6. Effective Problem Solving
Imagine that two people working in a workplace face the same situation. One experiences it as a minor setback, while the other faces a real obstacle. The same environment, two very different experiences.
In the simplest terms: the problem is any situation that makes it difficult or hinders the achievement of a goal. But this definition tells only a small part of what actually happens.
The problems vary greatly in size and weight. The inability to access a document is also a problem, as is trying to adapt to standard working hours with chronic fatigue. The limits of some problems are clear - missing information, a tool that stops working, a missed deadline. They are identifiable, and the solution is measurable.
Problem-solving styles vary across working environments. The type of work, pace and relationships between people influence which methods are most effective. However, the following simple framework can support problem-solving in any workplace:
Identify the problem: Clearly describe what has happened and who is affected.
Analyse the situation: Explore the causes, available information and possible barriers.
Generate options: Think of several possible solutions and invite different perspectives.
Evaluate the options: Compare the benefits, risks, time and resources required.
Implement the solution: Choose the most suitable option, assign responsibilities and take action.
Review the outcome: Check whether the solution worked and identify any lessons for the future.
The emphasis placed on each step may vary according to the working environment. For example:
In fast-paced, high-pressure environments such as hospitals, rapid decision-making and coordination are paramount.
In creative sectors, flexible thinking and the ability to work with uncertainty become increasingly important.
In manufacturing and technical fields, standard procedures and systematic interventions take centre stage.
In academic and research environments, redefining the problem is a key part of the solution process.
In remote teams, communication and time management play a critical role.
Given these differences, individuals must first recognise their own approach, strengths, and limitations to contribute to effective problem-solving in different work environments. Self-awareness makes it possible to understand how to react to what kinds of problems and to develop strategies accordingly. To develop this skill, various evaluation and self-thinking tests can be used as important tools. One of these types of tests can be shown as the following example:
https://testyourself.psychtests.com/testid/Creative-Problem-Solving-Test
The bigger a problem seems, the harder it is to think about it. Everything feels intertwined. You never know where to start. Anxiety in a corner of the mind leaves no room for clear thinking. At this point, "mind mapping" can stand out as a highly functional tool.
6.a. Mind-mapping as a Practical Problem-Solving Process
Instead of keeping the problem in mind, put it on paper or on a screen. The main subject is written in the centre; from there, branching subheadings are added, and each branch expands in itself. Thus, a problem that looks messy becomes a structure that can be seen and worked on with the eye. Even in Leonardo da Vinci's notebooks, there are traces of visual ways of thinking based on the same principle.
Mind maps are particularly useful in the following situations:
in problems where multiple factors must be considered together,
when it is necessary to identify connections between elements that appear unrelated at first glance,
in situations where it is unclear where to begin.
Beyond all this, for individuals who think in visual form or who struggle with written lists, the mind map can offer a much more natural way of putting ideas in order.
How is it used in practice?
The main problem is written in the centre of the page or in the central area of a digital tool. Each major branch from here represents a different dimension of the problem, its cause or possible solution. Each branch expands within itself. Colours, short keywords, and visual elements can be used as needed. The goal is to display the problem in all its dimensions.
6.b. Problem-Solving in Teamwork Settings
The techniques introduced above can also be used in teamwork. Many workplace problems are easier to solve when people work together. A team brings different knowledge, experience and perspectives. One person may notice a detail that another person misses, while a different viewpoint may lead to a better solution.
However, teamwork works well only when everyone has space to contribute. Stronger voices can dominate the discussion, and the desire to reach agreement quickly may prevent important concerns from being shared. Teams therefore need a safe and respectful atmosphere where people can speak freely, ask questions and share ideas without fear of judgment. Clear and open communication helps the team use everyone’s strengths and make better decisions.
Communication at work is highly likely to be in a potential hierarchy. In this respect, understanding this communication triangle in general is very important, especially in terms of methods and strategies to be applied in problem solving:
As can be seen from this image, the direction and form of communication in the workplace directly affects how problems are noticed, how they are conveyed, and how solution processes proceed. While problems are often noticed late in environments where information flows only one way, the process of producing solutions becomes faster and more inclusive in structures where mutual communication is strong. Therefore, effective problem solving is closely associated with open communication between employees and managers, sharing feedback, and developing common understanding.
6.c. Learning from mistakes and feedback
Everybody makes mistakes. But not every mistake is learned from to the same extent. What makes a difference is how the error is confronted rather than the magnitude.
Mistakes don't just happen as a technical glitch. Shame, guilt, anger, anxiety - these are reactions that occur very naturally when something goes wrong. These feelings become much more intense when the mistake occurs in the eyes of others. For people with disabilities, this may carry additional weight; The anxiety that every mistake can turn into proof that "you're not good enough" can accompany it. Recognising and naming this emotional load is the first step in the learning process.
Generally speaking, emotions do not directly affect learning. What determines learning is the coping strategy chosen after a mistake. When a person is preoccupied with blaming themselves or dealing with the reactions of others, the real cause of the mistake is often overlooked. On the other hand, when the question ‘why did this happen?’ is asked - that is, when the background to the mistake is examined in depth - lasting learning takes place. Correcting mistakes quickly is different from truly learning from them.
This process does not work independently of the environment. In a team where making mistakes is condemned or punished, people tend to hide their mistakes; The error is corrected but not understood and will most likely reappear. In environments where team members can speak clearly and do not hesitate to ask questions, learning is much more powerful and permanent. Feedback is also part of this climate. Constructive feedback is not given to judge. It focuses on a particular situation, is concrete, and opens up space to progress.
There are a few simple and practical steps that can be followed to develop a constructive response following a mistake:
Firstly, the individual should acknowledge the situation without immediately blaming themselves or others, and clearly assess what has happened.
Next, the extent of the mistake’s impact should be determined, open communication should be established with those affected, and the necessary corrective actions should be taken as soon as possible.
Once the immediate issue has been resolved, the circumstances leading to the mistake and its root cause should be examined in greater detail.
Where necessary, constructive feedback should be sought from team members or a manager, and it should be determined what could be done differently in a similar situation in the future.
Finally, the lessons learnt should be noted down, or a small and practical change should be made to the working process to prevent the same mistake from recurring.
This approach ensures not only that the error is rectified quickly, but also that it is understood and the experience is transformed into lasting learning.
Basically, the essence of learning from mistakes is based on a few simple principles: accepting what is, taking the time to understand why it happened, and being in an environment that makes it possible. None of these conditions has to be perfect - but each, over time, makes a difference.
The skills covered so far in this section (managing resources consciously, setting priorities, approaching problems in a structured way, and communicating effectively within a team) cannot be viewed merely as tools that are useful only when working for an organisation. They form the cornerstones of any professional journey. The next section takes this foundation and applies it to a different question: could using these resources and skills to build your own professional path, rather than working for someone else, be a meaningful and achievable option for you? Entrepreneurship and self-employment offer a structured way to take this question seriously.