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Kepner Tregoe Method of Problem Solving

Kepner Tregoe Method of Problem Solving: this article explains the Kepner Tregoe Method , also known as the KT-method , developed by Charles Kepner and Benjamin Tregoe in a practical way. Next to what this is, this article also highlights rational processes, the importance of cause and that this method is effective. After reading, you’ll have a basic understanding of this problem solving process. Enjoy reading!

What is the Kepner Tregoe Method?

Problems occur in any given organization. Often there is pressure of time to solve the problems and it is debatable what the right way of solving these problems is.

The Kepner Tregoe method or KT-method is a problem analysis model in which the “problem” is disconnected from the “decision” . An English synonym for this problem solving method is Problem Solving and Decision Making (PSDM).

Traditional thinking pattern

The founders Charles Kepner and Benjamin Tregoe developed a rational working method in the 1960s in which they researched and identified the troubleshooting skills of people.

Throughout the centuries mankind has learned to deal with complexity and to (directly) anticipate on this. As a consequence, the traditional thinking pattern became a part of human nature.

When solving problems people search for the answer to the following four questions:

• What happened?
• Why did it happen?
• How should we act?
• What will be the (future) result?

Kepner Tregoe method: rational processes

To break through this traditional pattern Charles Kepner and Benjamin Tregoe came up with four rational processes in which four fundamental questions are reflected:

1. Situation analysis

This clarifies the problem situation (what happened).

1.1 Problem analysis

Here the actual cause of the problem and the relationship between cause and result are searched for (why did it happen).

1.2 Decision analysis

Based on the decision making criteria, choices are made to arrive at potential problem resolutions (how should we act).

1.3 Potential Problem analysis

Figure 1 – Kepner Tregoe Method Analysis

Distinction

According to the KT-method, different tasks involve different problems, which in turn need different approaches. A situation analysis will clarify the distinctions in all these processes and as a result it will be possible to search for suitable solutions. This situation analysis provides an insight into necessity, priority and urgency of the various tasks.

When it has become clear which tasks are to be prioritized (action list) preparations can be made for potential problems. By using a good problem analysis in advance, a process will be created to prevent future problems or in emergencies, to limit the damage.

The strengths of this method does not stop there. Apart from the fact that problems are specified in terms such as “what, where, when and how big”, the Kepner Tregoe Method focuses on anything that cannot be the cause of the problem.

Certain causes are therefore excluded. Based on a “this is” and “this is not” analysis a clear overview of possible causes can be created and this makes the troubleshooting process consistent.

The Kepner Tregoe Method is efficient

The KT-method deploys an efficient troubleshooting process. Through research Charles Kepner and Benjamin Tregoe discovered that the registration of a problem is not a uniform process. In spite of the available information, people usually process information badly, misinterpret this or overlook important matters.

In addition, Charles Kepner and Benjamin Tregoe examined the discrepancies between successful and less successful troubleshooting.

They discovered that a predetermined logical method facilitates the search for the causes of a problem. In their “Best practice in troubleshooting” , they describe this methodology, which forms the basis for this method.

The Kepner Tregoe Method is Effective

This method is universal and is still used today in many organizations to track down problems and identify potential causes. Apart from the fact that the Kepner Tregoe Method leads to an explanation of problems, it also helps improve mutual understanding within an organization.

It’s Your Turn

What do you think? Is the Kepner Tregoe Method applicable in today’s modern organizations? Do you recognize the practical explanation or do you have more suggestions? What are your success factors for the good Kepner Tregoe Method set up?

Share your experience and knowledge in the comments box below.

More information

• Lussier, R. N.  (2005). Management fundamentals: concepts. applications, skill development . Cengage Learning .
• Payne, S. L. & Marty, C.S. (1966). The Rational Manager: A Systematic Approach to Problem Solving and Decision Making . Journal of Marketing. Vol. 30 Issue 1, p97.
• Kepner, C. H. & Tregoe, B. B. (1965). The Rational Manager . McGraw-Hill.

How to cite this article: Mulder, P. (2012). Kepner Tregoe Method . Retrieved [insert date] from Toolshero: https://www.toolshero.com/problem-solving/kepner-tregoe-method/

Original publication date: 06/30/2012 | Last update: 12/09/2023

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Patty Mulder

Patty Mulder is an Dutch expert on Management Skills, Personal Effectiveness and Business Communication. She is also a Content writer, Business Coach and Company Trainer and lives in the Netherlands (Europe). Note: all her articles are written in Dutch and we translated her articles to English!

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4 responses to “kepner tregoe method of problem solving”.

I am stunned to read that the Kepner Tregoe Method “…… IS STILL used today in many organizations to track down problems and identify potential causes…..”. I have used it all the time along my career as a manager of organizations, with extreme success. As a tool for identifying problems, as a tool for taking better decisions. So, please, I would appreciate to know what kind of system is being used now instead of an approach like K-T, to have provoked your comment about the existence of an alternative way of thinking.

Other than KT, I also use the Analytic Hierarchy Process (AHP) Like KT, it forces discipline and analysis and it helps to explain why decisions are made with understandable background and data. Many of the old Total Quality Management tools are also useful for solving problems and making good management decisions. Nominal Group Technique, Pareto Charts, and weighted multivoting are all quite useful. ITIL is the new way of thinking, but it can be rather dry and robotic unless it is underpinned with good decision tools.

Thank you for your comment and sharing your experience Pete.

Seems that I naturally deal with problems this way without knowing a name for it. In fact, it seems obvious to me that this approach should be taken anyway.

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Executive Certificate Problem Solving and Decision Making Challenge yourself, among other Executives, on how to lead through complexity.

This executive-level course is designed to enhance essential business skills applicable in any industry and organizational setting. Irrespective of their tenure or expertise, "Problem Solving and Decision Making" offers executives valuable insights to fortify their PSDM skill set, paving the way for continual professional advancement.

The course's objective is to cultivate a structured approach to work, enabling participants to:

• Master independent problem-solving methodologies
• Navigate team dynamics complexity
• Challenge and improve decision-making skills through practical techniques and tools
• Enhance interpersonal and communication proficiencies for impactful leadership.

ELEVATE YOUR EXECUTIVE TOOLKIT WITH PRACTICAL STRATEGIES AND INSIGHTS

Embark on a journey of accelerated growth through hands-on problem-solving and decision-making exercises anchored in real-world cases. This immersive approach empowers executives to analyze complex scenarios, assume decision-making responsibilities, and implement solutions with more effective confidence.

A strategic approach to problem solving, to put yourself to the test with real situations

• Analysing and defining the situation;
• Structuring and prioritising the problem, using logic trees, issue analysis and pyramid thinking;
• Synthesising appropriate conclusions and recommendations to different stakeholders

MAKE DECISIONS, SUPPORT THEM WITH ANALYSIS AND PRESENT THEM TO EXECUTIVES AND BUSINESS OWNERS

Participants will experience and learn how to leverage on a structured decision-making process, focusing on how to choose between comparable alternatives.

The redundancy of information on the case will allow for the use of techniques on how to collect information, select pieces of it and prioritise.

In the final part of the programme, participants will be asked to synthesise the solutions into memorable messages and to present them to a tough audience in an effective way.

Teamwork: An Asset for Cultivating Independent Decision Making

80% of the programme is based on group work, while simultaneously mastering high-performance techniques essential for driving results in real-world scenarios.

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" I chose ESCP's PSDM Certificate for its focus on problem-solving and decision-making skills, especially in financial contexts. The unique aspect of the course is the knowledgeable and engaging teacher. Working in groups for most of the programme allowed me to learn teamwork techniques effectively. This course provided valuable knowledge on decision-making, teamwork, analysis, and communication, and helped in defining and prioritising problems strategically "

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" The ESCP's PSDM Certificate focuses on equipping professionals with problem-solving methodologies crucial for making timely and impactful decisions in a fast-paced work environment. The course introduces fresh concepts that can be immediately applied in a professional setting. The engaging professor and exceptional colleagues enhance the learning experience. Ample time is given to understand and practically apply concepts, making this course highly relevant for real-world employment. "

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The Handbook of Conflict Resolution: Theory and Practice, 3rd Edition by Eric C. Marcus, Morton Deutsch, Peter T. Coleman

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The psdm model, integrating problem solving and decision making in conflict resolution.

Eben A. Weitzman

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One way to think about what people do when they resolve conflict is that they solve a problem together. Another way to think about it is that they make a decision—again, together. Sometimes problem solving and decision making are treated as synonymous. For convenience, we distinguish between the two in order to make clearer the ways in which they complement each other, even though the processes are intermingled in the course of conflict resolution. In the “Problem Solving” section of this chapter, we discuss diagnosis of the conflict and also the development of alternative possibilities for resolving a conflict. ...

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Kepner-Tregoe® (KT) Problem Solving and Decision Making (PSDM) study guide mind map

1. Kepner-Tregoe® deals with patterns of thinking, response, and behavior developed around accumulating answers to 4 basic questions:

1.1. what's going on.

1.1.1. Situation Appraisal process

1.2. Why did this happen?

1.2.1. Problem Analysis process

1.3. Which course of action should we take?

1.3.1. Decision Analysis process

1.4. What lies ahead?

1.4.1. Potential Problem / Opportunity Analysis process

2. Kepner-Tregoe Processes (4)

2.1. 1. situation appraisal (sa).

2.1.1. What is it?

2.1.1.1. Situation Appraisal is a process that reveals all the aspects of a situation and their relative priority. It then determines what different courses of action are needed and who needs to be involved for effective resolution

2.1.1.2. Almost any situation requiring effective action will benefits from the application of Situation Appraisal

2.1.1.3. A systematic process for planning concern resolution

2.1.1.3.1. WHY?

2.1.1.4. Has 4 steps

2.1.1.4.1. 1. Identify Concerns

2.1.1.4.2. 2. Set Priority

2.1.1.4.3. 3. Plan Next Steps

2.1.1.4.4. 4. Plan Involvement

2.1.2. Why do it?

2.1.2.1. To avoid being too general

2.1.2.2. To help clarify issues, find out which is important and involve the right people in next steps

2.1.2.3. In many situations, a number of problems arise at the same time.

2.1.2.3.1. In some cases they are interconnected; in other cases, they are totally unrelated, and it is “just one of those days.”

2.1.2.4. Situation Analysis can prove useful in helping to decide which problem receives the highest priority.

2.1.3. 1. Identify Concerns

2.1.3.1. 1. Identify the theme

2.1.3.1.1. Identifying theme ans cope of the appraisal.

2.1.3.2. 2. List threats and opportunities

2.1.3.2.1. Identifying concerns (positive and nagative) that impact the customer and required action to resolve

2.1.3.2.2. questions to be asked

2.1.3.3. 3. Separate and clarify concerns

2.1.3.3.1. Ensure each concern is clear and specific.

2.1.3.3.2. Restating unclear concerns into specific, actionable elements to minimize / alleviate

2.1.3.3.3. questions to be asked

2.1.4. 2. Set Priority

2.1.4.1. Determine which concerns should be worked on first by comparing their impact on customers, cost, safety, etc., and specific deadlines for resolution

2.1.4.1.1. WHY?

2.1.4.2. 1. Consider the current impact

2.1.4.2.1. questions to be asked

2.1.4.3. 2. Consider the future impact

2.1.4.3.1. questions to be asked

2.1.4.4. 3. Consider the time frame

2.1.4.4.1. questions to be asked

2.1.5. 3. Plan Next Steps

2.1.5.1. 1. Determine resolution approach

2.1.5.1.1. Determine the type and amount of analysis needed to resolve each concern.

2.1.5.1.2. questions to be asked

2.1.6. 4. Plan Involvement

2.1.6.1. 1. Determine help needed

2.1.6.1.1. Assigning responsibility (required involvement for information, analysis, commitment, implementation, approval) and scheduling next steps

2.1.6.1.2. questions to be asked

2.2. 2. Problem Analysis (PA)

2.2.1. What is it?

2.2.1.1. Problem Analysis is a process for gathering and analyzing just the information needed to find and correct the true cause of a problem

2.2.1.2. Any performance that is poorer than expected can be addressed by Problem Analysis

2.2.1.3. A systematic process for analysing problem and finding root cause

2.2.1.3.1. WHY?

2.2.1.4. Has 4 steps

2.2.1.4.1. 1. Describe Problem

2.2.1.4.2. 2. Identify Possible Causes

2.2.1.4.3. 3. Evaluate Possible Causes

2.2.1.4.4. 4. Confirm and Verify the Root Cause

2.2.2. Why do it?

2.2.2.1. To avoid wasting resources like time, money and effort in jumping to a cause based on a hunch, previous history or a shot gun approach.

2.2.3. 1. Describe Problem

2.2.3.1. 1. State the problem

2.2.3.1.1. questions to be asked

2.2.3.2. 2. Specify the problem

2.2.3.2.1. questions to be asked

2.2.4. 2. Identify Possible Causes

2.2.4.1. 1. From knowledge and experience

2.2.4.1.1. Use knowledge and experience to develop possible cause statements

2.2.4.1.2. questions to be asked

2.2.4.2. 2. Look for distinctions and changes

2.2.4.2.1. Use distinctions and changes to develop possible cause statements

2.2.4.2.2. questions to be asked

2.2.5. 3. Evaluate Possible Causes

2.2.5.1. 1. Test possible causes

2.2.5.1.1. Test Possible causes against all IS and IS NOT specification

2.2.5.1.2. questions to be asked

2.2.5.2. 2. Determine the most probable cause

2.2.5.2.1. Determine the cause that is the most probable

2.2.5.2.2. questions to be asked

2.2.6. 4. Confirm the Root Cause

2.2.6.1. 1. Verify assumptions, observe, experiment or try a fix and monitor

2.2.6.1.1. 4 main ways to verify

2.2.6.1.2. questions to be asked

2.3. 3. Decision Analysis (DA)

2.3.1. What is it?

2.3.1.1. Decision Analysis is a process that marries logic, expertise, creativity and factual information to guide individuals and groups to sound choices

2.3.1.1.1. A systematic process for making a choice

2.3.1.2. A systematic process for making a choice to balance benefits and risks

2.3.1.2.1. WHY?

2.3.1.3. Has 4 steps

2.3.1.3.1. 1. Clarify Purpose

2.3.1.3.2. 2. Evaluate Alternatives

2.3.1.3.3. 3. Assess Risks

2.3.1.3.4. 4. Make Decision

2.3.2. Why do it?

2.3.2.1. To make the best balanced choice between your alternatives and to make sure that everyone understands your objectives and selection process.

2.3.3. 1. Clarify Purpose

2.3.3.1. 1. State the decision

2.3.3.1.1. Short statement (in one sentence) describing the intended result of a decision

2.3.3.1.2. Formulate in one sentence the desired end result and key modifiers

2.3.3.1.3. questions to be asked

2.3.3.2. 2. Develop objectives

2.3.3.2.1. Identifying criteria that will influence the choice

2.3.3.2.2. Formulate specific, measurable criteria

2.3.3.2.3. questions to be asked

2.3.3.3. 3. Classify objectives into MUSTs and WANTs

2.3.3.3.1. Determining the role objetives will play in the decision

2.3.3.3.2. Identify MUSTs criteria with clear and mesurable limits

2.3.3.3.3. Determine which MUSTs should also be reflected as WANTs

2.3.3.3.4. questions to be asked

2.3.3.4. 4. Weigh the WANTs

2.3.3.4.1. Determine the most important WANT and give it a weight of 10

2.3.3.4.2. Weight the other WANTs in relation to it

2.3.3.4.3. Assigning relative values to WANT objectives

2.3.3.4.4. questions to be asked

2.3.4. 2. Evaluating Alternatives

2.3.4.1. 1. Generate alternatives

2.3.4.1.1. Create or identify possible options by making use of the objectives, experts and other resources

2.3.4.1.2. Identifying or creating possible choices

2.3.4.1.3. questions to be asked

2.3.4.2. 2. Screen alternatives through the MUSTs

2.3.4.2.1. Determining if alternatives meet the MUSTs

2.3.4.2.2. questions to be asked

2.3.4.3. 3 or 4

2.3.4.3.1. 3. Use knowledge and experience

2.3.4.3.2. 4. Compare alternatives against the WANTs

2.3.5. 3. Assess Risks

2.3.5.1. 1. Identify adverse consequences

2.3.5.1.1. Identifying future threats for best alternative(s)

2.3.5.1.2. questions to be asked

2.3.5.2. 2. Assess the threat

2.3.5.2.1. Determine probability, seriousness for each risk

2.3.6. 4. Make Decisions

2.3.6.1. 1. Make the best balanced choice

2.3.6.1.1. Selecting an alternative that best meets criteria with acceptable risks

2.3.6.1.2. questions to be asked

2.4. 4. Potential Problem Analysis (PPA) / Potential Opportunity Analysis (POA)

2.4.1. What is it?

2.4.1.1. Potential Problem / Opportunity Analysis is a process that combines past experience and creative insights about the future to logically analyze and prepare for the risks and rewards that could occur

2.4.1.2. Any action, activity, project or progremme, will benefits from Potential Problem / Opportunity Analysis

2.4.1.3. Has 4 steps (in both versions)

2.4.1.3.1. 1. Identify Potential Problems / Opportunities

2.4.1.3.2. 2. Identify Likely Causes

2.4.1.3.3. 3. Take Preventive / Promoting Action

2.4.1.3.4. 4. Plan Contigent / Capitalizing Action and Set Triggers

2.4.2. Why do it?

2.4.2.1. To avoid being reactive and to understand the key drivers of causes and how to prevent them.

2.4.3. for Problems (PPA)

2.4.3.1. What is it?

2.4.3.1.1. A systematic process for protecting actions or plans

2.4.3.2. 1. Identify Potential Problems

2.4.3.2.1. 1. State the action

2.4.3.2.2. 2. List potential problems

2.4.3.2.3. 3 or 4

2.4.3.3. 2. Identify Likely Causes

2.4.3.3.1. 1. Consider causes for the potential problem

2.4.3.4. 3. Take Preventive Action

2.4.3.4.1. 1. Take actions to address likely causes

2.4.3.5. 4. Plan Contigent Action and Set Triggers

2.4.3.5.1. 1. Prepare actions to reduce likely effects

2.4.3.5.2. 2. Set triggers for contingent actions

2.4.4. for Opportunities (POA)

2.4.4.1. What is it?

2.4.4.1.1. A systematic process for improving actions or plans

2.4.4.2. 1. Identify Potential Opportunities

2.4.4.2.1. 1. State the action

2.4.4.2.2. 2. List potential opportunities

2.4.4.2.3. 3 or 4

2.4.4.3. 2. Identify Likely Causes

2.4.4.3.1. 1. Consider causes for the potential opportunity

2.4.4.4. 3. Take Promoting Action

2.4.4.4.1. 1. Take actions to encourage likely causes

2.4.4.5. 4. Plan Capitalizing Action and Set Triggers

2.4.4.5.1. 1. Prepare actions to cnhance likely effects

2.4.4.5.2. 2. Set triggers for capitalizing actions

3. This freeware mind map was carefully hand crafted with passion and love for learning and constant improvement as well for promotion the Kepner-Tregoe® methodology and as a learning tool for candidates wanting to gain Kepner-Tregoe® qualification. (please share, like and give feedback - your feedback and comments are my main motivation for further elaboration. THX!)

3.1. questions / issues / errors what do you think about my work your comments are highly appreciated. please don't hesitate to contact me for :-) mirosław dąbrowski, poland/warsaw..

3.1.1. http://www.linkedin.com/in/miroslawdabrowski

3.1.2. https://www.google.com/+MiroslawDabrowski

3.1.3. https://play.spotify.com/user/miroslawdabrowski/

3.1.4. http://www.miroslawdabrowski.com

3.1.5. https://twitter.com/mirodabrowski

3.1.6. miroslaw_dabrowski

4. Kepner-Tregoe® (KT) Problem Solving and Decision Making (PSDM) methodology consists of: 4 Processes.

5. kepner-tregoe® (kt) problem solving and decision making (psdm) - is a proven, step-by-step process for successfully solving problems, making good decisions, prioritizing issues, and analyzing potential risks and opportunities. for almost 60 years, these skills have equipped learners with the foundation of effective critical thinking., 5.1. kepner-tregoe, inc. is a multinational management consulting and training services company headquartered in princeton, new jersey..

5.1.1. Founded in 1958 based on ground-breaking research on how people think, solve problems and make decisions, Princeton-based Kepner-Tregoe is dedicated to helping organizations achieve Operational Excellence by improving quality, increasing efficiency and reducing costs.

5.1.2. Kepner-Tregoe (KT) provides capability development and consulting solutions across the world to help build Thinking Organizations that resolve the most pressing issues with clarity and confidence.

5.1.3. Company is best known for their Rational Process technique, and together wrote the book "The Rational Manager" published in 1965 and "The New Rational Manager" published in 1981.

6. Interactive Kepner-Tregoe® Glossary

6.1. interactive kepner-tregoe® glossary, 7. kepner-tregoe® official publication, 7.1. the new rational manager - an updated edition for a new world [2013].

7.1.1. ISBN-13: 978-0971562714

7.1.2. ISBN-10: 0971562717

7.1.3. Pages: 242

7.1.4. http://www.amazon.com/Rational-Manager-Charles-Higgins-Kepner/dp/0971562717

Introduction to Problem Solving & Decision Making: Fundamental Principles & Practical Tools 2022

Build the capability & confidence to deal with complex situations, identify root causes of problems, make timely and sound decisions and anticipate risks!

Full self-paced online course with lecture videos, eManual, worksheets with sample answers

BONUS: Email consultation with LJMB’s CEO & Chief Trainer, Louie Banta

Course Curriculum

Course orientation.

Welcome to LJMB Online! Your Award-winning L&D Partner in the Philippines!

A Message From Your Instructor

Our SUGGESTIONS for Successful COURSE Completion + Troubleshooting Tips!

Engage with Your Co-learners, Get Ready to Share Your ACQs!

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Course Files & Instructions

Download Your Course Files

FREEBIE: Sample Completed Activity Worksheets

Lecture Videos: Guide Instructions

Understanding the Skill of PSDM

Introduction: Understanding the Skill of PSDM

5 Truths About PSDM

1: PSDM is a Personal Activity

2: PSDM Requires the Right Attitude

3: PSDM is an Organizational Activity

4: PSDM is a Thinking Skill

5: PSDM Skills Empower People

Recap: Understanding the Skill of PSDM

The Right Attitude Toward Problems

Introduction: The 5 Mindsets

5 Mindsets for a Successful PSDM

Mindset 1: Welcome Problems!

Mindset 2: Macro-thinking

Check-in Question

Mindset 3: MONEY is NOT the ONLY SOLUTION

Mindset 4: Rational/ Objective Step-by-step Process

Mindset 5: 3Ps - Prepare, Plan, & Prevent

Recap: The 5 Mindsets

Chapter Quiz

Creative Thinking & Critical Thinking in PSDM

The 2 Types of Thinking

Creative Thinking vs. Critical Thinking

Review: 2 Types of Thinking

Traffic Light Analogy

Overview of the SAPADAPPA Framework

Overview of the SA-PA-DA-PPA Framework

Situational Analysis (SA)

Problem Analysis (PA), Decision Analysis (DA), & Potential Problem Analysis (PPA)

Recap: Overview of the SAPADAPPA Framework

Situation Analysis: Prioritizing Concerns & Identifying Next Level Analysis

Step 1: LIST DOWN the Specific Concern

Step 2: IDENTIFY the Details of the Concern

Step 3: PRIORITIZE the CONCERNS

Step 4: Identify How to ANALYZE the Concern

Step 5: PERFORM Containment Action

Recap: Situation Analysis

For Better Understanding and Appreciation of the SA steps...

Problem Analysis: Finding the Root Cause

Step 1: IDENTIFY the Problem Statement

Step 2: DETERMINE Root Causes Using the 5 Whys Technique

Step 3: VALIDATING the Identified Root Causes

For Better Understanding and Appreciation of the PA steps...

Decision Analysis: Choosing the Best Possible Option

Step 1: CLARIFYING the Decision

Step 2: COME UP with Your SOLUTION Options

Step 3: DEVELOP Your DECISION MAKING CRITERIA

The ECTEA Criteria + Decision Analysis Form

Recap: Decision Analysis

For Better Understanding and Appreciation of the DA steps...

Potential Problem Analysis: Preventing & Correcting Potential Threats

Step 1: LIST DOWN the Potential Problems

Step 2: DETERMINE the Possible Causes of Each Potential Problem

Step 3: IDENTIFY Preventive Actions

Step 4: PREPARE Contingency/ Corrective Actions

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Access all certification programs and courses with our subscription., problem solving and decision making certificate course (psdm).

Achieve your personal and professional goals with critical skills

• Master the rudiments of problem solving and decision making
• Efficiently manage people in the time of crisis and conflict
• Think creatively and be a contributing member of a problem-solving team
• Discover effective ways to reach optimum outcomes in-time

Key Highlights

30+ hours of comprehensive learning on practical life-skills

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• Course Overview
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Testimonials, what you’ll learn.

Relevant for every professional, employee, and business owner, PSDM certification provides a way to grow quickly, practically, and effectively. Cultivate problem-solving skills and apply proven strategies to ensure success for your complex decisions. Create strategies on how to create an environment which fosters a new and innovative approach to problem solving and decision making with overall positive impact.

Get Deeper Understanding of:

Effectively manage a diverse generational work team

Revolutionary and evolutionary change

Building consensus in the team

Effective communication and reducing conflicts

Solving problems to reach high employee morale and productivity

Recommended For:

CPA, CFE, HRCI, ACCA, ICAEW, and Other Accounting Professionals who desire to develop or improve problem-solving and decision-making skills.

Professionals at any level in domains of HR, Finance, Tax, and management who want to learn critical thinking from a growth mindset.

Executives beginning their careers, professionals starting their practices, or entrepreneurs at any level can benefit from this program as it opens your mind and focuses on developing the skills that assist you in many ways.

Why become an Efficient Problem Solving and Decision Making Professional with myCPE?

Resources included, career opportunities, value addition to your skills.

Module Name

• To identify key characteristics of the Baby Boomers, Generation X, Generation Y (Millennials) and Generation Z.
• To discuss how to manage a diverse generational work team
• To examine managerial interventions to resolve generational conflict.

Bob Churilla

Owner , CRPG

• To discuss how to scan the global environment for change
• To explore the difference between revolutionary and evolutionary change.
• To deal with resistance to change and conflict
• To explore the characteristics of a team
• To discuss reaching a decision by consensus
• To identify techniques on how to build consensus on their teams
• To diagnose and apply effective ways to resolve conflict
• To deal with different people efficiently from different generation type or background
• To develop effective communication on a consistent basis to reduce conflict to healthy levels

Christopher Salem

Chief Executive Officer (CEO) , CRS Group Holdings, LLC

• To discuss the Socratic Method.
• To analyze how to use Socratic questioning to initiate and lead collaborative problem-solving sessions.
• To review how to create moral consensus by framing a conversation.

Jennifer Hancock

Founder , Humanist Learning Systems

• To explore the ways of implementing the process of self-awareness.
• To discover ways of implementing an interdependent work environment with a leadership style that relates to staff and clients
• To identify the importance of core values in leadership to grow and sustain your practice
• To discuss human wiring and explore fresh ways to frame your questions.
• To analyze the types, tone, sequence, and framing of questions in your interactions with others.
• To analyze and inspect what must be present before deploying your questions and how to apply a simple 5-word framework to transform any conversation.

Lisa Mininni

Excellerate Associates

• To explain the dynamics of employee disengagement and its impact on organizational performance.
• To discuss strategies to foster goal acceptance and achievement within teams.
• To identify success factors crucial for elevating leadership effectiveness and team engagement.

Sherre DeMao

President/CEO/Strategy Maestro , BizGrowth Inc.

• To describe traits that comprise traditional strong leadership
• To identify and evaluate numerous actions leaders can take during difficult times
• To identify how everyone can initiate to navigate through difficult times

Lynn Fountain

Owner , Lynn Fountain Consulting and Training

• To recognize and evaluate your own role in the relationship and what may be causing difficulty on your side.
• To identify how to de-escalate a toxic issue
• To identify the most effective tactics to utilize when dealing with difficult people
• To define what is meant by team and teamwork to explain Tuckman’s stages of group/team development.
• To identify the different types of teams that are common in organizations.
• To identify when working on a team is beneficial and when it is not.

Behnam Bakhshandeh, PhD, MPS

Primeco Education, Inc.

Aileen Zaballero

Project Manager/Researcher , Rothwell & Associates, Inc.

• To define what is meant by an effective team.
• To explain what barriers, get in the way of an effective team.
• To discuss strategies to manage conflict.
• To define what is meant by effective team communication and explore what barriers get in the way of effective communication.
• To analyze Lencioni’s Model of Dysfunctional Teams.
• To analyze virtual Team communication by brainstorming current challenges.

William Rothwell

Vice President , Rothwell & Associates, Inc.

• To analyze what is meant by an effective virtual team and explain the barriers & unique challenges of virtual teams.
• To analyze some tools, techniques, or strategies to engage team members virtually.
• To discuss best practices for managing virtual teams.

Instructors

Project Manager/Researcher, Rothwell & Associates, Inc.

A Certified Professional in Talent Development (CPTD) with a dual-title Ph.D. in Workforce Education & Development and Comparative International Education from the Pennsylvania State University. 

With over 25 years of experience in the learning and development field, the common thread that aligns my professional focus is the need to understand the challenges in cultivating an engaged and motivated work environment from the lens of improvement. As Dr Deming stated, “improve constantly and forever” with a focus on progress and evolution through incremental changes. As the world of work continues to change and evolve, so must the workplace learning strategies, including the professionals who implement these changes.

Master’s thesis was an exploratory case study on the implementation of diversity initiatives that utilized OD concepts as an approach to a planned change process involving the entire organization.

Dissertation research: The United Nations has recognized the importance of addressing the “worldwide shortage of health workers” (WHO, 2017, p. 4); and the World Bank has calculated a global shortage of 7.6 million nurses and midwives by 2030. This shortage is having adverse effects on health systems around the world (Oulton, 2006), and is leaving governments with a problem in urgent need of solving. A comparative case study was conducted to describe migration flow (magnitude and direction) of migrant Filipino nurses employed in North-America Sub-Group (the US and Canada) and the Middle-East Sub-Group (Saudi Arabia and the UAE). The research examined the ‘push’ and ‘pull’ factors that influence the return of migrant nurses back to their home country. Influencing conditions of migration include (1) economic factors, e.g., wage differentials or purchasing value; (2) political factors, e.g., work visas or bilateral agreements; and (3) socio-cultural factors, e.g., work environment, social connections, and acculturation.

Behnam Bakhshandeh is an accomplished business manager, known widely as a dynamic writer, speaker, personal and business coach and trainer. Implementing his skills as a passionate, visionary leader, he produces extraordinary results in record time. Behnam brings his broad experience and successful track record to each project, whether it involves personal development, implementing customer-focused programs, integrating technologies, marketing, redesigning operational core processes, or delivering strategic initiatives.

Before designing Primeco Education technology, Behnam led educational programs and later managed operations for a global education organization based in two major US cities. During this seven-year period, Behnam worked personally with tens of thousands of participants. He was accountable for expanding customer participation, training program leaders, increasing sales, and improving the finance department's efficiency and management of the overall operations for the staff and their team of over 400 volunteers, who together served an annual client base of over 10,000.

Behnam designed the Primeco Education technology in 2001. Since then, he and his team members have helped countless businesses and individuals not only achieve their goals, but also transform their thinking. His proven methodology is based on his extensive experience in business and human relations.

He consistently delivers and works with others to produce results beyond what was predicted or expected. This exceptional rate of business and personal growth is the result of his high integrity, unprecedented teamwork, open communication, and a contagious, unflinching commitment to excellence in all business operations, personal relationships, and professional interactions. Behnam is a shining example of how combining vision and goals with hard work consistently pays off beyond even the highest expectations. His work with businesses has resulted in successful team building, companies that grow through a shared vision, efficient process redevelopment, increased revenues, and work environments that support employee satisfaction and retention.

Committed to lifelong education, Behnam went back to school and earned his Bachelor of Science Degree in Psychology from the University of Phoenix.  He continued his graduate studies at Penn State University to earn a Master of Professional Study in Organizational Development and Change, which was immediately continued by his Doctorate in Workforce Education & Development with a concentration on Human Resources Development (HRD) and Organization Development (OD) in College of Education at Penn State. Behnam enjoyed expanding into psychology as an addition to his already strong background in philosophy and ontology. He particularly enjoyed and was inspired by Positive Psychology and the work of many psychologists who used the Humanistic Psychology approach for empowering and treating their patients. Behnam finds these two psychological approaches very similar to his own work, methodology, and approaches. Behnam is widely known for his commitment to making a difference in every life he touches.  He is distinguished in his field for delivering outcomes that leave all his clients fulfilled in realizing their dreams.  His rigor ensures that results are produced while his compassion and sense of humor bring a play to every working relationship.

Owner, CRPG

Bob Churilla is a partner in a conflict management and organizational development firm, Conflict Resolution Professionals Group (CRPG). In addition, Bob is a Visiting Professor at a private University. Bob has worked with the United States Postal Service, Veterans Administration, Transportation Security Administration and the Equal Employment Opportunity Commission as a mediator and consultant. He has also consulted with local, state and private employers, government agencies, churches and nonprofit organizations. Bob has a Ph.D. in Conflict Resolution and a Juris Doctorate degree.

Chief Executive Officer (CEO), CRS Group Holdings, LLC

Christopher Salem is an Executive Coach, Corporate Trainer, and Professional Speaker mentors C-Suite, CPAs, Financial Advisors, Physicians, and other business leaders to build and protect their brands by raising their level of influence as trusted advisors to maximize their results.  He also works with companies to create an interdependent work environment and thriving culture through a growth mindset foundation, effective communication, transparent leadership, and higher engagement.  

His book Master Your Inner Critic / Resolve the Root Cause – Create Prosperity went international best seller in 2016. He also co-authored the recent edition to "Mastering the Art of Success" with Jack Canfield. His weekly radio show Sustainable Success is part of the Voice America Influencers Channel.  Chris is also an accomplished business & emotional intelligence strategist, award-winning author®, certified mindset expert, radio show host & media personality, and wellness advocate.  

He works with organizations such as such as JP Morgan – Chase, Ralph Lauren, GE Research, UTC - Pratt & Whitney, Raytheon, Microchip Technologies, Anthem, US Census Bureau, United Healthcare, Laticrete Corporation, Hubbell Corporation, Conning & Company, Foxwoods Casino, and NYPD Forensics Department including universities such as University of Hartford, Westchester Community College, Bay Path University, Worcester State University, and spoke on overcoming limited beliefs for peak performance at Harvard University’s Faculty Club and US Senate.

Founder, Humanist Learning Systems

Jennifer Hancock is the author of several best selling and award winning books and is the founder of Humanist Learning Systems. Not only was she raised as a Humanist, she is considered one of the top speakers and writers in the world of Humanism today. Her professional background is varied including leadership positions in both the for profit and non-profit sectors.

She teaches Humanism – a combination of Love, Rationality, Science & Responsibility. Her courses will give you hope. It will help you simplify your life by reducing complexity of the problems you face, which will in turn – help you reduce your anxiety. Finally- because this is all science based – it will work. 

What makes her unique is that she teaches humanistic approaches grounded in dignity and compassion coupled with science based behavioral modification techniques to create positive workplace cultures that eliminate unwanted behaviors like bullying, harassment and discrimination while positively reinforcing the behaviors you do want.

Ms. Hancock has a BA in Liberal Studies from the University of Hawaii at Manoa (1990). Her field of study combined cognitive linguistics, anthropology and psychology.  While in college, she apprenticed as a dolphin trainer for a dolphin language/cognition laboratory which is where she learned the behavioral science and behavior modification techniques she now teaches.

Ms. Hancock has worked in executive leadership roles her entire career (since graduating college in 1990).  She has literally never not worked in leadership/management.  In the course of her career she has provided training to companies all over the world for both executive leadership as well as staff.  She started training and coaching staff in her first job out of college as the director of volunteer services for the Los Angeles SPCA., and has provided training, support and mentoring programs at  every job she’s held since including her stint at the manager of acquisition group information for a 1/2 billion dollar company.

She has over 30 years of experience working in executive leadership and in providing leadership and management training to others. If you let her, she can teach you how to be a more authentic and effective leader who is both powerfully ethical and armed with the technical skills required to master whatever challenges you face with grace and dignity. 

Lisa Mininni is President, Excellerate Associates, an organizational development and business mentoring company showing businesses how to understand and identify human wiring, uncover prevailing hidden cultures impacting their organizations, and scale the company in alignment with their Contribution in the World

• Founder Business Innovation Lab CoWorking & Conference Center located in Livonia, Michigan
• Best Selling Author of Me, Myself, and Why? The Secrets to Navigating Change
• Excellerate Associates is a Certified Women Business Enterprise
• To schedule an introductory session, visit https://www.ExcellerateAssociates.com or call 734-223-3938

Owner, Lynn Fountain Consulting and Training

Lynn Fountain has over 39 years of experience spanning public accounting, corporate accounting and consulting. 20 years of her experience has been working in the areas of internal and external auditing and risk management. She is a subject matter expert in multiple fields including internal audit, ethics, fraud evaluations, Sarbanes-Oxley, enterprise risk management, governance, financial management and compliance.  Lynn has held two Chief Audit Executive (CAE) positions for international companies.   In one of her roles as CAE, she assisted in the investigation of a multi-million-dollar fraud scheme perpetrated by a vendor that spanned 7 years and implicated 20 employees.  The fraud was formally investigation by the FBI and resulted in 5 indictments estimating a $13M fraud loss.

Ms. Fountain is currently engaged in her own consulting and training practice.  She has successfully executed on several consulting assignments spanning areas of accounting, risk, ERM and internal audit.  She is a highly sought-after trainer and international speaker and has produced hundreds of courses delivered through seminars, conferences and on-demand training.  She is the author of three separate technical books.  

• Raise the Red Flag – The Internal Auditors Guide to Fraud Evaluations”.
• Leading the Internal Audit Function
• Ethics and the Internal Auditor’s Dilemma

Ms. Fountain obtained her BSBA from Pittsburg State University and her MBA from Washburn University in Kansas. She has her CPA, CGMA, CRMA credentials.   

President/CEO/Strategy Maestro, BizGrowth Inc.

Sherré DeMao, CGS, is founder and CEO and of BizGrowth Inc, an award-winning strategy, training and intellectual property innovation firm specializing in next-level, next-idea solutions for entrepreneurs and leaders to create preferential value, exponential growth, and marketplace preference. A nationally acclaimed author, speaker, organizational growth expert, and impassioned researcher, she is currently conducting a groundbreaking study linking a company's stock value to corporate culture. 

Her book, Me, Myself & Inc. resulted in her being the subject matter expert for Chapter 2, also called Me, Myself & Inc. in the university textbook, Smart Start-up Business Management: Operating Your Business Effectively. Her book, 50 Secrets of Growth Companies in Down Economic Times was nationally acclaimed as a book that would be referred to time and time again. Her most recent book, Dream Wide Awake: Shifting from Daydreaming to Dream Doing was released internationally on Valentine’s Day of 2020 and was selected for the National Association of Women in Construction’s Leadership Book Club. Her books, The Profitability Quotient: What COVID Business Successes Confirmed, and The Prosperity Imperative are expected to be released in 2024. Her expertise has been featured in Entrepreneur.com, Forbes.com, and EI+ Magazine. 

Her firm has earned more than 50 awards locally, regionally, nationally and internationally. Sherré’s business acumen, advocacy and innovative approach to advising and working with entrepreneurs has resulted in national recognition including being honored with a Small Business Woman Champion Award (2006) by the Small Business Administration, named among North America’s 50 Most Enterprising Women (2007), being recognized with an International Consultancy Award from Corporate Vision magazine (UK), and being inducted as an expert and thought leader in Forbes Council in 2022 as a result of her track record for business growth initiatives.

Vice President, Rothwell & Associates, Inc.

William J. Rothwell, Ph.D., SPHR, SHRM-SCP, RODC, CPLP Fellow is President of Rothwell & Associates, Inc. & Rothwell & Associates, LLC. His consulting focuses on succession planning and talent management.  He is also a Professor at Penn State University, University Park, where he teaches graduate courses in Organization Development and Change. 

Before becoming a professor 28 years ago, he had nearly 20 years of full-time human resource management experience in government and in business. He has consulted on succession planning with corporations, small businesses, family businesses, charities, and Federal, State and local government agencies. He has traveled to China 83 times and has consulted on succession on nearly every continent. Among his 127 published books are these, which are relevant to this webinar: The essential HR guide for small businesses and startups; Optimizing talent in the federal workforce; Building a talent development structure without borders; Effective succession planning: Ensuring leadership continuity and building talent from within; The leader’s daily role in talent management: Maximizing results, engagement and retention; Career planning and succession management: Developing your organization’s talent for today and tomorrow; The competency toolkit; Talent management: A step-by-action-oriented guide based on best practice; Becoming an effective mentoring leader: Proven strategies for building excellence in your organization; Working longer: New strategies for managing, training, and retaining older employees; Invaluable knowledge: Securing your company’s technical expertise-Recruiting and retaining top talent, transferring technical knowledge, engaging high performers; The manager’s guide to maximizing employee potential; and Cases in government succession planning: Action-oriented strategies for public-sector human capital management, workforce planning, succession planning, and talent management.

Lolita S. Prall, HRCI

This concise and informative course consolidated my fundamental knowledge about the different components and concepts of problem-solving and decision-making. The learning experience was amazing!

Kim D. Oliver, ACCA

Indeed, this course has covered a lot of details and simplified content with reference to its approaches. Examples were easy to follow and relate to. Highly recommended for managerial and entrepreneurial positions.

Charles B. Feldmann, CFE

This course is a great way of learning how to solve problems and make decisions. It is ideal for anyone interested in learning how to cope with a complex situation. There is also a good chance to learn useful lessons for your career. One of the best learning experiences from online learning platforms. It was a good match.

Certificate awarded upon the successful completion of the myCPE Advanced Certification Program is proof that user has successfully undergone the training and passed the quiz. This certificate marks completion of the said courses and learning activities and completion of the review quiz to earn continuing educational credits for specific qualification mentioned. This advance certificate program is not approved by any educational institution, training institute or regulatory body.

Ratings and Review

Frequently asked questions, what topics does this certificate course cover.

This certificate course covers practical aspects of dealing with difficult situations wherein decision making and problem solving skills are tested. It covers team building, team management, and communication aspects of keeping the team united, accountable, and in agreement. It also includes the aspects of change management, the leader's role in making the team interested in their tasks, arguments without arguing, and extraordinary thinking to deal with conflict and difficult people. The course will also help you to manage aspects of communication, extraordinary thinking, and executive traits with key recommendations to boost productivity.

How will the Certificate Course in Problem Solving and Decision-making be useful to me?

With rich guidance gathered with years of experience and practice from learned experts, you will have a chance to explore a framework to deal with problems in great depth. You will benefit from practical and situational examples based on the theoretical approaches that will be simple yet practical for you to apply in your personal or business scenarios. You will master the skills with the overall knowledge of approaching any problem or situation, that will ensure your long-term success in life. Its limitless applications can bring you the success that you desire.

What type of study materials do you provide in this Certification Programs?

What happens if i fail the exam, how can i prove my study hours, how can i access the course, what is the validity of a self study course, what's the minimum score required to get certificate, how do i prove that i have viewed a video how do you track that, i can not access final quiz of my self-study course. what should i do, how long does it take to receive an evaluation form, payments and refunds, about 1credit =1 meal.

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Honest pricing, clear value.

• Honest pricing without fake sales or discounts.
• Prices set at $199 from 2021, maintaining stability despite inflation.
• We help you save 70% or more money compared to competitors.
• Our objective is to make continuing education affordable and accessible.
• Delivering over 3 million credits annually.
• Ensuring quality and consistency in all courses and materials.

Something Just Gone Wrong.

CIMBA Italy

Kepner-Tregoe Problem Solving & Decision Making

The Kepner-Tregoe (KT) CIMBA Learning Alliance was born out of CIMBA’s recognition that KT was not only one of the originators of managerial thinking process tools, but it is also one of the best at articulating and applying to solve problems. Our MBA students have the opportunity to earn a KT problem solving and decision making (PSDM) certification during their time at CIMBA. Also, the KT PSDM tools are integrated into many of CIMBA’s classes, activities, and projects.

The KT process for problem solving and decision making is used and taught in major organizations worldwide. It is a conscious, step-by-step approach for successfully solving problems, making good decisions, and analyzing potential risks and opportunities. The innovative methodologies help you maximize your critical thinking skills, systematically organize and prioritize information, set objectives, evaluate alternatives, and analyze impact. KT provides you with a common language and process that allows people with diverse content knowledge and skills to successfully resolve issues.

What you will learn

By learning the methodology, you will develop specific questioning techniques that will improve your ability to:

• Deal rationally and constructively with emergency situations
• Use a common language to improve communication
• Learn how to formulate questions in order to obtain relevant answers
• Break down large concerns into manageable pieces and prioritize them
• Find the true cause of a problem before investing in expensive corrections
• Learn a problem-solving process you can use under extreme time pressure
• Learn to manage risk
• Develop preventive actions to protect your plans
• Justify your recommendations to higher levels of management with structured thinking and documentation 

How you will learn

The PSDM workshop is configured into a proven, systematic learning design. The process consists of the following:

• Exercises structured to help you discover your current skills and tendencies
• Concept discussions and full group briefings
• Practice exercises with feedback
• Opportunities to apply rational process concepts to your priority issues

You will learn the rational process concepts in full group, then practice and apply them individually or in small groups. This will enable you to test your understanding of the concepts and benefit from a variety of perspectives.

Problem Solving & Decision Making

Our most comprehensive program is a two or three day workshop that blends team development with rational and creative thinking processes to create a comprehensive approach to problem solving, decision making and planning.

Available in English, Spanish, Japanese and Portuguese, PSDM provides the information process and people skills individuals need to separate and resolve issues, create and act on new opportunities, utilize excellent judgment in decision making and follow decisions with successful implementations. This dynamic workshop achieves an integrated approach in one hard-hitting, results oriented program. PSDM prepares people to engage problems and opportunities rapidly and with the right tool or technique.

How quickly can you expect to see a return on your investment in this program?

• Participants will begin working on and resolving their pressing work challenges by using the PSDM processes on those problems during the workshop.
• Using and working with the PSDM tools and techniques in class increases acceptance and a willingness to experiment with the processes in actual work settings.
• The workshop often pays for itself before it is complete through the solutions developed by participants during the workshop.

Target Audience

This two or three-day program is designed for anyone who is responsible for

• Resolving issues quickly and accurately.
• Developing innovative solutions to problems.
• Utilizing excellent judgment in decision making.
• Following through with successful implementation of solutions.

The adaptability of this program makes it applicable for a wide range of organizational levels from senior managers wanting to enhance their critical thinking skills to front-line staff who have had little experience with problem solving training. Organizations wanting to create a positive culture where complex problems are solved and difficult decisions are made will find this program provides a relevant, readily useable solution.

Description

Problem Solving & Decision Making is an interactive, outcome-focused workshop that blends team development with rational and creative critical thinking processes to create a comprehensive approach to problem solving, decision making, and planning. Over sixty percent of this program involves participants in learner-driven activities and on-the-job application. The course offers a dynamic blend of instructor presentation, on-the-job application, and skill practice in each of the PSDM processes using work-related concerns brought by participants. Principles of teamwork and effective meeting management are practiced by participants throughout the workshop.

Learning Outcomes

After completing this workshop, participants will have the skills and knowledge to:

• Identify the need for and successfully execute Cause Analysis (three types), Creative Problem Solving, Decision Making, and the Anticipating Problems and Planning processes.
• Demonstrate critically important Group Effectiveness and Teamwork skills.
• Increase creativity in problem solving by pushing through mental roadblocks and broadening existing thinking to create innovative ideas and solutions.
• Separate complex problems into prioritized, manageable concerns using the Situation Analysis process questions.
• Resolve fully, or partially one or more work-related concerns.
• Create an Action Plan to further develop Problem Solving & Decision Making skills in the context of work-related issues.

Included with this workshop are a comprehensive participant manual designed for easy reference including matrices, worksheets, checklists, and process flows; a Pocket Guide summarizing each process, Action Tools for the PC including electronic versions of all PSDM processes; Wall Charts for teams; email and toll-free telephone support; and a Success Story Award.

Application of Learning

AMAI’s Sustain the Impact process involves participants before the workshop in identification of specific issues, and through correspondence with the manager and participant, selecting work-related concerns to address in the workshop. During the workshop participants have the opportunity to use cause analysis, creative problem solving, decision-making, and anticipating problem methodologies on concerns/issues from their individual work environments.

Individuals also participate in teams similar to real-life situations, see demonstrations and discussions of numerous short-cuts, commit to apply at least two informal uses of the concepts within two weeks, and plan on the job use of the PSDM process. Throughout this workshop a constant focus is placed on showing how the PSDM concepts apply to the participant’s individual jobs.

Following the workshop, participants and managers are encouraged to meet to strategize on-going use of the concepts. Follow-up correspondence is sent to each participant and his/her manager to promote continued interaction about the new concepts and to help participants identify specific opportunities where the PSDM processes can be used. Attendees are also encouraged to participate in AMAI’s Success Story program where participants receive a framed certificate for making a bottom-line impact through use of the PSDM concepts.

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Problem Solving and Decision Making (PSDM)

Course overview.

Our two-day course is designed to help you develop new views and skills which will open new perspectives when it comes to solving problems and making tough decisions. Sometimes your experience in combination with the information you have can only take you so far. Reaching a level where you will have the capacity to thoroughly outline the issue, to see where it originates from, as well as establish what possibilities you have at hand, in combination with the sense to choose the best one for that single case and then apply it, is the goal here.

Course Objectives

• Learn to grasp the entirety of a problem, along with what steps and tools are needed to solve it.
• Know how to see the difference between symptoms and causes – a step closer to reaching the right answer for the problem at hand.
• Develop your personal style by developing your personal skills for solving problems and making tough calls.
• Unleash your creative potential to reach more creative answers.
• Learn what the key rules of the process of reaching good decisions are.
• Establish the difference between critical and non-critical thinking.
• What is your style of critical thinking, what are your strengths and weaknesses, what to improve.
• Know the differences between the types of thinking influenced by brain hemispheres.

Prices & Delivery methods

Online training.

Duration 2 days

Classroom Training

Currently there are no training dates scheduled for this course.

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Do people want to be autonomous patients? Preferred roles in treatment decision-making in several patient populations

Affiliation.

• 1 Department of Health Policy, Management and Evaluation, University of Toronto, Toronto, Canada. [email protected]
• PMID: 17678513
• PMCID: PMC5060407
• DOI: 10.1111/j.1369-7625.2007.00441.x

Background: What role do people want to play in treatment decision-making (DM)?

Objective: Examine the role patients indicate they would prefer in making treatment decisions across multiple clinical settings in Ontario, Canada.

Design: Secondary analysis of a series of survey/interview-based studies measuring preferred role, conducted in 12 different populations.

Setting and participants: Respondents were outpatients, largely but not entirely attending outpatient clinics in large teaching hospitals in urban settings in the Province of Ontario, Canada. The subgroups and sample sizes were: breast cancer (202), prostate disease (202), fractures (202), continence (46), orthopaedic (111), rheumatology (56), multiple sclerosis (22), HIV/AIDS (431), infertility (454), benign prostatic hyperplasia (678) and cardiac disease (300), plus 50 healthy nursing students (for scale validation).

Measurements: All studies categorized preferred role using the Problem-Solving Decision-Making (PSDM) scale with one or both of the Current Health condition and Chest Pain vignettes.

Results: Few respondents preferred an autonomous role (1.2% for the current health condition vignette and 0.7% for the chest pain vignette); most preferred shared DM (77.8% current health condition; 65.1% chest pain) or a passive role (20.3% current health condition; 34.1% chest pain). Familiarity with a clinical condition increases desire for a shared (as opposed to passive) role. Preferences for passive vs. shared roles varied across settings; older and less educated individuals were most likely to prefer passive roles.

Conclusions: Despite consumerist rhetoric among some bioethicists, very few respondents wish an autonomous role. Most wish to share DM with their providers.

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Similar articles

• How does trust affect patient preferences for participation in decision-making? Kraetschmer N, Sharpe N, Urowitz S, Deber RB. Kraetschmer N, et al. Health Expect. 2004 Dec;7(4):317-26. doi: 10.1111/j.1369-7625.2004.00296.x. Health Expect. 2004. PMID: 15544684 Free PMC article.
• What role do patients wish to play in treatment decision making? Deber RB, Kraetschmer N, Irvine J. Deber RB, et al. Arch Intern Med. 1996 Jul 8;156(13):1414-20. Arch Intern Med. 1996. PMID: 8678709
• Not all patients want to participate in decision making. A national study of public preferences. Levinson W, Kao A, Kuby A, Thisted RA. Levinson W, et al. J Gen Intern Med. 2005 Jun;20(6):531-5. doi: 10.1111/j.1525-1497.2005.04101.x. J Gen Intern Med. 2005. PMID: 15987329 Free PMC article.
• What role do patients prefer in medical decision-making?: a population-based nationwide cross-sectional study. Gregório M, Teixeira A, Henriques T, Páscoa R, Baptista S, Carvalho R, Martins C. Gregório M, et al. BMJ Open. 2021 Oct 12;11(10):e048488. doi: 10.1136/bmjopen-2020-048488. BMJ Open. 2021. PMID: 34642193 Free PMC article.
• Preferred and actual participation roles during health care decision making in persons with cancer: a systematic review. Tariman JD, Berry DL, Cochrane B, Doorenbos A, Schepp K. Tariman JD, et al. Ann Oncol. 2010 Jun;21(6):1145-1151. doi: 10.1093/annonc/mdp534. Epub 2009 Nov 25. Ann Oncol. 2010. PMID: 19940010 Free PMC article. Review.
• Enhancing patient-clinician collaboration during treatment decision-making: study protocol for a community-engaged, mixed method hybrid type 1 trial of collaborative decision skills training (CDST) for veterans with psychosis. Treichler EBH, McBride LE, Gomez E, Jain J, Seaton S, Yu KE, Oakes D, Perivoliotis D, Girard V, Reznik S, Salyers MP, Thomas ML, Spaulding WD, Granholm EL, Rabin BA, Light GA. Treichler EBH, et al. Trials. 2024 Jun 6;25(1):363. doi: 10.1186/s13063-024-08127-4. Trials. 2024. PMID: 38840160 Free PMC article.
• Translation and cross-cultural adaptation of the Japanese version of the Assessment of Interprofessional Team Collaboration Scale-II (J-AITCS-II). Yamamoto Y, Haruta J. Yamamoto Y, et al. MedEdPublish (2016). 2019 Oct 23;8:195. doi: 10.15694/mep.2019.000195.1. eCollection 2019. MedEdPublish (2016). 2019. PMID: 38089267 Free PMC article.
• An Evaluation of the Relationship between Training of Health Practitioners in a Person-Centred Care Model and their Person-Centred Attitudes. Lim ELP, Ong RHS, Thor J, Allgurin M, Gäre BA, Thumboo J. Lim ELP, et al. Int J Integr Care. 2023 Nov 24;23(4):11. doi: 10.5334/ijic.7564. eCollection 2023 Oct-Dec. Int J Integr Care. 2023. PMID: 38020415 Free PMC article.
• Patient-Centered Care and Healthcare Consumerism in Online Healthcare Service Advertisements: A Positioning Analysis. Park SY, Yun GW, Friedman S, Hill K, Coppes MJ. Park SY, et al. J Patient Exp. 2022 Oct 20;9:23743735221133636. doi: 10.1177/23743735221133636. eCollection 2022. J Patient Exp. 2022. PMID: 36311906 Free PMC article.
• Exploring Ghanaian nurses knowledge and application of bio-ethical principles in postoperative pain management. Tia MB, Aziato L, Dzansi G. Tia MB, et al. PLoS One. 2022 Oct 19;17(10):e0276422. doi: 10.1371/journal.pone.0276422. eCollection 2022. PLoS One. 2022. PMID: 36260628 Free PMC article.
• President's Commission for the Study of Ethical Problems . President's Commission for the Study of Ethical Problems in Medicine and Biomedical and Behavioral Research. Making Health Care Decisions: The Ethical and Legal Implications of Informed Consent in the Patient‐practitioner Relationship. Washington, DC: Government Printing Office, 1982.
• Katz J. The Silent World of Doctor and Patient. New York: Free Press, 1984.
• Beauchamp TL, Childress JF. Principles of Biomedical Ethics. New York, USA: Oxford University Press, 2001.
• Kassirer JP. Incorporating patients’ preferences into medical decisions. New England Journal of Medicine, 1994; 330: 1895–1896. - PubMed
• Pellegrino ED. Patient and physician autonomy: conflicting rights and obligations in the physician‐patient relationship. The Journal of Contemporary Health Law and Policy, 1994; 10: 47–68. - PubMed

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Kepner-Tregoe now offers Data Visualization

Unlock the power of storytelling through data in our engaging Data Visualization class! This course is designed for everyone, from beginners to seasoned professionals, who want to transform complex information into compelling visuals. Discover the art and science behind effective data presentation, regardless of the platform you prefer to use such as PowerPoint, Tableau, or Python. Learn to create stunning charts, interactive dashboards, and infographics that captivate audiences and drive decision-making.   Utilizing over 6 decades of experience in critical thinking skill development, KT brings you state of the art tips, tools, and techniques for creating outstanding data visualization results. With integrated hands-on projects and real-world applications, you’ll gain the skills to communicate insights clearly and creatively. Join us to enhance your analytical abilities and make data work for you—one visual at a time!

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Learners study at their own pace and according to their personal schedules. This means more convenience and less disruption. Designed with a dynamic mix of media to maximize engagement and learning retention. Includes learning materials and a knowledge assessment at the end of each course.

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Microsoft asked Kepner-Tregoe to help implement KT’s suite of rational processes to enable their engineers and advocates to successfully sort, clarify and prioritize issues, find the root cause of customer problems with accuracy and speed, make decisions on best next steps and minimize future customer concerns.

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Minutes per case - average reduction of total time per incident

To measure the impact of the KT training and support project for CSS customers, key metrics were recorded 12 weeks before the workshops and 12 weeks after. Results of total improvements during the first year:

per case - average reduction of total Days-to-Solve

At Yanfeng Automotive Interiors, an intensely competitive business environment challenges employees every day to deliver superior products for the world’s leading automotive manufacturers. Automotive interiors, components and systems must be manufactured to exacting standards to ensure safety and durability. The quality of the manufacturing process is critical.

ROI generated

Generated per project

Yanfeng Automotive was referred to Kepner-Tregoe’s Problem Solving & Decision Making (PSDM) program. As of October 2017, 85 of the 130+ Yanfeng personnel who had completed the PSDM course during the year had submitted their projects and had been certified. Over 130 tracked-and-closed projects had generated a per-project average of $10,000.

Incidents were becoming more complex, increasing the probability and risk of major outages. The geographically disbursed team of Subject Matter Experts (SMEs) required a high degree of coordination during the incident handling process.

Reduction in Mean-Time-to-Restore

Reduction in Variation

After four months, Mean-Time-to-Restore had been reduced dramatically (74%) while variance in the time it took to resolve an incident had also been reduced significantly (77%).

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