phase is all about generating a large quantity of ideas, regardless of feasibility. This is done by encouraging the team to think outside the box and explore new angles. To maximise creativity, ideation sessions are often held in unconventional locations.

It’s time to transform the ideas from stage three into physical or digital prototypes. A prototype is a miniature model of a product or feature, which can be as simple as a paper model or as complex as an interactive digital representation.

During the Prototyping Stage , the primary objective is to transform your ideas into a tangible product that can be tested by actual users. This is crucial in maintaining a user-centric approach, as it enables you to obtain feedback before proceeding to develop the entire product. By doing so, you can ensure that the final design adequately addresses the user's problem and delivers an enjoyable user experience.

During the Design Thinking process, the fifth step involves testing your prototypes by exposing them to real users and evaluating their performance. Throughout this testing phase, you can observe how your target or prospective users engage with your prototype. Additionally, you can gather valuable feedback from your users about their experiences throughout the process.

Based on the feedback received during user testing, you can go back and make improvements to the design. It is important to remember that the Design Thinking process is iterative and non-linear. After the testing phase, it may be necessary to revisit the empathise stage or conduct additional ideation sessions before creating a successful prototype.

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Successful Design Thinking Case Studies  

Now that you have a foundational understanding of Design Thinking, let's explore how some of the world's most successful companies have leveraged this methodology to drive innovation and success:

Case Study 1: Airbnb  

Airbnb’s one of the popular Design Thinking Case Studies that you can aspire from. Airbnb disrupted the traditional hotel industry by applying Design Thinking principles to create a platform that connects travellers with unique accommodations worldwide. The founders of Airbnb, Brian Chesky, Joe Gebbia, and Nathan Blecharczyk, started by identifying a problem: the cost and lack of personalisation in traditional lodging.

They conducted in-depth user research by staying in their own listings and collecting feedback from both hosts and guests. This empathetic approach allowed them to design a platform that not only met the needs of travellers but also empowered hosts to provide personalised experiences. 

Airbnb's intuitive website and mobile app interface, along with its robust review and rating system, instil trust and transparency, making users feel comfortable choosing from a vast array of properties. Furthermore, the "Experiences" feature reflects Airbnb's commitment to immersive travel, allowing users to book unique activities hosted by locals. 

Case Study 2.  Apple    

Apple Inc. has consistently been a pioneer in  Design Thinking, which is evident in its products, such as the iPhone. One of the best Design Thinking Examples from Apple is the development of the iPhone's User Interface (UI). The team at Apple identified the need for a more intuitive and user-friendly smartphone experience. They conducted extensive research and usability testing to understand user behaviours, pain points, and desires.   

The result? A revolutionary touch interface that forever changed the smartphone industry. Apple's relentless focus on the user experience, combined with iterative prototyping and user feedback, exemplifies the power of  Design Thinking in creating groundbreaking products.    

Apple invests heavily in user research to  anticipate what customers want before they even realise it themselves. This empathetic approach to design has led to groundbreaking innovations like the iPhone, iPad, and MacBook, which have redefined the entire industry.  

Case Study 3. Netflix  

Netflix, the global streaming giant, has revolutionised the way people consume entertainment content. A major part of their success can be attributed to their effective use of Design Thinking principles.

What sets Netflix apart is its commitment to understanding its audience on a profound level. Netflix recognised that its success hinged on offering a personalised, enjoyable viewing experience. Through meticulous user research, data analysis, and a culture of innovation, Netflix constantly evolves its platform. Moreover, by gathering insights on viewing habits, content preferences, and even UI, the company tailors its recommendations, search algorithms, and original content to captivate viewers worldwide.

Furthermore, Netflix's iterative approach to Design Thinking allows it to adapt quickly to shifting market dynamics. This agility proved crucial when transitioning from a DVD rental service to a streaming platform. Netflix didn't just lead this revolution; it shaped it by keeping users' desires and behaviours front and centre. Netflix's commitment to Design Thinking has resulted in a highly user-centric platform that keeps subscribers engaged and satisfied, ultimately contributing to its global success.  

Case Study 4. Uber Eats     

Uber Eats, a subsidiary of Uber, has disrupted the food delivery industry by applying Design Thinking principles to enhance user experiences and create a seamless platform for food lovers and restaurants alike.  

One of  UberEats' key innovations lies in its user-centric approach. By conducting in-depth research and understanding the pain points of both consumers and restaurant partners, they crafted a solution that addresses real-world challenges. The user-friendly app offers a wide variety of cuisines, personalised recommendations, and real-time tracking, catering to the diverse preferences of customers.  

Moreover,  UberEats leverages technology and data-driven insights to optimise delivery routes and times, ensuring that hot and fresh food reaches customers promptly. The platform also empowers restaurant owners with tools to efficiently manage orders, track performance, and expand their customer base. 

Case Study  5 . IBM    

IBM is a prime example of a large corporation successfully adopting Design Thinking to drive innovation and transform its business. Historically known for its hardware and software innovations, IBM recognised the need to evolve its approach to remain competitive in the fast-paced technology landscape.   

IBM's Design Thinking journey began with a mission to reinvent its enterprise software solutions. The company transitioned from a product-centric focus to a user-centric one. Instead of solely relying on technical specifications, IBM started by empathising with its customers. They started to understand customer’s pain points, and envisioning solutions that genuinely addressed their needs. 

One of the key elements of IBM's Design Thinking success is its multidisciplinary teams. The company brought together designers, engineers, marketers, and end-users to collaborate throughout the product development cycle. This cross-functional approach encouraged diverse perspectives, fostering creativity and innovation. 

IBM's commitment to Design Thinking is evident in its flagship projects such as Watson, a cognitive computing system, and IBM Design Studios, where Design Thinking principles are deeply embedded into the company's culture. 

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Case Study 6. Oral-B’s electric toothbrush

Oral-B, a prominent brand under the Procter & Gamble umbrella, stands out as a remarkable example of how Design Thinking can be executed in a seemingly everyday product—Electric toothbrushes. By applying the Design Thinking approach, Oral-B has transformed the world of oral hygiene with its electric toothbrushes.  

Oral-B's journey with Design Thinking began by placing the user firmly at the centre of their Product Development process. Through extensive research and user feedback, the company gained invaluable insights into oral care habits, preferences, and pain points. This user-centric approach guided Oral-B in designing electric toothbrushes that not only cleaned teeth more effectively but also made the entire oral care routine more engaging and enjoyable.  

Another of Oral-B's crucial innovations is the integration of innovative technology into their toothbrushes. These devices now come equipped with features like real-time feedback, brushing timers, and even Bluetooth connectivity to sync with mobile apps. By embracing technology and user-centric design, Oral-B effectively transformed the act of brushing teeth into an interactive and informative experience. This has helped users maintain better oral hygiene.  

Oral-B's success story showcases how Design Thinking, combined with a deep understanding of user needs, can lead to significant advancements, ultimately improving both the product and user satisfaction.

Case Study 7. IDEO  

IDEO, a Global Design Consultancy, has been at the forefront of Design Thinking for decades. They have worked on diverse projects, from creating innovative medical devices to redesigning public services.

One of their most notable Design Thinking examples is the development of the "DeepDive" shopping cart for a major retailer. IDEO's team spent weeks observing shoppers, talking to store employees, and prototyping various cart designs. The result was a cart that not only improved the shopping experience but also increased sales. IDEO's human-centred approach, emphasis on empathy, and rapid prototyping techniques demonstrate how Design Thinking can drive innovation and solve real-world problems.   

Upgrade your creativity skills – register for our Creative Leader Training today!

Case Study  8 .  Tesla  

Tesla, led by Elon Musk, has redefined the automotive industry by applying Design Thinking to Electric Vehicles (EVs). Musk and his team identified the need for EVs to be not just eco-friendly but also desirable. They focused on designing EVs that are stylish, high-performing, and technologically advanced. Tesla's iterative approach, rapid prototyping, and constant refinement have resulted in groundbreaking EVs like the Model S, Model 3, and Model X.    

From the minimalist interior of their Model S to the autopilot self-driving system, every aspect is meticulously crafted with the end user in mind. The company actively seeks feedback from its user community, often implementing software updates based on customer suggestions. This iterative approach ensures that Tesla vehicles continually evolve to meet and exceed customer expectations .   

Moreover, Tesla's bold vision extends to sustainable energy solutions, exemplified by products like the Powerwall and solar roof tiles. These innovations  showcase Tesla's holistic approach to Design Thinking, addressing not only the automotive industry's challenges but also contributing to a greener, more sustainable future.   

Case Study 9. GE Healthcare 

GE Healthcare is a prominent player in the Healthcare industry, renowned for its relentless commitment to innovation and design excellence. Leveraging Design Thinking principles, GE Healthcare has consistently pushed the boundaries of medical technology, making a significant impact on patient care worldwide.  

One of the key areas where GE Healthcare has excelled is in the development of cutting-edge medical devices and diagnostic solutions. Their dedication to user-centred design has resulted in devices that are not only highly functional but also incredibly intuitive for healthcare professionals to operate. For example, their advanced Medical Imaging equipment, such as MRI and CT scanners, are designed with a focus on patient comfort, safety, and accurate diagnostics. This device reflects the company's dedication to improving healthcare outcomes.  

Moreover, GE Healthcare's commitment to design extends beyond the physical product. They have also ventured into software solutions that facilitate data analysis and Patient Management. Their user-friendly software interfaces and data visualisation tools have empowered healthcare providers to make more informed decisions, enhancing overall patient care and treatment planning.

Case Study 10. Nike 

Nike is a global powerhouse in the athletic apparel and Footwear industry. Nike's journey began with a simple running shoe, but its design-thinking approach transformed it into an iconic brand.

Nike's Design Thinking journey started with a deep understanding of athletes' needs and desires. They engaged in extensive user research, often collaborating with top athletes to gain insights that inform their product innovations. This customer-centric approach allowed Nike to develop ground breaking technologies, such as Nike Air and Flyknit, setting new standards in comfort, performance, and style.

Beyond product innovation, Nike's brand identity itself is a testament to Design Thinking. The iconic Swoosh logo, created by Graphic Designer Carolyn Davidson, epitomises simplicity and timelessness, reflecting the brand's ethos.  

Nike also excels in creating immersive retail experiences, using Design Thinking to craft spaces that engage and inspire customers. Their flagship stores around the world are showcases of innovative design, enhancing the overall brand perception.

Lessons learned from Design Thinking Case Studies

The Design Thinking process, as exemplified by the success stories of IBM, Netflix, Apple, and Nike, offers valuable takeaways for businesses of all sizes and industries. Here are three key lessons to learn from these Case Studies:  

1)   Consider the b ig p icture   

Design Thinking encourages organisations to zoom out and view the big picture. It's not just about solving a specific problem but understanding how that problem fits into the broader context of user needs and market dynamics. By taking a holistic approach, you can identify opportunities for innovation that extend beyond immediate challenges. IBM's example, for instance, involved a comprehensive evaluation of their clients' journeys, leading to more impactful solutions.  

2)  Think t hrough a lternative s olutions   

One of the basic principles of Design Thinking is ideation, which emphasises generating a wide range of creative solutions. Netflix's success in content recommendation, for instance, came from exploring multiple strategies to enhance user experience. When brainstorming ideas and solutions, don't limit yourself to the obvious choices. Encourage diverse perspectives and consider unconventional approaches that may lead to breakthrough innovations.  

3)  Research e ach c ompany’s c ompetitors   

Lastly, researching competitors is essential for staying competitive. Analyse what other companies in your industry are doing, both inside and outside the realm of Design Thinking. Learn from their successes and failures. GE Healthcare, for example, leveraged Design Thinking to improve medical equipment usability, giving them a competitive edge. By researching competitors, you can gain insights that inform your own Design Thinking initiatives and help you stand out in the market.  

Incorporating these takeaways into your approach to Design Thinking can enhance your problem-solving capabilities, foster innovation, and ultimately lead to more successful results.  

Conclusion    

Design Thinking is not limited to a specific industry or problem domain; it is a versatile approach that promotes innovation and problem-solving in various contexts. In this blog, we've examined successful Design Thinking Case Studies from industry giants like IBM, Netflix, Apple, Airbnb, Uber Eats, and Nike. These companies have demonstrated that Design Thinking is a powerful methodology that can drive innovation, enhance user experiences, and lead to exceptional business success.   

Start your journey towards creative problem-solving – register for our Design Thinking Training now!  

Frequently Asked Questions

Design Thinking Case Studies align with current market demands and user expectations by showcasing practical applications of user-centric problem-solving. These Studies highlight the success of empathetic approaches in meeting evolving customer needs.

By analysing various real-world examples, businesses can derive vital insights into dynamic market trends, creating innovative solutions, and enhancing user experiences. Design Thinking's emphasis on iterative prototyping and collaboration resonates with the contemporary demand for agility and adaptability.

Real-world examples of successful Design Thinking implementations can be found in various sources. For instance, you can explore several Case Study repositories on Design Thinking platforms like IDEO and Design Thinking Institute. Furthermore, you can also look for business publications, such as the Harvard Business Review as well as Fast Company, which often feature articles on successful Design Thinking applications.

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Blog Case Study

How to Present a Case Study like a Pro (With Examples)

By Danesh Ramuthi , Sep 07, 2023

In today’s world, where data is king and persuasion is queen, a killer case study can change the game. Think high-powered meetings at fancy companies or even nailing that college presentation: a rock-solid case study could be the magic weapon you need.

Okay, let’s get real: case studies can be kinda snooze-worthy. But guess what? They don’t have to be!

In this article, you’ll learn all about crafting and presenting powerful case studies. From selecting the right metrics to using persuasive narrative techniques, I will cover every element that transforms a mere report into a compelling case study. 

And if you’re feeling a little lost, don’t worry! There are cool tools like Venngage’s Case Study Creator to help you whip up something awesome, even if you’re short on time. Plus, the pre-designed case study templates are like instant polish because let’s be honest, everyone loves a shortcut.

Click to jump ahead: 

What is a case study presentation?

Purpose of presenting a case study, how to structure a case study presentation, how long should a case study presentation be, 5 case study presentation templates, tips for delivering an effective case study presentation, common mistakes to avoid in a case study presentation, how to present a case study faqs.

A case study presentation involves a comprehensive examination of a specific subject, which could range from an individual, group, location, event, organization or phenomenon.

They’re like puzzles you get to solve with the audience, all while making you think outside the box.

Unlike a basic report or whitepaper, the purpose of a case study presentation is to stimulate critical thinking among the viewers. 

The primary objective of a case study is to provide an extensive and profound comprehension of the chosen topic. You don’t just throw numbers at your audience. You use examples and real-life cases to make you think and see things from different angles.

The primary purpose of presenting a case study is to offer a comprehensive, evidence-based argument that informs, persuades and engages your audience.

Here’s the juicy part: presenting that case study can be your secret weapon. Whether you’re pitching a groundbreaking idea to a room full of suits or trying to impress your professor with your A-game, a well-crafted case study can be the magic dust that sprinkles brilliance over your words.

Think of it like digging into a puzzle you can’t quite crack . A case study lets you explore every piece, turn it over and see how it fits together. This close-up look helps you understand the whole picture, not just a blurry snapshot.

It’s also your chance to showcase how you analyze things, step by step, until you reach a conclusion. It’s all about being open and honest about how you got there.

Besides, presenting a case study gives you an opportunity to connect data and real-world scenarios in a compelling narrative. It helps to make your argument more relatable and accessible, increasing its impact on your audience.

One of the contexts where case studies can be very helpful is during the job interview. In some job interviews, you as candidates may be asked to present a case study as part of the selection process.

Having a case study presentation prepared allows the candidate to demonstrate their ability to understand complex issues, formulate strategies and communicate their ideas effectively.

The way you present a case study can make all the difference in how it’s received. A well-structured presentation not only holds the attention of your audience but also ensures that your key points are communicated clearly and effectively.

In this section, let’s go through the key steps that’ll help you structure your case study presentation for maximum impact.

Let’s get into it. 

Open with an introductory overview 

Start by introducing the subject of your case study and its relevance. Explain why this case study is important and who would benefit from the insights gained. This is your opportunity to grab your audience’s attention.

Explain the problem in question

Dive into the problem or challenge that the case study focuses on. Provide enough background information for the audience to understand the issue. If possible, quantify the problem using data or metrics to show the magnitude or severity.

Detail the solutions to solve the problem

After outlining the problem, describe the steps taken to find a solution. This could include the methodology, any experiments or tests performed and the options that were considered. Make sure to elaborate on why the final solution was chosen over the others.

Key stakeholders Involved

Talk about the individuals, groups or organizations that were directly impacted by or involved in the problem and its solution. 

Stakeholders may experience a range of outcomes—some may benefit, while others could face setbacks.

For example, in a business transformation case study, employees could face job relocations or changes in work culture, while shareholders might be looking at potential gains or losses.

Discuss the key results & outcomes

Discuss the results of implementing the solution. Use data and metrics to back up your statements. Did the solution meet its objectives? What impact did it have on the stakeholders? Be honest about any setbacks or areas for improvement as well.

Include visuals to support your analysis

Visual aids can be incredibly effective in helping your audience grasp complex issues. Utilize charts, graphs, images or video clips to supplement your points. Make sure to explain each visual and how it contributes to your overall argument.

Pie charts illustrate the proportion of different components within a whole, useful for visualizing market share, budget allocation or user demographics.

This is particularly useful especially if you’re displaying survey results in your case study presentation.

Stacked charts on the other hand are perfect for visualizing composition and trends. This is great for analyzing things like customer demographics, product breakdowns or budget allocation in your case study.

Consider this example of a stacked bar chart template. It provides a straightforward summary of the top-selling cake flavors across various locations, offering a quick and comprehensive view of the data.

Not the chart you’re looking for? Browse Venngage’s gallery of chart templates to find the perfect one that’ll captivate your audience and level up your data storytelling.

Recommendations and next steps

Wrap up by providing recommendations based on the case study findings. Outline the next steps that stakeholders should take to either expand on the success of the project or address any remaining challenges.

Acknowledgments and references

Thank the people who contributed to the case study and helped in the problem-solving process. Cite any external resources, reports or data sets that contributed to your analysis.

Feedback & Q&A session

Open the floor for questions and feedback from your audience. This allows for further discussion and can provide additional insights that may not have been considered previously.

Closing remarks

Conclude the presentation by summarizing the key points and emphasizing the takeaways. Thank your audience for their time and participation and express your willingness to engage in further discussions or collaborations on the subject.

Well, the length of a case study presentation can vary depending on the complexity of the topic and the needs of your audience. However, a typical business or academic presentation often lasts between 15 to 30 minutes. 

This time frame usually allows for a thorough explanation of the case while maintaining audience engagement. However, always consider leaving a few minutes at the end for a Q&A session to address any questions or clarify points made during the presentation.

When it comes to presenting a compelling case study, having a well-structured template can be a game-changer. 

It helps you organize your thoughts, data and findings in a coherent and visually pleasing manner. 

Not all case studies are created equal and different scenarios require distinct approaches for maximum impact. 

To save you time and effort, I have curated a list of 5 versatile case study presentation templates, each designed for specific needs and audiences. 

Here are some best case study presentation examples that showcase effective strategies for engaging your audience and conveying complex information clearly.

1) Lab report case study template

Ever feel like your research gets lost in a world of endless numbers and jargon? Lab case studies are your way out!

Think of it as building a bridge between your cool experiment and everyone else. It’s more than just reporting results – it’s explaining the “why” and “how” in a way that grabs attention and makes sense.

This lap report template acts as a blueprint for your report, guiding you through each essential section (introduction, methods, results, etc.) in a logical order.

2) Product case study template

It’s time you ditch those boring slideshows and bullet points because I’ve got a better way to win over clients: product case study templates.

Instead of just listing features and benefits, you get to create a clear and concise story that shows potential clients exactly what your product can do for them. It’s like painting a picture they can easily visualize, helping them understand the value your product brings to the table.

Grab the template below, fill in the details, and watch as your product’s impact comes to life!

3) Content marketing case study template

In digital marketing, showcasing your accomplishments is as vital as achieving them. 

A well-crafted case study not only acts as a testament to your successes but can also serve as an instructional tool for others. 

With this coral content marketing case study template—a perfect blend of vibrant design and structured documentation, you can narrate your marketing triumphs effectively.

4) Case study psychology template

Understanding how people tick is one of psychology’s biggest quests and case studies are like magnifying glasses for the mind. They offer in-depth looks at real-life behaviors, emotions and thought processes, revealing fascinating insights into what makes us human.

Writing a top-notch case study, though, can be a challenge. It requires careful organization, clear presentation and meticulous attention to detail. That’s where a good case study psychology template comes in handy.

Think of it as a helpful guide, taking care of formatting and structure while you focus on the juicy content. No more wrestling with layouts or margins – just pour your research magic into crafting a compelling narrative.

5) Lead generation case study template

Lead generation can be a real head-scratcher. But here’s a little help: a lead generation case study.

Think of it like a friendly handshake and a confident resume all rolled into one. It’s your chance to showcase your expertise, share real-world successes and offer valuable insights. Potential clients get to see your track record, understand your approach and decide if you’re the right fit.

No need to start from scratch, though. This lead generation case study template guides you step-by-step through crafting a clear, compelling narrative that highlights your wins and offers actionable tips for others. Fill in the gaps with your specific data and strategies, and voilà! You’ve got a powerful tool to attract new customers.

Related: 15+ Professional Case Study Examples [Design Tips + Templates]

So, you’ve spent hours crafting the perfect case study and are now tasked with presenting it. Crafting the case study is only half the battle; delivering it effectively is equally important. 

Whether you’re facing a room of executives, academics or potential clients, how you present your findings can make a significant difference in how your work is received. 

Forget boring reports and snooze-inducing presentations! Let’s make your case study sing. Here are some key pointers to turn information into an engaging and persuasive performance:

• Know your audience : Tailor your presentation to the knowledge level and interests of your audience. Remember to use language and examples that resonate with them.
• Rehearse : Rehearsing your case study presentation is the key to a smooth delivery and for ensuring that you stay within the allotted time. Practice helps you fine-tune your pacing, hone your speaking skills with good word pronunciations and become comfortable with the material, leading to a more confident, conversational and effective presentation.
• Start strong : Open with a compelling introduction that grabs your audience’s attention. You might want to use an interesting statistic, a provocative question or a brief story that sets the stage for your case study.
• Be clear and concise : Avoid jargon and overly complex sentences. Get to the point quickly and stay focused on your objectives.
• Use visual aids : Incorporate slides with graphics, charts or videos to supplement your verbal presentation. Make sure they are easy to read and understand.
• Tell a story : Use storytelling techniques to make the case study more engaging. A well-told narrative can help you make complex data more relatable and easier to digest.

Ditching the dry reports and slide decks? Venngage’s case study templates let you wow customers with your solutions and gain insights to improve your business plan. Pre-built templates, visual magic and customer captivation – all just a click away. Go tell your story and watch them say “wow!”

Crafting and presenting a case study is a skillful task that requires careful planning and execution. While a well-prepared case study can be a powerful tool for showcasing your successes, educating your audience or encouraging discussion, there are several pitfalls you should avoid to make your presentation as effective as possible. Here are some common mistakes to watch out for:

Overloading with information

A case study is not an encyclopedia. Overloading your presentation with excessive data, text or jargon can make it cumbersome and difficult for the audience to digest the key points. Stick to what’s essential and impactful.

Lack of structure

Jumping haphazardly between points or topics can confuse your audience. A well-structured presentation, with a logical flow from introduction to conclusion, is crucial for effective communication.

Ignoring the audience

Different audiences have different needs and levels of understanding. Failing to adapt your presentation to your audience can result in a disconnect and a less impactful presentation.

Poor visual elements

While content is king, poor design or lack of visual elements can make your case study dull or hard to follow. Make sure you use high-quality images, graphs and other visual aids to support your narrative.

Not focusing on results

A case study aims to showcase a problem and its solution, but what most people care about are the results. Failing to highlight or adequately explain the outcomes can make your presentation fall flat.

How to start a case study presentation?

Starting a case study presentation effectively involves a few key steps:

• Grab attention : Open with a hook—an intriguing statistic, a provocative question or a compelling visual—to engage your audience from the get-go.
• Set the stage : Briefly introduce the subject, context and relevance of the case study to give your audience an idea of what to expect.
• Outline objectives : Clearly state what the case study aims to achieve. Are you solving a problem, proving a point or showcasing a success?
• Agenda : Give a quick outline of the key sections or topics you’ll cover to help the audience follow along.
• Set expectations : Let your audience know what you want them to take away from the presentation, whether it’s knowledge, inspiration or a call to action.

How to present a case study on PowerPoint and on Google Slides?

Presenting a case study on PowerPoint and Google Slides involves a structured approach for clarity and impact using presentation slides:

• Title slide : Start with a title slide that includes the name of the case study, your name and any relevant institutional affiliations.
• Introduction : Follow with a slide that outlines the problem or situation your case study addresses. Include a hook to engage the audience.
• Objectives : Clearly state the goals of the case study in a dedicated slide.
• Findings : Use charts, graphs and bullet points to present your findings succinctly.
• Analysis : Discuss what the findings mean, drawing on supporting data or secondary research as necessary.
• Conclusion : Summarize key takeaways and results.
• Q&A : End with a slide inviting questions from the audience.

What’s the role of analysis in a case study presentation?

The role of analysis in a case study presentation is to interpret the data and findings, providing context and meaning to them. 

It helps your audience understand the implications of the case study, connects the dots between the problem and the solution and may offer recommendations for future action.

Is it important to include real data and results in the presentation?

Yes, including real data and results in a case study presentation is crucial to show experience,  credibility and impact. Authentic data lends weight to your findings and conclusions, enabling the audience to trust your analysis and take your recommendations more seriously

How do I conclude a case study presentation effectively?

To conclude a case study presentation effectively, summarize the key findings, insights and recommendations in a clear and concise manner. 

End with a strong call-to-action or a thought-provoking question to leave a lasting impression on your audience.

What’s the best way to showcase data in a case study presentation ?

The best way to showcase data in a case study presentation is through visual aids like charts, graphs and infographics which make complex information easily digestible, engaging and creative. 

Don’t just report results, visualize them! This template for example lets you transform your social media case study into a captivating infographic that sparks conversation.

Choose the type of visual that best represents the data you’re showing; for example, use bar charts for comparisons or pie charts for parts of a whole. 

Ensure that the visuals are high-quality and clearly labeled, so the audience can quickly grasp the key points. 

Keep the design consistent and simple, avoiding clutter or overly complex visuals that could distract from the message.

Choose a template that perfectly suits your case study where you can utilize different visual aids for maximum impact. 

Need more inspiration on how to turn numbers into impact with the help of infographics? Our ready-to-use infographic templates take the guesswork out of creating visual impact for your case studies with just a few clicks.

Related: 10+ Case Study Infographic Templates That Convert

Congrats on mastering the art of compelling case study presentations! This guide has equipped you with all the essentials, from structure and nuances to avoiding common pitfalls. You’re ready to impress any audience, whether in the boardroom, the classroom or beyond.

And remember, you’re not alone in this journey. Venngage’s Case Study Creator is your trusty companion, ready to elevate your presentations from ordinary to extraordinary. So, let your confidence shine, leverage your newly acquired skills and prepare to deliver presentations that truly resonate.

Go forth and make a lasting impact!

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How To Solve Case Study? (A Strategy By IIM L Student That Works Every Time!)

Table of content: 

• Step 1: Identify the problem statement

Step 2: Propose solutions with a pinch of creativity

Step 3: establish the scale and impact of the solution.

“Case study competitions” - Something that is arguably one of the most valuable parts of your MBA life. But this may be daunting for many. Maybe you’re not sure which case competitions to participate in, so you pile too much on your plate. Maybe you’re not sure about the right way to solve a case study. In this article, we’ll break down everything you need to know about acing a case study competition, from scratch! 

A case study competition can be an academic or corporate competition in which participants come together to solve either a real-world case or a framed case that is presented. We present to you Muskan Atar, who will walk you through her tested strategy to solve case study competitions and win them in style!

Framework to solve case studies

After participating in 7-8 case competitions, I realized I had been unconsciously solving it using the same framework. It is very similar to the framework used for product management cases. Hence, it didn't disappoint me. 

Step 1: Identify the problem statement 

Case competitions like Accenture Strategy Case Connect and Colgate Transcend provide an exact problem statement with the expected outcome. But, in most cases, we must dive deep to break down the problem statement and identify the potential causes. 

Like, for Colgate Transcend, the problem statement was (summary) -

Should Colgate diversify into Electric Tooth Brush (ETB) Segment? If yes, then how?

Here, we identified the problems through secondary research (reports from consultancy firms) and primary research (customer surveys). The problem statement identified were:

• Low awareness of ETB 
• Low willingness to pay
• High competition from existing players

After identifying the problems, we need to establish whether solving them is actually worth it or not. We did this by:

• Expected Sales, Market Size, and Expected Growth Rate of identified customer segment
• Increasing willingness to upgrade life (Market Trend)
• High adaptability to technological changes (Market Trend)

Other methods of identifying problem statements are Focus Groups, Customer Interviews, Journey Analyzers, BCG matrix, Value Chain Analysis, PESTEL, SWOT(W part), Porter's Five Forces, Annual Reports, etc.

Given the short time for case competitions, I think the most efficient method is first-hand experience. Rather than starting from scratch, it is better to identify the problems as a customer and collect more data on the same.

Further, this data can be represented in the form of - Customer Personas, Key Insights, Trends, Customer Decision Making Journey, etc. 

If you have identified the right problems, your half work is done!

Before even thinking of solutions, set the KPIs based on the problem statement.

Like, in Accenture Strategy Case Connect, the problem statement was (summary) -

Should a large-scale oil refinery firm diversify into EV charging stations? If yes, suggest an execution strategy 

After establishing that the firm needs to diversify, we set the KPI for the solution as - Increment in business generated due to portfolio diversification.

Then, we did a VRIO analysis to identify the competitive advantage (CA), available resources, and capabilities of the firm. SWOT analysis can also be done to get a bird's eye view. 

Key insights were:

• The firm has an established infrastructure across the nation (CA)
• The firm is cash-positive (resource)
• Lack of EV charger manufacturing capabilities

Based on the above insights, we decided mode of entry as a strategic alliance with EV charger manufacturers to minimize the entry risk and cost of development. 

We represented the solution in the form of a business plan that covered the roles of stakeholders, partners, customer value proposition, and a phase-wise rollout plan for the future.

After setting the KPIs and VRIO analysis, in case you struggle to create solutions, you can do:

• Competitor benchmarking to get a reference
• Research strategies implemented by outside-India players
• Study recent technological trends and their application
• Understand the current focus of the firm through annual reports, recent acquisitions, and news headlines

Other ways of representing the strategies are Ansoff Matrix, Portfolio Strategy, Market Mapping, 4Ps, Marketing Funnel, GTM, Mock-ups, etc.

Above all, you should always suggest solutions that reduce customer efforts. If you try changing consumer behavior by increasing efforts, they will exCHANGE you with your competitors.

Competitions like the HCCB Case Challenge provide an exact budget. For others, you must look at financial reports and funding rounds to estimate the budget. Then, you can utilize the data to calculate ROI using guesstimates as accurately as possible (use published data).

You can also do a cost-benefit, NPV- IRR, break-even point, cash-flow analysis, etc. I prefer showing profitable unit economics to envision scale and impact.

In PM/Marketing cases, you can also show whether customers accept the solution or not. If 90% of customers are facing a problem, doesn't mean that 90% will accept your solution.

Like in Myntra Stylbiz, we had to suggest solutions for the 18-25 customer segment such that Myntra becomes the most engaging and preferred destination. We showed results of UAT (using Figma) that indicated the likelihood of customers using the solution. This data also helped to estimate the increase in sales, purchase frequency, and new customers. 

I have also seen participants running marketing campaigns on social media on a small scale. 

More than thinking big, focus on thinking real. 

For more, check out her post. 

If you'd like to submit your story, click here .

Whatever your concern, we have broken down everything you need to know about case study competitions , from scratch:

• Challenge Yourself With These B-school Competitions
• Case Study Competitions- Details, Winning Strategies, And More!
• Cheat Sheet To Crack Hiring Challenges And Case Competitions
• How To Win Business Case Competitions: The Secret Revealed
• Why MBA case competitions are worth the hype!

In pursuit of being a good product manager, she started participating in Case Competitions during her MBA. It gave her a mention in Forbes D2C Top 100 Competitive Leaders, but more than that it helped her build problem-solving and team-building skills. It also helped her become insensitive to results, and make a rational sense of them. Apart from PMing, she likes to write, watch movies, crack lame jokes and eat really good food.

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Introduction to Problem Solving Skills

What is problem solving and why is it important.

The ability to solve problems is a basic life skill and is essential to our day-to-day lives, at home, at school, and at work. We solve problems every day without really thinking about how we solve them. For example: it’s raining and you need to go to the store. What do you do? There are lots of possible solutions. Take your umbrella and walk. If you don't want to get wet, you can drive, or take the bus. You might decide to call a friend for a ride, or you might decide to go to the store another day. There is no right way to solve this problem and different people will solve it differently.

Problem solving is the process of identifying a problem, developing possible solution paths, and taking the appropriate course of action.

Why is problem solving important? Good problem solving skills empower you not only in your personal life but are critical in your professional life. In the current fast-changing global economy, employers often identify everyday problem solving as crucial to the success of their organizations. For employees, problem solving can be used to develop practical and creative solutions, and to show independence and initiative to employers.

Throughout this case study you will be asked to jot down your thoughts in idea logs. These idea logs are used for reflection on concepts and for answering short questions. When you click on the "Next" button, your responses will be saved for that page. If you happen to close the webpage, you will lose your work on the page you were on, but previous pages will be saved. At the end of the case study, click on the "Finish and Export to PDF" button to acknowledge completion of the case study and receive a PDF document of your idea logs.

What Does Problem Solving Look Like?

The ability to solve problems is a skill, and just like any other skill, the more you practice, the better you get. So how exactly do you practice problem solving? Learning about different problem solving strategies and when to use them will give you a good start. Problem solving is a process. Most strategies provide steps that help you identify the problem and choose the best solution. There are two basic types of strategies: algorithmic and heuristic.

Algorithmic strategies are traditional step-by-step guides to solving problems. They are great for solving math problems (in algebra: multiply and divide, then add or subtract) or for helping us remember the correct order of things (a mnemonic such as “Spring Forward, Fall Back” to remember which way the clock changes for daylight saving time, or “Righty Tighty, Lefty Loosey” to remember what direction to turn bolts and screws). Algorithms are best when there is a single path to the correct solution.

But what do you do when there is no single solution for your problem? Heuristic methods are general guides used to identify possible solutions. A popular one that is easy to remember is IDEAL [ Bransford & Stein, 1993 ] :

• I dentify the problem
• D efine the context of the problem
• E xplore possible strategies
• A ct on best solution

IDEAL is just one problem solving strategy. Building a toolbox of problem solving strategies will improve your problem solving skills. With practice, you will be able to recognize and use multiple strategies to solve complex problems.

Watch the video

What is the best way to get a peanut out of a tube that cannot be moved? Watch a chimpanzee solve this problem in the video below [ Geert Stienissen, 2010 ].

[PDF transcript]

Describe the series of steps you think the chimpanzee used to solve this problem.

• [Page 2: What does Problem Solving Look Like?] Describe the series of steps you think the chimpanzee used to solve this problem.

Think of an everyday problem you've encountered recently and describe your steps for solving it.

• [Page 2: What does Problem Solving Look Like?] Think of an everyday problem you've encountered recently and describe your steps for solving it.

Developing Problem Solving Processes

Problem solving is a process that uses steps to solve problems. But what does that really mean? Let's break it down and start building our toolbox of problem solving strategies.

What is the first step of solving any problem? The first step is to recognize that there is a problem and identify the right cause of the problem. This may sound obvious, but similar problems can arise from different events, and the real issue may not always be apparent. To really solve the problem, it's important to find out what started it all. This is called identifying the root cause .

Example: You and your classmates have been working long hours on a project in the school's workshop. The next afternoon, you try to use your student ID card to access the workshop, but discover that your magnetic strip has been demagnetized. Since the card was a couple of years old, you chalk it up to wear and tear and get a new ID card. Later that same week you learn that several of your classmates had the same problem! After a little investigation, you discover that a strong magnet was stored underneath a workbench in the workshop. The magnet was the root cause of the demagnetized student ID cards.

The best way to identify the root cause of the problem is to ask questions and gather information. If you have a vague problem, investigating facts is more productive than guessing a solution. Ask yourself questions about the problem. What do you know about the problem? What do you not know? When was the last time it worked correctly? What has changed since then? Can you diagram the process into separate steps? Where in the process is the problem occurring? Be curious, ask questions, gather facts, and make logical deductions rather than assumptions.

Watch Adam Savage from Mythbusters, describe his problem solving process [ ForaTv, 2010 ]. As you watch this section of the video, try to identify the questions he asks and the different strategies he uses.

Adam Savage shared many of his problem solving processes. List the ones you think are the five most important. Your list may be different from other people in your class—that's ok!

• [Page 3: Developing Problem Solving Processes] Adam Savage shared many of his problem solving processes. List the ones you think are the five most important.

“The ability to ask the right question is more than half the battle of finding the answer.” — Thomas J. Watson , founder of IBM

Voices From the Field: Solving Problems

In manufacturing facilities and machine shops, everyone on the floor is expected to know how to identify problems and find solutions. Today's employers look for the following skills in new employees: to analyze a problem logically, formulate a solution, and effectively communicate with others.

In this video, industry professionals share their own problem solving processes, the problem solving expectations of their employees, and an example of how a problem was solved.

Meet the Partners:

• Taconic High School in Pittsfield, Massachusetts, is a comprehensive, fully accredited high school with special programs in Health Technology, Manufacturing Technology, and Work-Based Learning.
• Berkshire Community College in Pittsfield, Massachusetts, prepares its students with applied manufacturing technical skills, providing hands-on experience at industrial laboratories and manufacturing facilities, and instructing them in current technologies.
• H.C. Starck in Newton, Massachusetts, specializes in processing and manufacturing technology metals, such as tungsten, niobium, and tantalum. In almost 100 years of experience, they hold over 900 patents, and continue to innovate and develop new products.
• Nypro Healthcare in Devens, Massachusetts, specializes in precision injection-molded healthcare products. They are committed to good manufacturing processes including lean manufacturing and process validation.

Making Decisions

Now that you have a couple problem solving strategies in your toolbox, let's practice. In this exercise, you are given a scenario and you will be asked to decide what steps you would take to identify and solve the problem.

Scenario: You are a new employee and have just finished your training. As your first project, you have been assigned the milling of several additional components for a regular customer. Together, you and your trainer, Bill, set up for the first run. Checking your paperwork, you gather the tools and materials on the list. As you are mounting the materials on the table, you notice that you didn't grab everything and hurriedly grab a few more items from one of the bins. Once the material is secured on the CNC table, you load tools into the tool carousel in the order listed on the tool list and set the fixture offsets.

Bill tells you that since this is a rerun of a job several weeks ago, the CAD/CAM model has already been converted to CNC G-code. Bill helps you download the code to the CNC machine. He gives you the go-ahead and leaves to check on another employee. You decide to start your first run.

What problems did you observe in the video?

• [Page 5: Making Decisions] What problems did you observe in the video?
• What do you do next?
• Try to fix it yourself.
• Ask your trainer for help.

As you are cleaning up, you think about what happened and wonder why it happened. You try to create a mental picture of what happened. You are not exactly sure what the end mill hit, but it looked like it might have hit the dowel pin. You wonder if you grabbed the correct dowel pins from the bins earlier.

You can think of two possible next steps. You can recheck the dowel pin length to make sure it is the correct length, or do a dry run using the CNC single step or single block function with the spindle empty to determine what actually happened.

• Check the dowel pins.
• Use the single step/single block function to determine what happened.

You notice that your trainer, Bill, is still on the floor and decide to ask him for help. You describe the problem to him. Bill asks if you know what the end mill ran into. You explain that you are not sure but you think it was the dowel pin. Bill reminds you that it is important to understand what happened so you can fix the correct problem. He suggests that you start all over again and begin with a dry run using the single step/single block function, with the spindle empty, to determine what it hit. Or, since it happened at the end, he mentions that you can also check the G-code to make sure the Z-axis is raised before returning to the home position.

• Run the single step/single block function.
• Edit the G-code to raise the Z-axis.

You finish cleaning up and check the CNC for any damage. Luckily, everything looks good. You check your paperwork and gather the components and materials again. You look at the dowel pins you used earlier, and discover that they are not the right length. As you go to grab the correct dowel pins, you have to search though several bins. For the first time, you are aware of the mess - it looks like the dowel pins and other items have not been put into the correctly labeled bins. You spend 30 minutes straightening up the bins and looking for the correct dowel pins.

Finally finding them, you finish setting up. You load tools into the tool carousel in the order listed on the tool list and set the fixture offsets. Just to make sure, you use the CNC single step/single block function, to do a dry run of the part. Everything looks good! You are ready to create your first part. The first component is done, and, as you admire your success, you notice that the part feels hotter than it should.

You wonder why? You go over the steps of the process to mentally figure out what could be causing the residual heat. You wonder if there is a problem with the CNC's coolant system or if the problem is in the G-code.

• Look at the G-code.

After thinking about the problem, you decide that maybe there's something wrong with the setup. First, you clean up the damaged materials and remove the broken tool. You check the CNC machine carefully for any damage. Luckily, everything looks good. It is time to start over again from the beginning.

You again check your paperwork and gather the tools and materials on the setup sheet. After securing the new materials, you use the CNC single step/single block function with the spindle empty, to do a dry run of the part. You watch carefully to see if you can figure out what happened. It looks to you like the spindle barely misses hitting the dowel pin. You determine that the end mill was broken when it hit the dowel pin while returning to the start position.

After conducting a dry run using the single step/single block function, you determine that the end mill was damaged when it hit the dowel pin on its return to the home position. You discuss your options with Bill. Together, you decide the best thing to do would be to edit the G-code and raise the Z-axis before returning to home. You open the CNC control program and edit the G-code. Just to make sure, you use the CNC single step/single block function, to do another dry run of the part. You are ready to create your first part. It works. You first part is completed. Only four more to go.

As you are cleaning up, you notice that the components are hotter than you expect and the end mill looks more worn than it should be. It dawns on you that while you were milling the component, the coolant didn't turn on. You wonder if it is a software problem in the G-code or hardware problem with the CNC machine.

It's the end of the day and you decide to finish the rest of the components in the morning.

• You decide to look at the G-code in the morning.
• You leave a note on the machine, just in case.

You decide that the best thing to do would be to edit the G-code and raise the Z-axis of the spindle before it returns to home. You open the CNC control program and edit the G-code.

While editing the G-code to raise the Z-axis, you notice that the coolant is turned off at the beginning of the code and at the end of the code. The coolant command error caught your attention because your coworker, Mark, mentioned having a similar issue during lunch. You change the coolant command to turn the mist on.

• You decide to talk with your supervisor.
• You discuss what happened with a coworker over lunch.

As you reflect on the residual heat problem, you think about the machining process and the factors that could have caused the issue. You try to think of anything and everything that could be causing the issue. Are you using the correct tool for the specified material? Are you using the specified material? Is it running at the correct speed? Is there enough coolant? Are there chips getting in the way?

Wait, was the coolant turned on? As you replay what happened in your mind, you wonder why the coolant wasn't turned on. You decide to look at the G-code to find out what is going on.

From the milling machine computer, you open the CNC G-code. You notice that there are no coolant commands. You add them in and on the next run, the coolant mist turns on and the residual heat issues is gone. Now, its on to creating the rest of the parts.

Have you ever used brainstorming to solve a problem? Chances are, you've probably have, even if you didn't realize it.

You notice that your trainer, Bill, is on the floor and decide to ask him for help. You describe the problem with the end mill breaking, and how you discovered that items are not being returned to the correctly labeled bins. You think this caused you to grab the incorrect length dowel pins on your first run. You have sorted the bins and hope that the mess problem is fixed. You then go on to tell Bill about the residual heat issue with the completed part.

Together, you go to the milling machine. Bill shows you how to check the oil and coolant levels. Everything looks good at the machine level. Next, on the CNC computer, you open the CNC G-code. While looking at the code, Bill points out that there are no coolant commands. Bill adds them in and when you rerun the program, it works.

Bill is glad you mentioned the problem to him. You are the third worker to mention G-code issues over the last week. You noticed the coolant problems in your G-code, John noticed a Z-axis issue in his G-code, and Sam had issues with both the Z-axis and the coolant. Chances are, there is a bigger problem and Bill will need to investigate the root cause .

Talking with Bill, you discuss the best way to fix the problem. Bill suggests editing the G-code to raise the Z-axis of the spindle before it returns to its home position. You open the CNC control program and edit the G-code. Following the setup sheet, you re-setup the job and use the CNC single step/single block function, to do another dry run of the part. Everything looks good, so you run the job again and create the first part. It works. Since you need four of each component, you move on to creating the rest of them before cleaning up and leaving for the day.

It's a new day and you have new components to create. As you are setting up, you go in search of some short dowel pins. You discover that the bins are a mess and components have not been put away in the correctly labeled bins. You wonder if this was the cause of yesterday's problem. As you reorganize the bins and straighten up the mess, you decide to mention the mess issue to Bill in your afternoon meeting.

You describe the bin mess and using the incorrect length dowels to Bill. He is glad you mentioned the problem to him. You are not the first person to mention similar issues with tools and parts not being put away correctly. Chances are there is a bigger safety issue here that needs to be addressed in the next staff meeting.

In any workplace, following proper safety and cleanup procedures is always important. This is especially crucial in manufacturing where people are constantly working with heavy, costly and sometimes dangerous equipment. When issues and problems arise, it is important that they are addressed in an efficient and timely manner. Effective communication is an important tool because it can prevent problems from recurring, avoid injury to personnel, reduce rework and scrap, and ultimately, reduce cost, and save money.

You now know that the end mill was damaged when it hit the dowel pin. It seems to you that the easiest thing to do would be to edit the G-code and raise the Z-axis position of the spindle before it returns to the home position. You open the CNC control program and edit the G-code, raising the Z-axis. Starting over, you follow the setup sheet and re-setup the job. This time, you use the CNC single step/single block function, to do another dry run of the part. Everything looks good, so you run the job again and create the first part.

At the end of the day, you are reviewing your progress with your trainer, Bill. After you describe the day's events, he reminds you to always think about safety and the importance of following work procedures. He decides to bring the issue up in the next morning meeting as a reminder to everyone.

In any workplace, following proper procedures (especially those that involve safety) is always important. This is especially crucial in manufacturing where people are constantly working with heavy, costly, and sometimes dangerous equipment. When issues and problems arise, it is important that they are addressed in an efficient and timely manner. Effective communication is an important tool because it can prevent problems from recurring, avoid injury to personnel, reduce rework and scrap, and ultimately, reduce cost, and save money. One tool to improve communication is the morning meeting or huddle.

The next morning, you check the G-code to determine what is wrong with the coolant. You notice that the coolant is turned off at the beginning of the code and also at the end of the code. This is strange. You change the G-code to turn the coolant on at the beginning of the run and off at the end. This works and you create the rest of the parts.

Throughout the day, you keep wondering what caused the G-code error. At lunch, you mention the G-code error to your coworker, John. John is not surprised. He said that he encountered a similar problem earlier this week. You decide to talk with your supervisor the next time you see him.

You are in luck. You see your supervisor by the door getting ready to leave. You hurry over to talk with him. You start off by telling him about how you asked Bill for help. Then you tell him there was a problem and the end mill was damaged. You describe the coolant problem in the G-code. Oh, and by the way, John has seen a similar problem before.

Your supervisor doesn't seem overly concerned, errors happen. He tells you "Good job, I am glad you were able to fix the issue." You are not sure whether your supervisor understood your explanation of what happened or that it had happened before.

The challenge of communicating in the workplace is learning how to share your ideas and concerns. If you need to tell your supervisor that something is not going well, it is important to remember that timing, preparation, and attitude are extremely important.

It is the end of your shift, but you want to let the next shift know that the coolant didn't turn on. You do not see your trainer or supervisor around. You decide to leave a note for the next shift so they are aware of the possible coolant problem. You write a sticky note and leave it on the monitor of the CNC control system.

How effective do you think this solution was? Did it address the problem?

In this scenario, you discovered several problems with the G-code that need to be addressed. When issues and problems arise, it is important that they are addressed in an efficient and timely manner. Effective communication is an important tool because it can prevent problems from recurring and avoid injury to personnel. The challenge of communicating in the workplace is learning how and when to share your ideas and concerns. If you need to tell your co-workers or supervisor that there is a problem, it is important to remember that timing and the method of communication are extremely important.

You are able to fix the coolant problem in the G-code. While you are glad that the problem is fixed, you are worried about why it happened in the first place. It is important to remember that if a problem keeps reappearing, you may not be fixing the right problem. You may only be addressing the symptoms.

You decide to talk to your trainer. Bill is glad you mentioned the problem to him. You are the third worker to mention G-code issues over the last week. You noticed the coolant problems in your G-code, John noticed a Z-axis issue in his G-code, and Sam had issues with both the Z-axis and the coolant. Chances are, there is a bigger problem and Bill will need to investigate the root cause .

Over lunch, you ask your coworkers about the G-code problem and what may be causing the error. Several people mention having similar problems but do not know the cause.

You have now talked to three coworkers who have all experienced similar coolant G-code problems. You make a list of who had the problem, when they had the problem, and what each person told you.

When you see your supervisor later that afternoon, you are ready to talk with him. You describe the problem you had with your component and the damaged bit. You then go on to tell him about talking with Bill and discovering the G-code issue. You show him your notes on your coworkers' coolant issues, and explain that you think there might be a bigger problem.

You supervisor thanks you for your initiative in identifying this problem. It sounds like there is a bigger problem and he will need to investigate the root cause. He decides to call a team huddle to discuss the issue, gather more information, and talk with the team about the importance of communication.

Root Cause Analysis

Root cause analysis ( RCA ) is a method of problem solving that identifies the underlying causes of an issue. Root cause analysis helps people answer the question of why the problem occurred in the first place. RCA uses clear cut steps in its associated tools, like the "5 Whys Analysis" and the "Cause and Effect Diagram," to identify the origin of the problem, so that you can:

• Determine what happened.
• Determine why it happened.
• Fix the problem so it won’t happen again.

RCA works under the idea that systems and events are connected. An action in one area triggers an action in another, and another, and so on. By tracing back these actions, you can discover where the problem started and how it developed into the problem you're now facing. Root cause analysis can prevent problems from recurring, reduce injury to personnel, reduce rework and scrap, and ultimately, reduce cost and save money. There are many different RCA techniques available to determine the root cause of a problem. These are just a few:

• Root Cause Analysis Tools
• 5 Whys Analysis
• Fishbone or Cause and Effect Diagram
• Pareto Analysis

How Huddles Work

Communication is a vital part of any setting where people work together. Effective communication helps employees and managers form efficient teams. It builds trusts between employees and management, and reduces unnecessary competition because each employee knows how their part fits in the larger goal.

One tool that management can use to promote communication in the workplace is the huddle . Just like football players on the field, a huddle is a short meeting where everyone is standing in a circle. A daily team huddle ensures that team members are aware of changes to the schedule, reiterated problems and safety issues, and how their work impacts one another. When done right, huddles create collaboration, communication, and accountability to results. Impromptu huddles can be used to gather information on a specific issue and get each team member's input.

The most important thing to remember about huddles is that they are short, lasting no more than 10 minutes, and their purpose is to communicate and identify. In essence, a huddle’s purpose is to identify priorities, communicate essential information, and discover roadblocks to productivity.

Who uses huddles? Many industries and companies use daily huddles. At first thought, most people probably think of hospitals and their daily patient update meetings, but lots of managers use daily meetings to engage their employees. Here are a few examples:

• Brian Scudamore, CEO of 1-800-Got-Junk? , uses the daily huddle as an operational tool to take the pulse of his employees and as a motivational tool. Watch a morning huddle meeting .
• Fusion OEM, an outsourced manufacturing and production company. What do employees take away from the daily huddle meeting .
• Biz-Group, a performance consulting group. Tips for a successful huddle .

Brainstorming

One tool that can be useful in problem solving is brainstorming . Brainstorming is a creativity technique designed to generate a large number of ideas for the solution to a problem. The method was first popularized in 1953 by Alex Faickney Osborn in the book Applied Imagination . The goal is to come up with as many ideas as you can in a fixed amount of time. Although brainstorming is best done in a group, it can be done individually. Like most problem solving techniques, brainstorming is a process.

• Define a clear objective.
• Have an agreed a time limit.
• During the brainstorming session, write down everything that comes to mind, even if the idea sounds crazy.
• If one idea leads to another, write down that idea too.
• Combine and refine ideas into categories of solutions.
• Assess and analyze each idea as a potential solution.

When used during problem solving, brainstorming can offer companies new ways of encouraging staff to think creatively and improve production. Brainstorming relies on team members' diverse experiences, adding to the richness of ideas explored. This means that you often find better solutions to the problems. Team members often welcome the opportunity to contribute ideas and can provide buy-in for the solution chosen—after all, they are more likely to be committed to an approach if they were involved in its development. What's more, because brainstorming is fun, it helps team members bond.

• Watch Peggy Morgan Collins, a marketing executive at Power Curve Communications discuss How to Stimulate Effective Brainstorming .
• Watch Kim Obbink, CEO of Filter Digital, a digital content company, and her team share their top five rules for How to Effectively Generate Ideas .

Importance of Good Communication and Problem Description

Communication is one of the most frequent activities we engage in on a day-to-day basis. At some point, we have all felt that we did not effectively communicate an idea as we would have liked. The key to effective communication is preparation. Rather than attempting to haphazardly improvise something, take a few minutes and think about what you want say and how you will say it. If necessary, write yourself a note with the key points or ideas in the order you want to discuss them. The notes can act as a reminder or guide when you talk to your supervisor.

Tips for clear communication of an issue:

• Provide a clear summary of your problem. Start at the beginning, give relevant facts, timelines, and examples.
• Avoid including your opinion or personal attacks in your explanation.
• Avoid using words like "always" or "never," which can give the impression that you are exaggerating the problem.
• If this is an ongoing problem and you have collected documentation, give it to your supervisor once you have finished describing the problem.
• Remember to listen to what's said in return; communication is a two-way process.

Not all communication is spoken. Body language is nonverbal communication that includes your posture, your hands and whether you make eye contact. These gestures can be subtle or overt, but most importantly they communicate meaning beyond what is said. When having a conversation, pay attention to how you stand. A stiff position with arms crossed over your chest may imply that you are being defensive even if your words state otherwise. Shoving your hands in your pockets when speaking could imply that you have something to hide. Be wary of using too many hand gestures because this could distract listeners from your message.

The challenge of communicating in the workplace is learning how and when to share your ideas or concerns. If you need to tell your supervisor or co-worker about something that is not going well, keep in mind that good timing and good attitude will go a long way toward helping your case.

Like all skills, effective communication needs to be practiced. Toastmasters International is perhaps the best known public speaking organization in the world. Toastmasters is open to anyone who wish to improve their speaking skills and is willing to put in the time and effort to do so. To learn more, visit Toastmasters International .

Methods of Communication

Communication of problems and issues in any workplace is important, particularly when safety is involved. It is therefore crucial in manufacturing where people are constantly working with heavy, costly, and sometimes dangerous equipment. As issues and problems arise, they need to be addressed in an efficient and timely manner. Effective communication is an important skill because it can prevent problems from recurring, avoid injury to personnel, reduce rework and scrap, and ultimately, reduce cost and save money.

There are many different ways to communicate: in person, by phone, via email, or written. There is no single method that fits all communication needs, each one has its time and place.

In person: In the workplace, face-to-face meetings should be utilized whenever possible. Being able to see the person you need to speak to face-to-face gives you instant feedback and helps you gauge their response through their body language. Be careful of getting sidetracked in conversation when you need to communicate a problem.

Email: Email has become the communication standard for most businesses. It can be accessed from almost anywhere and is great for things that don’t require an immediate response. Email is a great way to communicate non-urgent items to large amounts of people or just your team members. One thing to remember is that most people's inboxes are flooded with emails every day and unless they are hyper vigilant about checking everything, important items could be missed. For issues that are urgent, especially those around safety, email is not always be the best solution.

Phone: Phone calls are more personal and direct than email. They allow us to communicate in real time with another person, no matter where they are. Not only can talking prevent miscommunication, it promotes a two-way dialogue. You don’t have to worry about your words being altered or the message arriving on time. However, mobile phone use and the workplace don't always mix. In particular, using mobile phones in a manufacturing setting can lead to a variety of problems, cause distractions, and lead to serious injury.

Written: Written communication is appropriate when detailed instructions are required, when something needs to be documented, or when the person is too far away to easily speak with over the phone or in person.

There is no "right" way to communicate, but you should be aware of how and when to use the appropriate form of communication for your situation. When deciding the best way to communicate with a co-worker or manager, put yourself in their shoes, and think about how you would want to learn about the issue. Also, consider what information you would need to know to better understand the issue. Use your good judgment of the situation and be considerate of your listener's viewpoint.

Did you notice any other potential problems in the previous exercise?

• [Page 6:] Did you notice any other potential problems in the previous exercise?

Summary of Strategies

In this exercise, you were given a scenario in which there was a problem with a component you were creating on a CNC machine. You were then asked how you wanted to proceed. Depending on your path through this exercise, you might have found an easy solution and fixed it yourself, asked for help and worked with your trainer, or discovered an ongoing G-code problem that was bigger than you initially thought.

When issues and problems arise, it is important that they are addressed in an efficient and timely manner. Communication is an important tool because it can prevent problems from recurring, avoid injury to personnel, reduce rework and scrap, and ultimately, reduce cost, and save money. Although, each path in this exercise ended with a description of a problem solving tool for your toolbox, the first step is always to identify the problem and define the context in which it happened.

There are several strategies that can be used to identify the root cause of a problem. Root cause analysis (RCA) is a method of problem solving that helps people answer the question of why the problem occurred. RCA uses a specific set of steps, with associated tools like the “5 Why Analysis" or the “Cause and Effect Diagram,” to identify the origin of the problem, so that you can:

Once the underlying cause is identified and the scope of the issue defined, the next step is to explore possible strategies to fix the problem.

If you are not sure how to fix the problem, it is okay to ask for help. Problem solving is a process and a skill that is learned with practice. It is important to remember that everyone makes mistakes and that no one knows everything. Life is about learning. It is okay to ask for help when you don’t have the answer. When you collaborate to solve problems you improve workplace communication and accelerates finding solutions as similar problems arise.

One tool that can be useful for generating possible solutions is brainstorming . Brainstorming is a technique designed to generate a large number of ideas for the solution to a problem. The method was first popularized in 1953 by Alex Faickney Osborn in the book Applied Imagination. The goal is to come up with as many ideas as you can, in a fixed amount of time. Although brainstorming is best done in a group, it can be done individually.

Depending on your path through the exercise, you may have discovered that a couple of your coworkers had experienced similar problems. This should have been an indicator that there was a larger problem that needed to be addressed.

In any workplace, communication of problems and issues (especially those that involve safety) is always important. This is especially crucial in manufacturing where people are constantly working with heavy, costly, and sometimes dangerous equipment. When issues and problems arise, it is important that they be addressed in an efficient and timely manner. Effective communication is an important tool because it can prevent problems from recurring, avoid injury to personnel, reduce rework and scrap, and ultimately, reduce cost and save money.

One strategy for improving communication is the huddle . Just like football players on the field, a huddle is a short meeting with everyone standing in a circle. A daily team huddle is a great way to ensure that team members are aware of changes to the schedule, any problems or safety issues are identified and that team members are aware of how their work impacts one another. When done right, huddles create collaboration, communication, and accountability to results. Impromptu huddles can be used to gather information on a specific issue and get each team member's input.

To learn more about different problem solving strategies, choose an option below. These strategies accompany the outcomes of different decision paths in the problem solving exercise.

• View Problem Solving Strategies Select a strategy below... Root Cause Analysis How Huddles Work Brainstorming Importance of Good Problem Description Methods of Communication

Communication is one of the most frequent activities we engage in on a day-to-day basis. At some point, we have all felt that we did not effectively communicate an idea as we would have liked. The key to effective communication is preparation. Rather than attempting to haphazardly improvise something, take a few minutes and think about what you want say and how you will say it. If necessary, write yourself a note with the key points or ideas in the order you want to discuss them. The notes can act as a reminder or guide during your meeting.

• Provide a clear summary of the problem. Start at the beginning, give relevant facts, timelines, and examples.

In person: In the workplace, face-to-face meetings should be utilized whenever possible. Being able to see the person you need to speak to face-to-face gives you instant feedback and helps you gauge their response in their body language. Be careful of getting sidetracked in conversation when you need to communicate a problem.

There is no "right" way to communicate, but you should be aware of how and when to use the appropriate form of communication for the situation. When deciding the best way to communicate with a co-worker or manager, put yourself in their shoes, and think about how you would want to learn about the issue. Also, consider what information you would need to know to better understand the issue. Use your good judgment of the situation and be considerate of your listener's viewpoint.

"Never try to solve all the problems at once — make them line up for you one-by-one.” — Richard Sloma

Problem Solving: An Important Job Skill

Problem solving improves efficiency and communication on the shop floor. It increases a company's efficiency and profitability, so it's one of the top skills employers look for when hiring new employees. Recent industry surveys show that employers consider soft skills, such as problem solving, as critical to their business’s success.

The 2011 survey, "Boiling Point? The skills gap in U.S. manufacturing ," polled over a thousand manufacturing executives who reported that the number one skill deficiency among their current employees is problem solving, which makes it difficult for their companies to adapt to the changing needs of the industry.

In this video, industry professionals discuss their expectations and present tips for new employees joining the manufacturing workforce.

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Effects of Problem-Solving Therapy and Clinical Case Management on Disability in Low-Income Older Adults

Patricia a. areán.

1 University of Washington, Department of Psychiatry and Behavioral Sciences, Seattle, WA

Patrick J. Raue

2 Weill Cornell Medical College, Department of Public Health, New York, NY

Charles McCulloch

3 University of California San Francisco, Department of Epidemiology and Biostatistics, San Francisco, CA

Dora Kanellopoulos

Joanna k. seirup, samprit banerjee, dimitris n. kiosses, eleanor dwyer.

4 San Mateo Department of Public Health, San Mateo, CA

George S. Alexopoulos

Associated data.

To test the hypotheses that: 1) Clinical case management integrated with Problem Solving Therapy (CM-PST) is more effective than clinical case management alone (CM) in improving functional outcomes in disabled, impoverished patients and 2) Improvement in depression, self-efficacy and problem solving skills mediates improvement of disability.

RCT with a parallel design, allocating participants to CM or CM-PST at 1:1 ratio. Raters were blind to patients’ assignments.

Participants’ homes.

Participants

271 individuals were screened and 171 were randomized. Participants were ≥60 years with major depression, had at least 1 disability, were eligible for home-based meals services, and had income ≤30% of their counties’ median.

Interventions

12 weekly sessions of either CM or CM-PST.

Main Outcome Measure

WHO Disability Assessment Scale (WHODAS).

Both interventions resulted in improved functioning by 12 weeks (t=4.28, df=554, p=0.001), which was maintained until 24 weeks. Contrary to hypothesis, CM was non-inferior to CM-PST (one-sided p=0.0003, t=−3.5, df=558). Change in disability was not affected by baseline depression severity, cognitive function or number of unmet social service needs. Improvements in self efficacy (t=−2.45, df = 672, p=0.021), problem solving skill (t=−2.44, df=546, p=0.015), depression symptoms (t=2.25, df = 672, p=.025) by week 9 predicted improvement in function across groups by week 12.

Conclusions

Case management is non-inferior to case management augmented with PST for late-life depression in low-income populations. The effect of these interventions occur early, with benefits in functional status being maintained as long as 24 weeks after treatment initiation.

INTRODUCTION

Disability in older adults is a major public health concern with numerous causes, the most common being depression ( 1 , 2 ). In 2012, the World Health Organization listed depression as the leading source of disability globally and a major contributor to disease burden worldwide ( 3 ). Studies in older adults show that the likelihood of becoming disabled increases with each new symptom of depression and that the likelihood of recovering from a disability decreases as depression symptoms increase ( 4 , 5 ). This is particularly true for older adults living in poverty. The number of older adults living in poverty is high, with 8.1% of U.S. adults aged 65 to 74 and 10% of those over 75 living below the official poverty line ( 6 ). Older adults living in poverty are 2.6 times more likely to suffer from depression than middle-income older adults and are more likely to be disabled as a consequence ( 7 – 10 ). The comorbidity of depression and disability in low-income older adults is high ( 11 , 12 ) and increases the cost of healthcare in the U.S. These costs are largely due to the disabling effects of depression ( 13 ) and could be reduced if depression and the accompanying disability, were treated effectively ( 14 – 17 ).

A number of studies demonstrated the effect of depression treatment on disability in healthy older adults ( 18 , 19 ), yet there are few large-scale clinical trials investigating the impact of depression treatments on disability in low-income adults with physical limitations. A complexity of treating depression in low-income older adults is the limited access and acceptability of depression treatment. Low-income older adults prefer counseling-based interventions to medication management ( 20 , 21 ), and when treated with medications, they show poor adherence ( 22 – 24 ) and have poor outcomes ( 25 ). Psychotherapy, although preferred by this population, is limited in its availability and in its ability to address the social needs of people living in poverty ( 26 , 27 ). Disabled, impoverished older adults experience numerous social and environmental stressors that require case management interventions to address unmet needs in a way that antidepressants and psychotherapy cannot ( 27 – 30 ). While psychotherapy may address disability through resolution of the depressive syndrome, case management has the potential to augment this effect by linking disabled, impoverished elders to social, medical and rehabilitative services that may directly address behavioral and physical limitations ( 30 – 32 ).

Given the preference for psychotherapies, and the need for case management services, we developed an intervention that combines problem-solving therapy (PST; ( 33 )) with clinical case management (CM; ( 27 )). Our decision to combine these two interventions was based on their potential synergy. We conceptualized CM as an intervention that provides access to social and medical resources and entitlements. Accordingly, it creates an environment in which a person with disability can maximize his/her function and reduce the experience of stress. Case management has a beneficial effect on disability in adults ( 34 ). PST can provide patients with the skills to utilize the resources made available by CM by setting goals and developing strategies to meet these goals on their own. Thus, we reasoned that combining CM with PST (CM-PST) has the best chance to reduce disability by providing access to much needed financial, social, and medical resources and by helping impoverished, depressed, disabled older adults develop the skills to utilize them. Based on the same reasoning, we further hypothesized that the advantage of CM-PST over CM in reducing disability would be mediated by reduction in depression and improvement in problem solving skills and self-efficacy.

We have already reported in this journal that CM was non-inferior to CM-PST in reducing depression in a sample of disabled, impoverished, older adults with major depression ( 35 ). This is the first report on the primary hypothesis of this study comparing the efficacy of CM-PST to that of CM in reducing disability. Further analyses examined whether change in depression severity, problem solving skills and sense of self-efficacy during this trial influenced disability at the end of the trial. Finally, we examined the moderating effects of unmet social service needs, depression severity, and cognitive functioning prior to treatment on differences in efficacy between interventions, to determine for whom these treatments may be most effective.

Participants were recruited from neighboring home-based meals programs near the two research sites, the Weill Cornell Institute of Geriatric Psychiatry and the University of California, San Francisco. Participants had been receiving unstructured case management as part of their membership in the home-based meals program, and were referred to the study by their social workers. Study procedures were approved by the IRBs of both universities, and all participants completed an informed consent. Participants were informed that this was a study comparing the effects of two treatments on depression and disability in older adults. All baseline and follow-up assessments were conducted in-person, as were all therapy sessions.

Eligibility Criteria

These were: Age≥60 years; participation in a home-delivered meals service; at least one impaired instrumental activity of daily living impairment (MAI)( 36 )); low-income defined by the U.S. Department of Housing and Urban Development’s as extreme financial strain (30% of the local median income); at least one unmet social service need on the Camberwell Assessment of Need for the Elderly (CANE; e.g. access to health care, transportation, social services, entitlements, meals, need for in-home support ( 37 , 38 )); diagnosis for unipolar major depression (by SCID/DSM-IV) ( 39 ); 24-item Hamilton Depression Rating Scale (HAM-D)( 40 )≥19; and absence of other co-morbid psychiatric disorders except generalized anxiety disorder (SCID DSM-IV). Candidates were excluded if they: intended to attempt suicide in near future; had antisocial personality; had a Mini Mental State Examination (MMSE)( 41 )≤24 or dementia by DSM-IV; could not speak English; were receiving psychotherapy; or planned to start a new antidepressant or change their antidepressant’s dose.

Training and Fidelity

12 licensed clinical social workers were trained by experts to provide CM-PST and CM. Training consisted of a two-day workshop to review treatment manuals and to engage in simulated case practice. Each therapist then treated 3 practice cases. Their sessions were audiotaped and reviewed by supervisors for certification. The training cases were not included in the final analyses. Therapists were monitored regularly for treatment fidelity by independent raters using the PST provider adherence checklist for the PST-CM condition and the Case Management adherence checklist for the CM condition. Clinicians were given corrective feedback if any session fell below 4 (very good), and any therapist who did not maintain an average adherence score of 4 was excluded from the study (n=2). Monthly supervision was provided for each intervention, with PA (UCSF) and PR (Cornell) providing CM-PST supervision and EVD providing CM supervision. Therapists provided treatment in the participants’ homes.

Case Management (CM)

The CM intervention used for this study is based on the clinical case management manual for older adults with mental health problems developed for the San Francisco County Department of Mental Health, adapted for research ( 32 ) ( Appendix ). CM begins with an assessment of participant’s social service needs and how well those needs are being met using the CANE. Based on the assessment, therapists develop a plan to link participants to social and medical services. Therapists also act as advocates for participants in situations where participants cannot advocate effectively for themselves. To control for contact effects with CM-PST, therapists met weekly with participants randomized to CM for 12 weeks and were instructed not to engage in any other interventions.

Case Management- Problem Solving Therapy (CM-PST)

CM-PST is a combination of the CM intervention described above and problem solving therapy ( 27 ). In the first session, therapists conduct a needs assessment and educate participants about problem-solving treatment. Therapists, then, create a problem list and, with the help of participants, divide problems into those that therapists will solve through CM and those that participants can solve using PST. In later sessions, therapists demonstrate how PST works on specific problems and train participants to use the PST approach for problems that they are able to solve. In follow-up sessions, therapists check in on participant progress in solving their own problems, help participants solve new problems, and update participants about case management problems.

Research assistants were blind to treatment assignment. Psychotherapy trials makes blinding therapists to treatment conditions difficult. However, therapists were unaware of our hypotheses and had separate meetings from the rest of the research team.

Eligibility assessment

Trained research assistants administered the SCID-R, the HAM-D, MMSE, the CANE, and the MAI. These data were then reviewed by two clinician investigators to determine eligibility.

Primary Outcome

Disability, our primary outcome, was determined using the total score on the WHO Disability Assessment Scale II (WHODAS; ( 42 )). We selected the WHODAS as the outcome measure for disability because it treats all disorders at parity when determining level of functioning and has been validated in populations across the age span and across cultures ( 30 , 43 – 50 ). The WHODAS is an interviewer-administered instrument that combines information from participant self-report and interviewer observation to assess six functional domains: understanding and communicating; getting around; self-care; getting along with others; household and work activities; and participation in society. The WHODAS was administered at baseline, 6, 9, 12 and 24 weeks. Participants were asked to report on their function in these domains over the course of three weeks. This method of assessment is reliable and has been used in depression studies ( 5 , 51 ).

Other assessments

We assessed the mediation and/or prediction effects on disability, of severity of depression (HAM-D), problem solving skills, and self-efficacy. Problem solving skills was measured with the Brief COPE ( 52 ), which consists of the domains: active coping, planning, positive reframing, denial, and behavioral disengagement. Self-efficacy was measured using the General Perceived Self Efficacy Scale (GPSE; ( 53 )), a measure of beliefs related to solving new and complex tasks validated and normed in medical and in older populations ( 53 ). The Brief COPE and the GPSE were administered at baseline and at 12 weeks.

Power Analysis

We conducted power analysis to determine the optimal sample size needed to detect a clinically meaningful difference in disability between the two interventions. Using an effect size = 0.35, a 2-tailed test with α=0.05, power=0.8, an intraclass correlation coefficient of 0.50 and 6 follow up assessments, we determined that a total of 160 participants (80 per condition) was adequate to test our primary hypotheses. To determine our ability to accurately test mediation effects, we also found that 80 participants per group would exceed 80% power to detect a 5% change in R 2 in the proposed mediators.

Data Analysis

Using mixed-effects models for longitudinal data to account for repeated measurements over time and applying Kenward-Roger adjustments to the denominator degrees of freedom to improve small sample performance, we compared response profiles of disability (baseline, 12 and 24 weeks) between the two treatment conditions. We also examined whether CM is non-inferior to CM-PST in its effect on disability (WHODAS) from baseline to week 12, a common process in clinical trials when intervention superiority is not found ( 54 – 56 ). We used a non-inferiority margin of 5 point change in WHODAS (measured on a scale of 0 to 100) based on AHRQ recommendations for determining the minimum important difference (MID) in clinical trials ( 57 ). All analyses were intention-to-treat. The mixed effects models included time effects, treatment group, site, site-treatment interaction, and time-treatment interaction. Three predictor analyses were conducted using lagged values of the Brief COPE, GPSE and Hamilton Depression scores over 12-weeks. Moderation was assessed by checking the interaction of baseline depression, MMSE, and unmet need with treatment effects in the mixed-effects model described above. Analyses were conducted using SAS (version 9.1, SAS Institute, Cary NC).

Participant Flow and Sample Characteristics

An initial 271 participants were screened for eligibility, 187 of whom met study criteria. Of these, 171 were consented and randomized: 87 participants were randomized to CM and 84 to CM-PST. Of the final sample, 88% (N=150) completed the 12-week assessment. There was no significant difference in drop-out between the two conditions (CM = 9 and CM-PST = 12). A majority of the sample attended all treatment sessions, with 93% in CM completing all CM sessions and 91% in CM-PST completing all sessions (see Figure 1 ).

Flow of Subjects into the Treatment Trial

The demographic characteristics of the sample have been published previously ( 35 ). Participants were on average 74.9 years old (SD: 9.3) and had slightly above high school educations, with an average of 13.2 years (SD: 2.9) of schooling. They were moderately depressed (mean Hamilton = 23) and had an average of 4.6 unmet social service needs. Preliminary analyses found no significant differences between conditions or sites on age, education, social service needs, or depression severity. This was a moderately disabled population as determined by baseline WHODAS scores (mean=34, SD=7.4); scores of 25–49 correspond to moderate disability ( 58 ). Although the sample all met criteria for major depression, 26% received antidepressants at therapeutic dosages and less than 21% were taking benzodiazepines or sleep aides; no one was taking a cognitive enhancer. There were no significant differences in demographics, depression severity, or disability between participants who had been on antidepressants and those who had not.

Changes in Disability

Analyses found that there was a 3.8 point improvement in disability for the whole sample from baseline to week 12 (t=4.28, df=554, p<.0001). Change in disability occurred quickly, with a 3.32 point improvement in disability by week 3 (t=−4.26, df=601, p<0.0001). We found no changes in disability scores between 12 and 24 weeks (t=0.16 df = 708, p= 0.87). See figure 2 .

WHODAS changes over time (adjusted means): Case Management (CM) vs. Case Management Integrated with Problem Solving Therapy (CM-PST)

Outcomes between the two interventions were similar over time. Participants in the CM condition showed a smaller improvement in disability (a 2.6 point change from baseline to week 12) than the CM-PST group (a 3.8 change from baseline to week 12), but this was not a statistically significant difference (estimated difference of 1.3, with a 95% CI from −.8 to 3.4, p=0.23, t=1.2, df=558). Because the upper end of the confidence interval is 3.4 we can assert that CM is non-inferior to CM-PST using the non-inferiority margin of 5. (one-sided p=0.0003, t=−3.5, df=558).

Baseline predictors of 12-week outcome

Our original intention for this study was to investigate potential moderators of treatment response. However, because we found no treatment differences, we investigated pretreatment/baseline predictors of 12-week disability for the whole sample. In particular, we were interested in determining if number of unmet needs, severity of depression, and cognitive function predicted outcomes. We found that none of these baseline characteristics was associated with treatment outcome. People with large numbers of unmet needs did as well as people with only a few unmet needs (F=1.70, df = 5, 545, p =.38), and participants with more severe depression at baseline improved as much as those with moderate levels of depression (F=.55, df = 5, 570, p = .70). Likewise, there was no effect of cognitive function on 12-week disability (F=2.03, df = 5, 545, p = 0.074).

Change-related predictors of 12-week outcome

This study was originally designed to test mediation effects of the difference in efficacy of CM-PST vs. CM. However, mediation analysis would not be meaningful because the efficacy of CM was statistically indistinguishable from that of CM-PST. For this reason, we examined whether change in variables initially hypothesized as mediators predicted 12-week disability scores in the entire sample. A mixed effects model, demonstrated that change from baseline to 9 weeks in self-efficacy (t = −2.25, df = 672, p< 0.021), problem solving (t=−2.44, df=546, p=0.015) and changes in depression severity (t=2.50, df =672, p< 0.025) predicted the level of disability at 12 weeks.

This study failed to demonstrate superiority of CM-PST over CM in improving disability. Its most important finding was that after 12 weeks of case management, either alone or combined with problem-solving therapy, participants experienced significant improvements in function and were able to maintain their improvement for an additional 12 weeks after treatment ended. It is important to highlight that the improvement in disability in both treatments arms was both statistically and clinically significant. Moreover, the benefits occurred rapidly, with marked improvement in functioning seen as early as three weeks into treatment.

The absence of differences between interventions on disability suggests that functional improvement was largely driven by the case management intervention. Improvement in depression, problem solving skill development, and increased self-efficacy (i.e. the belief in one’s ability to achieve personal goals) predicted changes in disability over time across conditions. These findings are consistent with studies in medically compromised but non-depressed populations, where assistance with negotiating complex health care systems and managing chronic illnesses results in better well-being, sense of self-efficacy, and overall functioning ( 59 – 61 ). Although case management does not explicitly address psychopathology, problem-solving, and self-efficacy, it is likely that when case managers address problems that feel overwhelming to depressed, disabled, low-income older adults, patients see that change is possible and learn the process of solving these problems by observing their case managers solve them.

This study’s findings should be viewed in the context of its limitations. Participants in both conditions received case management, and we did not include arms of PST alone, unstructured CM, or usual care; the study’s CM was structured and offered by trained therapists whose quality of care was monitored. Therefore, it is unclear how the study’s structured CM efficacy compares to PST alone, unstructured CM, usual care, or passage of time. However, all participants had received unstructured CM by social workers of the home-delivered services and had failed to respond, as evidenced by the presence of major depression at study entry. Another limitation is the absence of a performance measure of disability. However, the WHODAS is based on both patient self-report and rater observation and was developed to capture the World Health Organization (WHO) concept of disability that encompasses physical and behavioral components.

We find it encouraging that CM is non-inferior to the more complex CM-PST in reducing disability in depressed, disabled, low income older adults. Psychotherapies are often too difficult for front line workers to learn and sustain ( 62 ) and psychotherapies are rarely used with fidelity in social service settings ( 26 ). CM is an intervention that most social service workers are trained to provide. Interventions and outcomes of CM are measurable (e.g., linkage to services, improved functioning) and consistent with the Affordable Care and the Mental Health Parity and Addiction Equity Acts. Demonstrating that CM can reduce disability in a sick and often neglected older population provides a reason for community based social services to offer training and supervision in structured CM so that it can reach the many impoverished, depressed, disabled older adults in need of care.

Supplementary Material

Acknowledgments.

Dr. Alexopoulos received grant support from Forest; served as a consultant to Scientific Advisory Boards of Forest, Hoffman-LaRoche, Janssen, Lilly, Lundbeck, Otsuka, and Pfizer; and has been a member of speakers’ bureaus sponsored by Avanir, Merck, Astra Zeneca, Novartis, Sunovion, and Takeda-Lundbeck.

Dr. Areán had full access to all of the data in the study and takes responsibility for the integrity of the data and the accuracy of the data analysis. Grant support: NIMH grants R01 MH075900, R01 MH075897, K24 MH074717, P30 MH085943, and the Sanchez Foundation (GSA).

Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain.

Disclosures: No other authors report competing interests.

ClinicalTrials.gov Identifier: {"type":"clinical-trial","attrs":{"text":"NCT00540865","term_id":"NCT00540865"}} NCT00540865

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Research: How Different Fields Are Using GenAI to Redefine Roles

• Maryam Alavi

Examples from customer support, management consulting, professional writing, legal analysis, and software and technology.

The interactive, conversational, analytical, and generative features of GenAI offer support for creativity, problem-solving, and processing and digestion of large bodies of information. Therefore, these features can act as cognitive resources for knowledge workers. Moreover, the capabilities of GenAI can mitigate various hindrances to effective performance that knowledge workers may encounter in their jobs, including time pressure, gaps in knowledge and skills, and negative feelings (such as boredom stemming from repetitive tasks or frustration arising from interactions with dissatisfied customers). Empirical research and field observations have already begun to reveal the value of GenAI capabilities and their potential for job crafting.

There is an expectation that implementing new and emerging Generative AI (GenAI) tools enhances the effectiveness and competitiveness of organizations. This belief is evidenced by current and planned investments in GenAI tools, especially by firms in knowledge-intensive industries such as finance, healthcare, and entertainment, among others. According to forecasts, enterprise spending on GenAI will increase by two-fold in 2024 and grow to $151.1 billion by 2027 .

• Maryam Alavi is the Elizabeth D. & Thomas M. Holder Chair & Professor of IT Management, Scheller College of Business, Georgia Institute of Technology .

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Strategies for solving multiplicative problems using a conceptual model-based problem-solving approach. A case study with a student with autism spectrum disorder

• Original Paper
• Open access
• Published: 01 April 2024

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• Alicia Bruno   ORCID: orcid.org/0000-0002-0154-8073 1 ,
• Irene Polo-Blanco   ORCID: orcid.org/0000-0001-6425-6337 2 ,
• Steven Van Vaerenbergh   ORCID: orcid.org/0000-0003-3091-0171 2 ,
• Raúl Fernández-Cobos   ORCID: orcid.org/0000-0001-6185-7903 2 &
• María José González-López   ORCID: orcid.org/0000-0003-2519-5812 2  

This study examines the multiplicative problem-solving strategies used by a 14-year-old student with autism spectrum disorder and intellectual disabilities during an instructional process based on the Conceptual Model-based Problem Solving (COMPS) approach. The instruction aimed to enhance conceptual comprehension of problem-solving by the use of model diagrams representing mathematical relations involved in word problems. These diagrams aid in selecting the appropriate operation for each type of multiplicative problem, including equal-groups, multiplicative comparison, and combination problems. We further discuss how the instructional process promoted conceptual understanding for the three problem types, highlighting the development of strategies (modeling, counting, and operations) and the pivotal role of the COMPS methodology components in this progression. The results indicate that the student adeptly adopted the COMPS approach, facilitating the transition from informal modeling to written operations, with his choice of strategies varying depending on the type of problem. While there was a higher utilization of modeling strategies in equal-groups and combination problems, modeling was not as frequently employed in comparison problems. We speculate how this differentiated strategy preference could be associated with certain characteristics of the disorder.

Avoid common mistakes on your manuscript.

1 Introduction

Solving arithmetic word problems is a fundamental mathematical competence advocated in the curricula of various countries (e.g., National Council of Teachers of Mathematics, 2000 ; LOMLOE, 2022 ). For that reason, recent studies have focused on teaching mathematical problem-solving to students with moderate and severe disabilities (Bowman et al., 2019 ), including those with autism spectrum disorder (ASD).

ASD is a chronic neurobiological disorder characterized by difficulties in social interaction and communication and a restricted range of interests and behaviours (DSM-5; American Psychiatric Association, 2013 ). Although the manifestation of these symptoms varies widely among individuals with ASD, they often exhibit challenges in attention and executive functioning (Ozonoff & Schetter, 2007 ), as well as in language comprehension and theory of mind (e.g. the individual’s ability to recognize and infer the mental states of self and others; Baron-Cohen et al., 2000 ; Whalon & Cox, 2020 ). The characteristics associated with ASD often impact mathematical learning (Bullen et al., 2022 ), resulting in gaps in learning trajectories and slower progress compared to other disabilities as students progressed through grade levels (Fernández-Cobos & Polo-Blanco, 2024 ; Wei et al., 2013 ).

In this work, we consider verbal arithmetic problems as situations presented within an academic setting that involve questions solvable through mathematical operations (Verschaffel et al., 2020 ). Students with ASD have been noted to demonstrate poorer problem-solving performance in comparison to their typically-developing (TD) peers. This has been attributed to difficulties in domains like language, executive functions and theory of mind (e.g., Chen et al., 2019 ; Polo-Blanco et al., 2024 ; Root et al., 2021 ). Furthermore, previous studies have delved into the problem-solving strategies employed in arithmetic word problems, revealing that students with ASD tend to utilize less efficient approaches compared to their TD peers (e.g. Bae, 2013 ; Polo-Blanco et al., 2024 ). This discrepancy in strategy use has been associated with difficulties in inhibition, cognitive flexibility and theory of mind (Polo-Blanco et al., 2024 ). On the other hand, students with autism often benefit from a form of visual thinking, which, as described by Grandin ( 1995 ), is the ability to think and reason through images and visual systems. This type of thinking may often manifest through the use of drawings, which serves as a crucial mode of expression, especially given challenges in communication inherent to the disorder (Di Renzo et al., 2017 ). In the domain of problem-solving, this has been manifested through the frequent use of drawing-based strategies in students with autism when solving algebraic tasks (Goñi-Cervera et al., 2022 ) and word problems (Goñi-Cervera et al., 2023 ).

The use of visual representations has also been proposed as a potent instructional tool for teaching problem solving, not only in TD students (Rellensmann et al., 2017 ) but also in students with learning disabilities (Jitendra et al., 2002 ) and those with ASD (Root et al., 2021 ). Some instructional methodologies, such as schema-based instruction (SBI; Jitendra et al., 2002 ) and the conceptual model problem-solving approach (COMPS; Xin, 2012 ), incorporate visual representations and schemas to further enhance conceptual comprehension of the problem-solving process. In this work, we focus on the latter, which has been successfully employed to improve the arithmetic problem-solving skills of students with learning difficulties (Xin et al., 2008 , 2020 ) and with ASD (García-Moya et al., 2022 ; Polo-Blanco et al., 2022 ).

In the present paper, we complement the case study presented in Polo-Blanco et al. ( 2022 ) employing a qualitative methodology to describe and analyze the strategies used by a student with ASD and intellectual disabilities when solving multiplicative word problems in the context of a COMPS approach. Multiplicative problems are those requiring multiplication or division, which are often categorized into three groups (see Table  1 ): (1) equal-groups (EG), (2) multiplicative comparison (MC), and (3) Cartesian product (CP) problems (Nesher, 1992 ). These specific types of problems have received limited attention in previous research involving students with ASD (Polo-Blanco et al., 2019 ).

We specifically address the following research questions:

Which strategies did the student with ASD and intellectual disabilities employ when solving multiplication problems of the three types (EG, MC, and CP) while following a COMPS approach

What characteristics related to ASD might influence the above strategies?

What elements of the COMPS approach played a role in improving conceptual understanding across the three problem types for a student with ASD and intellectual disabilities, especially in terms of transitioning to more formal strategies?

2 Theoretical background

2.1 literature review.

Solving arithmetic word problems involves the integration of various processes that blend procedural and conceptual knowledge and may pose significant challenges, especially for students with learning disabilities (Griffin & Jitendra, 2009 ) and those with ASD (Bullen et al., 2022 ; Polo-Blanco et al., 2022 ). Conceptual knowledge involves understanding interconnected facts and properties, while procedural knowledge encompasses familiarity with written symbols and the set of rules and algorithms employed for solving mathematical problems (Hiebert, 1986 ). Part of conceptual understanding in problem-solving involves aspects related to comprehending the problem statement, forming a mental representation of the situation, and subsequently connecting it with the mathematical operations necessary for its resolution. Procedural knowledge, on the other hand, pertains to the execution processes of these operations. Although the sequence in which conceptual understanding or procedural fluency develops remains uncertain, conceptual understanding may lay the foundation for procedural fluency (Burns et al., 2015 ). A student's conceptual understanding expands, for example, when they acknowledge the interconnection between two operations, such as addition and subtraction or multiplication and division. Moreover, this conceptual knowledge is applied when the student understands how to use these operations to solve a situation presented in a problem-solving context (Miller & Hudson, 2007 ). On the other hand, a student's problem-solving strategies may be rooted either in the procedures linked to the problem or a creative approach derived from a solid conceptual grasp of the problem at hand (Burns et al., 2015 ).

2.2 Theoretical framework

2.2.1 multiplicative problem-solving strategies.

In light of the above, the examination of strategies becomes particularly relevant when teaching word problem-solving to students facing difficulties. Some authors have provided detailed classifications of the strategies used by TD students when solving multiplicative problems (Mulligan, 1992 ). These classifications are based on two criteria: the degree of abstraction of the procedure used to calculate and the way in which the elements specific to the problem statement are used during the resolution process. Combining these criteria, the following types of strategies are described by Mulligan ( 1992 ), presented in order from the lowest to the highest level of abstraction,

Direct modeling with counting (modeling, in short): The student employs concrete objects or drawings to depict the action described in the problem and utilizes various counting techniques. For instance, to determine the total number of apples in 5 trees, each having 4 apples, the student draws five trees and places four apples in each, subsequently counting the total number of apples drawn.

Counting without modeling (counting, in short): At this level, students employ mental counting, addition, or subtraction without the use of objects or drawings. Strategies include rhythmic ascending or descending counts, as demonstrated in the previous problem where the student finds the answer by expressing, “4–8-12–16-20.”

Known or derived numerical facts (operation, in short): addition and multiplication facts are used to reach the result. For example, in the previous problem, the student argues that “4 × 4 is 16, and 4 more is 20”.

Research with typically developing children indicates a progression from informal strategies, such as modeling and counting, to more formal strategies like resorting to numerical facts, whereas studies suggest that students with learning disabilities face challenges in transitioning to advanced strategies, and exhibit less flexibility in their strategy use compared to their typically developing peers (Geary et al., 2004 ; Mulligan, 1992 ; Siegler, 2007 ). In the case of students with autism, some recent studies in the last decade have analyzed problem-solving strategies (Bae, 2013 ; Goñi-Cervera et al., 2023 ; Polo-Blanco et al., 2019 , 2024 ). For instance, Polo-Blanco et al. ( 2019 ) showed a preference for modeling strategies when providing material support to a student with ASD and intellectual disabilities while solving EG division problems. Subsequently, Polo-Blanco et al. ( 2024 ) examined the multiplication problem-solving strategies of 26 students diagnosed with ASD without intellectual disabilities, comparing them to a matched group of 26 students without ASD in terms of sex, age, and school (grade and classroom). Results revealed a higher proportion of poorer performers in the ASD group, who exhibited lower strategy abstraction compared to the other ASD peers, with no such distinctions noted in the non-ASD group. Additionally, Goñi-Cervera et al. ( 2023 ) analyzed the strategies utilized by 10 students with ASD, some with intellectual disabilities, aged 8 to 13, when solving EG problems. The majority of students relied on low-level strategies, such as counting, with little use of formal multiplication and division. Bae's ( 2013 ) study, comparing 40 fourth and fifth graders, revealed that typically developing students outperformed those with ASDs in word problem-solving. In students with ASD, this performance significantly correlated with sentence comprehension, math vocabulary, computation, and everyday math knowledge. However, the use of drawing strategies was limited in both groups.

2.2.2 Conceptual model-based approach COMPS

The design of methodologies that foster conceptual understanding in the problem-solving process becomes especially relevant for students with learning difficulties (Jitendra et al., 2002 ). One common instructional methodology is COMPS (Xin, 2012 ), which incorporates conceptual diagrams, explicit instruction, heuristics, and metacognitive approaches. In particular, COMPS is presented as a comprehensive approach that facilitates connections between different problem types by utilizing a conceptual diagram model to determine the arithmetic operations for solving a specific problem (Xin et al., 2020 ). In this context, a model refers to a mathematical representation of the problem, typically expressed as an expression that provide a pathway to finding the solution (e.g., “Part1 + Part2 = Whole” for group additive problems, or “Group Rate x Number of Groups = Product” for EG problems). Table 1 displays conceptual model diagrams for the three types of multiplication problems considered in this study (EG, MC, and CP), along with visual representations used to further aid in the understanding of the problems.

The typical teaching sequence using a COMPS approach shows how to identify the type of model diagram associated with the problem and represent the quantities and relationships on it. The teacher prompts the student with a series of connected questions to direct their attention to the three quantities involved in the problem. For example, in the case of EG problems, the questions could include “Which part of the problem provides information about the value of each group?”, “which part provides information about the number of groups?”, or “which part refers to the total or product?” (see Table  1 ). The student is prompted to recognize and complete the model diagram representing the problem situation, which depicts a multiplicative expression 'AxB = C.' The accompanying words under the boxes aim to help the student associate the meaning of each number in the problem statement with its role in the operation. This is crucial for determining whether the solution involves multiplication or division. If C is the unknown, the operation is multiplication, while if A or B is the unknown, the operation is division. At this stage, the student relies on visual representations of the problem to connect with the corresponding conceptual model diagram in order to transform the data in it into the problem-solving operation (see Table  1 ).

The use of COMPS to teach multiplication problem-solving skills to students with learning difficulties has yielded positive outcomes. Xin et al. ( 2008 ) investigated the effects of teaching problem stories to five fourth- and fifth-grade students with mathematics disabilities or those at risk. The results indicated that the instructional intervention not only enhanced problem-solving abilities for both additive (group and compare) and multiplication (EG and MC) problems. More recently, Xin et al. ( 2020 ) supplemented a COMPS approach with a computer tutoring system and achieved significant performance improvement in solving EG and MC problems in three third- and fourth-grade students with learning disabilities.

In the context of Autism Spectrum Disorder, the use of diagrams and visual aids in the COMPS approach is expected to enhance conceptual understanding of problem-solving. Individuals with ASD often excel in visual processing (Grandin, 1995 ), and visual support can alleviate cognitive demands related to verbal comprehension and potential working memory limitations (Ozonoff & Schetter, 2007 ). Garcia-Moya et al. ( 2022 ) demonstrated the success of COMPS in improving the problem-solving skills of three 8-year-old students with ASD without intellectual disabilities. Similarly, Polo-Blanco et al. ( 2022 ) found positive outcomes in teaching a 14-year-old student with ASD and intellectual disabilities various multiplication problem types using the COMPS approach, leading to improved performance and generalization of skills.

3 Methodology

This study adopted an exploratory approach (Yin, 2017 ) on the strategies employed when solving multiplicative word problems by a student with ASD and intellectual disabilities through the analysis of written problems and video recordings of student–teacher interactions during the instructional process. All sessions, including instruction and test administration, were recorded on video. A qualitative methodology approach was employed to offer a descriptive analysis of the specific characteristics of problem-solving strategies and a COMPS approach, with an emphasis on the ASD characteristics of the student.

3.1 Participant

Peter (pseudonym) is a 14-year-old male diagnosed with ASD at the age of 6 through clinical evaluations based on DSM-4 diagnostic criteria. Peter attends a special education center since age 10, and displays stereotyped behaviors, exhibits particular interests, and shows a positive response to established routines, according to the center's guidance team report. He has been diagnosed with intellectual disabilities, with an IQ score of 54 (WISC-V; Wechsler, 2014 ). In mathematics, Peter follows an adapted curriculum dedicating four hours per week to the subject. He possesses good reading comprehension skills, although he encounters difficulties comprehending certain words. A characteristic of Peter that was emphasized by his teachers is his fondness and inclination for creating drawings as a means of expressing his desires and fears, as well as for completing school tasks, particularly for solving mathematical problems. Prior to the study, Peter had worked on additive structure problems, showing the ability to identify the operation (addition or subtraction) and solve it using number facts. Regarding multiplicative structure, he had received instruction through EG problems, which he was able to solve drawing equal groups for multiplication and performing partitioning strategies for division. He had neither memorized the multiplication tables nor received formal instruction on multiplication or division algorithms. Consequently, it was deemed an opportune moment for Peter to expand his comprehension of multiplication and division.

3.2 COMPS instructional approach

Instructional sessions were conducted individually in a distraction-free environment. The instructor had prior experience in teaching mathematics to the participant. Worksheets were provided to the student (see Fig.  1 ) to cover the four steps proposed in the DOTS list (Xin, 2012 ). The detailed sequence for each problem was as follows:

Problem statement and multiplicative model diagram (detect and organize): The student read the problem independently and was guided to place the quantities into the multiplicative model diagram. A visual representation was also used to help understand the meaning of the data.

Transform: The student was asked to write the operation that solved the problem based on the data from the model diagram.

Solve: The student explicitly wrote the expression of the operation to be performed and solved it.

Worksheet Following the DOTS Steps

Taking into account previous research on problem difficulty in TD students (Nesher, 1992 ), our instruction sequentially introduced EG, MC and CP problems. For each problem type, multiplication problems (with the total quantity unknown) were introduced first, followed by division ones (with the unknown in the other positions), and finally, mixed problems involving either multiplication or division. The problem statements for each type responded to contexts close to the student. The numbers used in the problem statements implied that the total amount should not exceed 30, since the student had not memorized the multiplication tables and thus could approach them with informal strategies. The problem data did not contain double factors to differentiate whether the participant discerned the meaning of each one at the moment in which he incorporated them in the model (for instance, “how many”, “how many each” or “total”).

The instructional sessions with problems followed a model-lead-test sequence. They began with an explanation from the instructor in the model phase, initially using a visual representation (see Table  1 ) to illustrate the problem and then placing the quantities on the conceptual model diagram. In the lead phase, the student solved various problems through interaction with the teacher, and in the test phase, he independently solved problems without the instructor's assistance, serving as assessment tests for the respective session.

3.3 Design and data collection

Table 2 summarizes the sequence of all tests conducted during the course of the study, indicating in parentheses the number of problems for each one. These tests evaluate problem-solving skills: prior to the beginning of the instruction (Baseline tests, B x - type ), during instruction (Training tests, T x-type ), right after the end of instruction (Post Training tests, PT x-typ e) and five weeks after the end of the instruction (Maintenance tests, M- type ). In particular, during baseline, post-training and maintenance tests, a multiplication problem and a division problem were posed for each problem type. During each training test, the student solved four problems of the same type and operation(s) as the problems addressed during model and lead phases of the corresponding training session.

The study commenced with the administration of baseline tests for the three types of problems (B1-EG to B4-EG, B1-MC to B4-MC, and B1-CP to B4-CP). After four baseline sessions, the student initiated the training sessions for EG problems. Tests T1-EG to T4-EG were conducted at the end of these sessions. After that, performance with all types of problems was evaluated again: with EG problems (post-training tests PT1-EG to PT3-EG) and the remaining types of problems during baseline (B5-MC to B7-MC and B5-CP to B7-MC). This was done to observe whether the instruction of EG problems had an impact on the performance on MC and CP problems. The next type of problem (MC problems) was then introduced in the instruction and assessed at the conclusion of each instructional session with tests T5-MC to T9-MC. After those sessions, the improvement in the two types of problems already addressed was confirmed with post-training tests (PT4-EG, PT5-EG, PT4-MC, and PT5-MC), and CP problems continued to be evaluated during baseline (B8-CP and B9-CP). Subsequently, instructional sessions of CP problems were conducted, assessed with training probes T10-CP to T13-CP. After completing this instruction phase, the three types of problems were reassessed through post-training tests (PT6-EG, PT7-EG, PT6-MC, PT7-MC, PT6-CP, and PT7-CP). Finally, a maintenance test was conducted for the three problem types to observe the retention of the learned skills (M-EG, M-MC and M-CP). Due to the nature of this methodology, the number of training sessions conducted for each type of problem varied. For instance, four sessions were necessary for EG and CP problems, while MC problems required five sessions because the student experienced more difficulties.

The analysis of the problem-solving process in the tests involved examining the student's written responses and the video recording transcriptions. This examination focused on understanding the sequential steps undertaken by the student leading up to his final answer. The evaluation encompassed both the student’s success and the strategies employed during tests, which were systematically coded. Additionally, the transcriptions of instructional sessions and tests served as a means to track the instructional process. In the analysis for the strategies employed for each problem, we considered the following categories: (1) Success in problem-solving: a problem was considered correct when both the operation (multiplication or division) was correctly identified, and the solution was successfully obtained. Errors related to division notation, such as the expression “2/8 = 4” instead of the correct “8/2 = 4,” were not categorized as incorrect; (2) Strategies employed, which included Modeling, Counting, Operation, and Others (responses without a reasonable explanation). The use of these strategies may result in incorrect solutions, and there could be combinations of strategy operations in conjunction with either modeling or counting (categorized as Modeling/Operation and Counting/Operation).

In this section, Table  3 , 4 , and 5 present the types of strategy employed by the student during tests for each of the three types of problems (EG, MC, and CP, respectively). For better visualization, zero is omitted in the count of incorrect or correct strategies in these tables.

4.1 Equal group problems

The results for EG problems are summarized in Table  3 . Below is a detailed description of the results in each type of test.

Baseline test of EG problems

Peter demonstrated partial knowledge of the EG problems in the baseline tests (B1-EG to B4-EG). The problems that were answered correctly were the four multiplication problems, using a modeling strategy. In Fig.  2 , two examples are shown, where the student modeled through drawings, subsequently counting (in B1-EG), and through mental calculation (in B3-EG).

Correct Resolution of EG Problems in Baseline Tests

Peter also employed incorrect modeling strategies in the four division problems, treating them as multiplication or subtraction problems. This is evident in the case of the problem shown in the left panel of Fig.  3 , where he used a multiplicative strategy by drawing 24 candies in each of the 4 bags and then counting them. The great size of the collections led to error in the number of candies drawn in one of the bags and in the overall count. In the case of the problem shown in the right panel of Fig.  3 , Peter incorrectly modeled it as a subtraction problem, crossing out 6 objects out of the 24 drawn, as seen in the vertical line he traced on the toys on the right.

Incorrect Resolution of Division EG Problems in Baseline Tests

The baseline responses revealed the use of elaborate drawing-based modeling strategies, a pattern commonly observed in individuals with ASD (Polo-Blanco et al., 2019 , 2024 ) and notably distinctive in the study participant. He successfully solved multiplication problems without explicitly identifying the operation, but exhibited deficiencies in conceptual understanding regarding division problems, suggesting challenges in comprehending the given situations. This might have been influenced by vocabulary related to equal distribution (e.g., “repartir por igual” in Spanish, which translates to “distributed equally among”). As mentioned before, individuals with ASD often face challenges associated with language comprehension (American Psychiatric Association, 2013 ), which, in this instance, might have led Peter to incorrectly rely on his prior knowledge of addition or multiplication.

Training on EG problems

During the training sessions on multiplication problems, the instructor guided Peter in connecting the visual representation with the model diagram and identifying the multiplication operation. Peter sometimes correctly solved multiplication problems using the diagram model and the operation and then proceeded to create drawings of the situation, which supports his liking for drawings even if he did not use them for the resolution. To address division problems, the instructor paid special attention to ensure that Peter understood the vocabulary associated with division problems, such as “in each” (“en cada” in Spanish) and “distributed equally” (“repartido por igual” in Spanish). Subsequently, the focus shifted to Peter filling in the model diagram, aligning both numbers from the statement with the corresponding sections in the model diagram to determine the result (e.g., “how many” and “total” to find “how many in each”), helping identify the division operation as the inverse of multiplication, and drawing on his prior knowledge of multiplication. At this point, he was told to write the word “division” in the operation section and show the solution in fraction form in the solution section. This notation was chosen for its simplicity, although xcessive emphasis was not placed on this formal aspect.

In the training tests (T1-EG and T4-EG), Peter correctly solved all the multiplication problems except one, where he used an additive strategy (left panel of Fig.  4 ). In T1-EG test, he employed mixed strategies, modeling/operation and counting/operation, to arrive at the solutions. In T4-EG, he abandoned the modeling strategies in favor of stating the operation. In one problem, he wrote down the result directly (the right panel of Fig.  4 ) and in another, he followed a counting approach, as we observed him moving the pencil over his fingers. It was difficult to identify the specific strategy he used in those movements to reach the result.

Incorrect and Correct Resolution of EG Problems in Training Tests

Peter correctly solved all the EG problems involving division during the training tests (T2-EG to T4-EG). He used a correct modeling/operation strategy only once (Fig.  5 ) to find the number of passengers in each train car. Specifically, he placed the given data from the problem statement in the diagram (21 and 3), then drew the train cars and placed the passengers using a trial-and-error process, erasing and adding passengers until reaching the solution. Afterwards, he wrote “7” in the circle, and from the representation in the diagram, he identified that the operation that solved the problem was the 21/3 division. Once again, the participant's preference for drawing is observed, as he created a visual representation that was coherent with the problem situation. He relied on this representation to find the value of the unknown factor, demonstrating a conceptual understanding of the problem.

Correct Resolution of an EG Problem in Training Tests

To solve the remaining division problems, Peter wrote the division operation based on the model diagram, reaching the correct result either directly or through counting strategies, as indicated by his finger movements. Although it is challenging to ascertain with certainty due to the quickness of his counting and the absence of verbalization, we infer from his prior knowledge that in these latter instances, he would likely employ multiplicative strategies, adding the divisor until reaching the dividend.

Post-training tests and maintenance test of eg problems

During the sessions dedicated to the post-training tests of EG problems (PT1-EG to PT7-EG), Peter correctly solved 13 out of 14 problems. To arrive at the solution, he applied operation strategies, sometimes in combination with modeling in multiplication problems (Fig.  6 ) and other times with counting. The response collected in Fig.  6 shows how he had integrated the features of the followed instruction, the generation of a visual representation, the model diagram (drawn by himself), and the decision of the operation that solved the problem.

Correct Resolution of EG Problems in Post Training Tests

Peter successfully solved the two EG problems in the maintenance session, employing a modeling strategy for one multiplication problem and an approach combining operation and counting for the division problem.

In summary, Peter completed the EG problem sessions with accurate solutions to multiplication and division problems. While incorporating the operational strategy, he did not entirely abandon the modeling strategy in either multiplication or division problems, though it was more frequently observed in the former. Peter achieved a proper conceptual understanding in these problems with appropriate strategies, including modeling (with detailed drawings in most cases) and operational approaches. The results also demonstrated his assimilation of common vocabulary in division problems.

4.2 Multiplicative comparison problems

The results for MC problems are summarized in Table  4 .

Baseline test of MC problems

Peter struggled to understand the statements of the MC problems during the baseline tests, leading to incorrect answers for 13 out of the 14 problems. He employed the same strategies for both multiplication and division problems. In the first four baseline tests (B1-MC to B4-MC), Peter employed a modeling strategy, but he interpreted the comparison factor as adding the given quantity (sometimes more than once). This shows a lack of conceptual understanding regarding this type of problem, which is evident both in the modeling he performed and in the operations he proposed. As shown in the left panel of Fig.  7 , Peter depicted the quantity of Carla’s candies in the left hand of a character, while in the right hand, he drew the comparison factor three times, i.e., 3 + 3 + 3 candies. Then, his counting resulted in an incorrect result of 13 candies. In the subsequent tests (B5-MC to B7-MC), conducted after completing instruction on EG problems, Peter persisted with the same strategy but introduced an incorrect additive operation. In the example shown in the right panel of Fig.  7 , he added the given quantity, 14, to the comparison factor of 2, resulting in the incorrect answer “16 candies.” Note that, in Spanish, as in English, additive and multiplicative comparatives are similar: “dos más” means “two more,” and “dos veces más” means “twice as many.”

Incorrect MC Problems in Baseline Tests

Training on MC problems

To facilitate the understanding of the comparative vocabulary (“times as many”), the instructor used modeling and emphasized the quantities “the one with more” and “the one with less” in the model diagram. Occasionally, he substituted these with terms such as “double” or “triple” to enhance comprehension. Initially, he relied on the visual representation indicated in Table  1 for this type of problem. Subsequently, the instructor guided Peter to connect this representation with the model diagram by underlining the words below the boxes. However, Peter did not seem to integrate the visual representation and, from the beginning, skipped this step, moving directly to the model diagram.

Results from the training tests (T5-MC to T9-MC) demonstrated Peter's ability to connect the problems with multiplication or division operations through the model diagram without relying on visual representations. He successfully solved 17 out of the 20 problems, employing a strategy of operation, with and without numerical counting (see left panel of Fig.  8 ). In two of them, the error was attributed to a misinterpretation of the comparison factor using an additive strategy. For instance, in the problem shown in Fig.  8 (right panel), Peter interpreted “5 times more” as adding 5 + 5, resulting in writing 10 in the “how many times” box of the diagram. The third incorrect problem was due to a calculation error (8 × 2 = 14), the solution to which was obtained by counting fingers.

Correct (Left) and Incorrect (Right) Resolution of MC Problems in Training Tests

Post-training tests and maintenance test of MC problems

In the post-training sessions, Peter solved all the MC problems using operation strategy and mixed strategies of counting and operation. He arrived at the correct solution in 7 out of the 8 problems. Peter correctly solved the two MC problems in the maintenance session using a mixed strategy of counting and operation.

In summary, Peter demonstrated the acquisition of skills in solving this type of problems, although the occasional difficulties observed might still indicate a lack of conceptual understanding regarding MC problems, as already observed in the baseline tests, which might be attributable to some difficulties inherent to the disorder, like language comprehension.

4.3 Cartesian product problems

The results for CP problems are summarized in Table  5 .

Baseline tests of CP problems

Peter answered all the problems in the baseline tests incorrectly. He encountered difficulties understanding the problem statements, as he provided responses using one of the numbers given in the problem or wrote text related to the problem situation, showing a clear lack of conceptual understanding for these problems. For instance, in B4-CP (left panel of Fig.  9 ), he responded with all possible clothing combinations, mentioning items such as “pants, shirts, socks, and underwear.” On two occasions, he employed an additive strategy by adding the numbers given in the problem statement. One of these instances involved modeling, as shown in the right panel of Fig.  9 (B1-CP), where he represented 6 dishes and then added 3 more dishes before counting all them. In the remaining cases, he did not answer. We interpret that he did not understand the scenarios outlined in CP problems and tried to address them by either elucidating contextual non-mathematical aspects, or relying on his prior additive knowledge.

Incorrect Resolution of CP Problems in Baseline Tests

Training on CP problems

For this type of problems, the instructor began by using the visual representation from Table  1 for CP problems, depicting the two given sets with arrows to establish pair combinations, to later help Peter connect it with the model diagram where the expression “total combinations” appears. The visual representations motivated the student, although occasional instructor intervention was needed during the initial training sessions to correct the diagrams.

As evident from the results in Table  5 (T10-CP to T13-CP), the instruction was effective, and Peter demonstrated the use of correct strategies from the first evaluation session. Figure  10 shows a correct solution from the T13-CP test. After reading the statement, Peter sketched the letters and added directional arrows. Next, he inscribed the numbers “4” and “2” onto the diagram before returning to count the arrows. He finally wrote “multiplication” and, just beneath it, the correct solution. We interpret that his representation of the combinations allowed him to understand the situation, obtain the result, and ultimately discern the operation from the model diagram. This exhibits his grasp of the problem at a conceptual level.

Correct Resolution of an MC Problem in Training Tests

Peter employed the modeling strategy in 12 out of the 16 problems corresponding to the training phase, along with utilizing the model diagram and setting up the operation for both multiplication and division problems. He rarely deviated from the modeling approach, except in the two problems of the T11-CP session, where multiplication was involved (5 × 4 = 20; 7 × 2 = 14), and in two problems of the T12-CP session, that required division (10/2 = 5; 6/2 = 3). The process Peter followed in solving the division problems showed his understanding. For example, in the problem depicted in Fig.  11 , Peter read the statement, wrote an 8 in the “total combinations” box, and a 2 in the “how many of” box of the model diagram. Subsequently, he drew representations of the two types of ice cream. Positioning himself to the left of the ice creams, he drew two arrows towards them. He repeated this process from three other points until he stopped, presumably because he had already counted 8 arrows. Then, he circled the four marked points to represent the ice cream flavours. Peter completed the model diagram by filling in the number 4 and wrote the operation and the correct solution (8/2 = 4). On this occasion, we could observe Peter's effective interpretation of the problem statement, as he employed drawings to depict the situation, which in turn assisted him in establishing a meaningful connection with the necessary operation.

Correct Resolution of a CP Problem in Training Tests

Post-training tests and maintenance test of CP problems

In the four CP problems presented during the post-training test sessions (PT6-CP and PT7-CP), the student demonstrated success by employing a mixed modeling and operation strategy. In the subsequent maintenance test session (M-CP), Peter showed his sustained problem-solving ability while consistently employing modeling techniques, although he made a mistake in identifying the operation by writing “multiplication” in a division problem.

In summary, the instruction on the use of visual representation as well as the model diagram led to success for Peter in the case of CP problems. The use of this representation was noteworthy, likely because he could establish the relationship between the two sets of data, and the arrows helped him find the solution. The modeling strategy he employed in division problems demonstrates a high level of conceptual understanding of the problems.

5 Discussion and conclusions

We conducted an analysis of an instructional process based on the COMPS approach for multiplicative problems (EG, MC and CP) in a student with ASD and intellectual disabilities. The first research question aimed to describe the student's problem-solving strategies while following a COMPS approach, based on Mulligan's classification ( 1992 ). Different performances across the three problem types were observed in the student's responses at the beginning of the study. In EG problems, he demonstrated a certain level of understanding through the application of modeling strategies and counting, while significant comprehension difficulties were evident in the MC and CP problems. After completing the COMPS approach, the student successfully solved all three types of problems, but the strategies employed varied depending on the type of problem. In EG problems, he demonstrated a conceptual understanding by connecting modeling and operations. A notable improvement was his capacity to discern and write the operation, both for multiplication and for division problems. MC problems posed the greatest challenge for the student during instruction.

The student’s performance could be related to some of the characteristics of people with ASD, in answer to the second research question. On one hand, challenges in understanding key terms, such as "three times as many" (often interpreted as an additive comparison, i.e., "three more"), may have impeded the comprehension of the situation, aligning with suggestions from previous studies involving students with ASD (Bae, 2013 ; Polo-Blanco et al., 2019 ). On the other hand, the inherent complexity of these problems, which requires students to adopt different perspectives by placing themselves in the position of two distinct individuals when comparing quantities, may present challenges related to theory of mind—a common characteristic in individuals with autism (Baron-Cohen et al., 2000 ). This trait has been previously linked to problem-solving abilities in individuals with the disorder (Polo-Blanco et al., 2024 ; Whalon & Cox, 2020 ). Furthermore, in the case of students who express themselves through drawings, like the participant in the study, the observation of informal strategies might shed light on their progression through instruction. As pointed out by Di Renzo et al. ( 2017 ), for students facing challenges in verbal communication the use of drawings serves as a crucial mode of expression. Previous studies including students with ASD with intellectual disabilities like the participant of this study (Goñi-Cervera et al., 2023 ) and others involving students with ASD without intellectual disabilities (Polo-Blanco et al., 2024 ), have also indicated a preference for modeling strategies, which contrasts with findings from studies involving TD students, suggesting a transition away from modeling towards strategies based on numerical facts around the age of 8–9 (Ivars & Fernández, 2016 ; Mulligan, 1992 ).

The third research question investigated the elements of the COMPS approach that contributed to enhancing conceptual understanding across three problem types for a student with ASD and intellectual disabilities, particularly in transitioning to more formal strategies. The results show that COMPS has adapted well to the specific characteristics of the student. In particular, it addresses potential deficits in planning (a type of executive function) by guiding the problem resolution in steps and helps overcome verbal comprehension difficulties by relying on visual representations and the model diagram. For EG and CP problems (despite incorporating unfamiliar terminology for Peter in the latter, such as 'combinations'), the visual representation effectively facilitated his comprehension of the situation from the beginning, both for multiplication and division problems. This was evident in the way he connected this representation with the model diagram, writing the corresponding data in the diagram, and relying on that to identify the operation and the solution. Particularly impressive was his use of drawings with arrows in CP division problems to derive the results. Previous work has already shown the effectiveness of the COMPS approach for teaching CP problems to students with ASD without intellectual disabilities (García-Moya et al., 2022 ). In the case of MC problems, the visual representation used by the instructor might not have been suitable for illustrating the context of the MC problems for Peter, leading him to rely exclusively on the model diagram from the beginning and use fewer drawing-based strategies.

In summary, our study suggests that the COMPS approach allows for flexibility, considering individual challenges and the specific profile of each learner, particularly for students with ASD. While our observations emerge from the participant in our study, we believe that this adaptability may be extended to other students with ASD, which is crucial when integrating them into mainstream classrooms and addressing diverse educational needs. Although extensive research has delved into problem-solving abilities among TD students, there exists still a notable gap in our understanding regarding students with intellectual disabilities and/or ASD. Moreover, as emphasized by Bowman et al. ( 2019 ), it is essential to broaden the scope of mathematics skills imparted to students with intellectual disabilities, which is generally centered on basic mathematical skills. This paper directly addresses this need by focusing on multiplicative problem-solving. Finally, given that research concerning instructional experiences for students with disabilities relies on case studies, it is imperative to conduct this type of research across various profiles and settings to broaden our understanding of students’ capabilities and challenges.

EG: Equal Group; MC: Multiplicative Comparison; CP: Cartesian Product; (x): Number of Problems

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Nursing Case Studies with Answers

Explore Nursing Case Studies with Answers and examples in Carepatron's free downloadable PDF. Enhance your nursing knowledge and prepare for exams with practical scenarios.

By Wynona Jugueta on Mar 25, 2024.

Fact Checked by Ericka Pingol.

What is a case study?

A case study in medicine is a detailed report of a patient's experience with a disease, treatment, or condition. It typically includes the patient's medical history, symptoms, diagnostic tests, treatment course, and outcome.

Some key things to know about medical case studies template . First, they delve deep into the specifics of a single case, providing a rich understanding of a particular medical situation.

Medical professionals use case studies to learn about rare diseases, unusual presentations of common conditions, and the decision-making process involved in complex cases.

Case studies can identify exciting areas for further investigation through more rigorous clinical trials. While informative, they can't be used to develop general treatment guidelines because they only focus on a single case.

Overall, medical case studies are valuable tools for medical education and research, offering insights into human health and disease complexities.

Printable Nursing Case Studies with Answers

Download this Nursing Case Studies with Answers to analyze complex clinical situations, identify priority needs, and develop effective care plans tailored to individual patients.

What is in a nursing case study?

A nursing case study is a detailed examination of a patient's health condition, treatment plan, and overall care journey, specifically from the perspective of nursing practice. These case studies are essential components of nursing education and professional development, providing valuable insights into clinical scenarios and patient care experiences.

In a case nursing study template , various elements are typically included to comprehensively understand the patient's situation. First and foremost, the case study outlines the patient's demographic information, including age, gender, medical history, and presenting symptoms. This demographic overview sets the stage for understanding the context in which healthcare interventions occur.

Moreover, nursing case studies often delve into the nursing assessment process, highlighting the initial and ongoing assessments nurses conduct to gather relevant patient health status data. These assessments involve physical examinations, vital sign monitoring, and assessment tools to identify potential health issues and risk factors.

Critical thinking skills are essential in nursing case studies, as they enable nurses to analyze complex clinical situations, identify priority needs, and develop effective care plans tailored to individual patients. Nursing students and experienced nurses use case studies as opportunities to enhance their critical thinking abilities and clinical decision-making processes.

Nursing case studies serve several vital purposes within healthcare education and professional practice, whether they are a primary care physician or a group of nursing students. Let's explore each purpose in detail:

Enhancing clinical reasoning skills

One primary purpose of nursing case studies is to enhance nursing students' and practicing nurses' clinical reasoning skills. By presenting realistic patient scenarios, case studies challenge individuals to analyze clinical data, interpret findings, and develop appropriate nursing interventions. This process promotes critical thinking and problem-solving abilities essential for effective nursing practice.

Applying theoretical knowledge to practice

Nursing case studies provide a bridge between theoretical knowledge and practical application. They allow nursing students to apply concepts learned in the classroom to real-world patient care situations. By engaging with case studies, students can integrate theoretical principles with clinical practice, gaining a deeper understanding of nursing concepts and their relevance to patient care.

Facilitating interdisciplinary collaboration

Another purpose of nursing case studies is to facilitate interdisciplinary collaboration among healthcare professionals. Nurses often collaborate with physicians, specialists, therapists, and other team members in complex patient cases to deliver comprehensive care. Case studies offer opportunities for nurses to explore collaborative decision-making processes, communication strategies, and teamwork dynamics essential for providing quality patient care.

Promoting evidence-based practice

Nursing case studies are crucial in promoting evidence-based practice (EBP) within nursing and healthcare settings. Nurses can make informed decisions about patient care interventions by analyzing patient scenarios and considering current research evidence. Case studies encourage nurses to critically evaluate research findings, clinical guidelines, and best practices to ensure the delivery of safe, effective, and patient-centered care.

Fostering professional development

Engaging with nursing case studies contributes to the ongoing professional development of nurses at all stages of their careers. For nursing students, case studies provide valuable learning experiences that help prepare them for clinical practice. For experienced nurses, case studies offer opportunities to refine clinical skills, stay updated on emerging healthcare trends, and reflect on past experiences to improve future practice.

How to write a nursing case study?

Writing a nursing case study involves several essential steps to ensure accuracy, relevance, and clarity. Let's break down the process into actionable steps:

Step 1: Select a patient case

Begin by selecting a patient case that presents a relevant and compelling healthcare scenario. Consider factors such as the patient's demographic information, medical history, presenting symptoms (e.g., joint stiffness, pain), and healthcare needs (e.g., medication administration, vital signs monitoring). Choose a case that aligns with your learning objectives and offers meaningful analysis and discussion opportunities.

Step 2: Gather relevant data

Collect comprehensive data about the selected patient case, including medical records, test results, nursing assessments, and relevant healthcare documentation. Pay close attention to details such as the patient's current health status, past medical history (e.g., diabetes), treatment plans, and any ongoing concerns or challenges. Utilize assessment tools and techniques to evaluate the patient's condition thoroughly and identify areas of clinical significance.

Step 3: Assess the patient's needs

Based on the gathered data, evaluate the patient's needs, considering physical, emotional, social, and environmental factors. Assess the patient's pain levels, mobility, vital signs, and other relevant health indicators. Identify any potential complications, risks, or areas requiring immediate attention. Consider the patient's preferences, cultural background, and individualized care requirements in your assessment.

Step 4: Formulate nursing diagnoses

Formulate nursing diagnoses that accurately reflect the patient's health needs and priorities based on your assessment findings. Identify actual and potential nursing diagnoses related to the patient's condition, considering factors such as impaired mobility, ineffective pain management, medication adherence issues, and self-care deficits. Ensure your nursing diagnoses are specific, measurable, achievable, relevant, and time-bound (SMART).

Step 5: Develop a care plan

Develop a comprehensive care plan outlining the nursing interventions and strategies to address the patient's identified needs and nursing diagnoses. Prioritize interventions based on the patient's condition, preferences, and care goals. Include evidence-based nursing interventions to promote optimal health outcomes, manage symptoms, prevent complications, and enhance the patient's overall well-being. Collaborate with other healthcare professionals as needed to ensure coordinated care delivery.

Step 6: Implement and evaluate interventions

Implement the nursing interventions outlined in the care plan while closely monitoring the patient's response to treatment. Administer medications, provide patient education, perform nursing procedures, and coordinate care activities to effectively meet the patient's needs. Continuously evaluate the effectiveness of interventions, reassessing the patient's condition and adjusting the care plan as necessary. Document all interventions, observations, and outcomes accurately and comprehensively.

Step 7: Reflect and seek assistance

Reflect on the nursing case study process, considering what worked well, areas for improvement, and lessons learned. Seek assistance from nursing instructors, preceptors, or colleagues if you encounter challenges or have concerns about the patient's care. Collaborate with interdisciplinary team members to address complex patient issues and ensure holistic care delivery. Continuously strive to enhance your nursing practice through ongoing learning and professional development.

Nursing Case Studies with Answers example (sample)

Below is an example of a nursing case study sample created by the Carepatron team. This sample illustrates a structured framework for documenting patient cases, outlining nursing interventions, and providing corresponding answers to guide learners through the analysis process. Feel free to download the PDF and use it as a reference when formulating your own nursing case studies.

Download this free Nursing Case Studies with Answers PDF example here 

Why use Carepatron as your nursing software?

Carepatron stands out as a comprehensive and reliable solution for nursing professionals seeking efficient and streamlined workflows in their practice. With a range of features tailored to the needs of nurses and healthcare teams, Carepatron offers unparalleled support and functionality for managing various aspects of patient care.

Nurse scheduling software

One of the key advantages of Carepatron is its nurse scheduling software , which simplifies the process of creating and managing schedules for nursing staff. With intuitive scheduling tools and customizable options, nurses can easily coordinate shifts, manage availability, and ensure adequate staffing levels to meet patient needs effectively.

Telehealth platform

In addition, Carepatron offers a robust telehealth platform that facilitates remote patient monitoring, virtual consultations, and telemedicine services. This feature enables nurses to provide continuity of care beyond traditional healthcare settings, reaching patients in remote areas or those unable to attend in-person appointments.

Clinical documentation software

Furthermore, Carepatron's clinical documentation software streamlines the documentation process, allowing nurses to easily capture patient data, record assessments, and document interventions. The platform supports accurate and efficient documentation practices, ensuring compliance with regulatory standards and promoting continuity of care across healthcare settings.

Commonly asked questions

In clinical terms, a case study is a detailed examination of a patient's medical history, symptoms, diagnosis, treatment, and outcomes, typically used for educational or research purposes.

Case studies are essential in nursing as they provide real-life scenarios for nurses to apply theoretical knowledge, enhance critical thinking skills, and develop practical clinical reasoning and decision-making abilities.

Case studies in nursing education offer benefits such as promoting active learning, encouraging problem-solving skills, facilitating interdisciplinary collaboration, and fostering a deeper understanding of complex healthcare situations.

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Children are born curious about the world in which they live. In this course, we discuss how to use a variety of dresearch-based learning materials to promote and enhance their natural curiosity, reasoning, and problem-solving in the areas of social studies and nature.

After completing this 2-hour course, the learner will be able to describe how social studies and using nature support children's cognitive development. Social studies experiences should reflect the range of the children's cultural groups. The learner will be able to give activity examples from these two areas.

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Each of us comes from a unique place in the world. No one else has shared the same experiences in the same way. These unique experiences and where we come from have an impact on how we teach and how we interact with our children. It is critical to be aware of how these experiences impact us. Awareness of its influence and ensuring we are providing opportunities for children to gain a positive sense of self and pro-social skill development is crucial. After completing this 2.5-hour course, the learner will be able to describe the importance of adults modeling prosocial behaviors, describe the importance of self-esteem and self-regulation, and explain the impact of our cultural identity on our actions and interactions.

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Title: on size and hardness generalization in unsupervised learning for the travelling salesman problem.

Abstract: We study the generalization capability of Unsupervised Learning in solving the Travelling Salesman Problem (TSP). We use a Graph Neural Network (GNN) trained with a surrogate loss function to generate an embedding for each node. We use these embeddings to construct a heat map that indicates the likelihood of each edge being part of the optimal route. We then apply local search to generate our final predictions. Our investigation explores how different training instance sizes, embedding dimensions, and distributions influence the outcomes of Unsupervised Learning methods. Our results show that training with larger instance sizes and increasing embedding dimensions can build a more effective representation, enhancing the model's ability to solve TSP. Furthermore, in evaluating generalization across different distributions, we first determine the hardness of various distributions and explore how different hardnesses affect the final results. Our findings suggest that models trained on harder instances exhibit better generalization capabilities, highlighting the importance of selecting appropriate training instances in solving TSP using Unsupervised Learning.

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