problem solving international guidelines

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International Guidelines For Problem Solving

Featured below is a useful guide that will show how different countries approach and solve problems. Created by Jérôme Vadon who apparently loves when people fight with each other in comments about who lives in the best country.

11 thoughts on “International Guidelines For Problem Solving”

Thanks from Germany! (excluding airports)

From what I know of France,it’s cartoon was accurate.Supports the argument DeGaulle had to be tolerated as a little tin plated dictator with delusions of god-hood because France would have torn it’self apart after liberation otherwise.

Not feeling great so I’ll have a BBQ… should have included lots of beer too!! 🤣

I don’t get the American one??

It’s a drone,thus the solution is a drone strike.

TO … I don’t get the American one?? —->BOMBING !!!

Guinness is no longer Irish. Diageo bought them out.Its now a food product with 17 ingredients and only useful for severe constipation

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Homepage » Core Communities » Council for Global Problem-Solving

Council for Global Problem-Solving

The Council for Global Problem-Solving (CGP) is the intellectual core of the Global Solutions Initiative. Its members are world-class think tanks and research institutions committed to providing policy advice to the G20 and associated international organizations.

The CGP is an accessible, permeable organization, open to all think tanks and research institutions that fulfill its terms of membership . The CGP works outside the official processes of the G20 and related international fora, but it supports these efforts by providing information, analysis of policy proposals and monitoring progress on policy implementation.

CGP members are engaged in a wide range of activities to offer policy advice to the G20. A selected overview can be found here .

     Member institutions

Asian Development Bank Institute ,  Japan

Bertelsmann Stiftung ,  Germany

Blavatnik School of Government ,  UK

The Brookings Institution ,  USA

 Bruegel ,  EU

Council on Energy, Environment and Water, India

CEFIR ,  Russia

Centre for International Governance Innovation,  Canada  

Centre for Strategic and International Studies (CSIS),  Indonesia

CIPPEC,  Argentina   

Consejo Argentino Para Las Relaciones Internacionales (CARI) ,  Argentina

Elcano Royal Institute,  Spain

Ethos,  Mexico

Fundação Getulio Vargas, Brazil 

G20 Research Group,  Canada

Gateway House,  India

Hertie School,  Germany

ICRIER, India

German Institute of Development and Sustainability, Germany  

Institute for New Economic Thinking,  England 

International Institute for Applied Systems Analysis (IIASA), Austria

Institute for Policy, Advocacy, and Governance

International Panel on Social Progress

Italian Institute for International Political Studies (ISPI), Italy  

Kiel Institute for the World Economy,  Germany

King Abdullah Petroleum Studies and Research Center,  Saudi Arabia 

Korea Development Institute (KDI),  South Korea

Korea Institute for International Economic Policy (KIEP), South Korea

LPEM FEB UI Universitas Indonesia, Indonesia

New Economic School (NES), Russia

Observer Research Foundation,  India  

OECD,  Policy Studies Branch

Oxford Martin School,  UK

Pew Research Center,  USA 

Renmin University,  China

UN Sustainable Development Solutions Network, SDSN, 

SAIIA, South Africa

Stiftung Mercator,  Germany

THE NEW INSTITUTE, Germany

University College London (UCL), UK

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1 You hereby agree that the personal data provided may be used for the purpose of updates on the Global Solutions Initiative by the Global Solutions Initiative Foundation gemeinnützige GmbH. Your consent is revocable at any time (by e-mail to [email protected] or to the contact data given in the imprint ). The update is sent in accordance with the privacy policy and to advertise the Global Solutions Initiative’s own products and services.

The Art of Effective Problem Solving: A Step-by-Step Guide

Whether we realise it or not, problem solving skills are an important part of our daily lives. From resolving a minor annoyance at home to tackling complex business challenges at work, our ability to solve problems has a significant impact on our success and happiness. However, not everyone is naturally gifted at problem-solving, and even those who are can always improve their skills. In this blog post, we will go over the art of effective problem-solving step by step.

Problem Solving Methodologies

Methodology of 8D (Eight Discipline) Problem Solving:

A3 Problem Solving Method:

The A3 problem solving technique is a visual, team-based problem-solving approach that is frequently used in Lean Six Sigma projects. The A3 report is a one-page document that clearly and concisely outlines the problem, root cause analysis, and proposed solution.

Subsequently, in the Lean Six Sigma framework, the 8D and A3 problem solving methodologies are two popular approaches to problem solving. Both methodologies provide a structured, team-based problem-solving approach that guides individuals through a comprehensive and systematic process of identifying, analysing, and resolving problems in an effective and efficient manner.

Step 1 – Define the Problem

By repeatedly asking “ why ,” you’ll eventually get to the bottom of the problem. This is an important step in the problem-solving process because it ensures that you’re dealing with the root cause rather than just the symptoms.

Step 2 – Gather Information and Brainstorm Ideas

Gathering information and brainstorming ideas is the next step in effective problem solving. This entails researching the problem and relevant information, collaborating with others, and coming up with a variety of potential solutions. This increases your chances of finding the best solution to the problem.

Next, work with others to gather a variety of perspectives. Brainstorming with others can be an excellent way to come up with new and creative ideas. Encourage everyone to share their thoughts and ideas when working in a group, and make an effort to actively listen to what others have to say. Be open to new and unconventional ideas and resist the urge to dismiss them too quickly.

Once you’ve compiled a list of potential solutions, it’s time to assess them and select the best one. This is the next step in the problem-solving process, which we’ll go over in greater detail in the following section.

Step 3 – Evaluate Options and Choose the Best Solution

Once you’ve compiled a list of potential solutions, it’s time to assess them and select the best one. This is the third step in effective problem solving, and it entails weighing the advantages and disadvantages of each solution, considering their feasibility and practicability, and selecting the solution that is most likely to solve the problem effectively.

You’ll be able to tell which solutions are likely to succeed and which aren’t by assessing their feasibility and practicability.

Step 4 – Implement and Monitor the Solution

When you’ve decided on the best solution, it’s time to put it into action. The fourth and final step in effective problem solving is to put the solution into action, monitor its progress, and make any necessary adjustments.

Finally, make any necessary modifications to the solution. This could entail changing the solution, altering the plan of action, or delegating different tasks. Be willing to make changes if they will improve the solution or help it solve the problem more effectively.

You can increase your chances of success in problem solving by following these steps and considering factors such as the pros and cons of each solution, their feasibility and practicability, and making any necessary adjustments. Furthermore, keep in mind that problem solving is an iterative process, and there may be times when you need to go back to the beginning and restart. Maintain your adaptability and try new solutions until you find the one that works best for you.

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International Guidelines for Problem Solving

How different nationals solve their problems, told in icons (click to enlarge).

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Future Problem Solving Program

Ages: Elementary, Middle School, High School

Types: Submission, Tournament, Fair, Performance, Presentation

Scope: International

[email protected], [email protected]

Participate

Founded in 1974 by creativity pioneer, Dr. E. Paul Torrance, Future Problem Solving Program International (FPSPI) stimulates critical and creative thinking skills, encourages students to develop a vision for the future, and prepares students for leadership roles. FPSPI engages students in creative problem solving within the curriculum and provides competitive opportunities.  Future Problem Solving Program International involves thousands of students annually from Australia, China, Hong Kong, India, Japan, Korea, Malaysia, New Zealand, Portugal, Singapore, Turkey, United Kingdom, and the United States.

The Future Problem Solving Program involves four competitive challenges including: (1) Community Problem Solving, (2) Global Issues Problem Solving, (3) Scenario Writing, and (4) Scenario Performance.   Community Problem Solving challenges students to think systematically about problematic situations, to gather information to understand the situation, and to evaluate multiple solutions in order to best address the situation? Students involved in Community Problem Solving (CmPS) learn powerful lessons about creating change, about dealing with local authorities and organizations, and about making a positive impact. Community Problem Solving students create and submit a Project Report that is reviewed by expert problem solvers from FPSPI. The top Community Problem Solving projects are invited to the FPSP International Conference in June each year.   Global Issues Problem Solving (GIPS) is a competitive component of FPSPI which can be accomplished as a team (of 4) or individual activity in which participants research a series of global topics and learn a six-step creative problem solving process. Problem solvers apply their topic and creative problem solving knowledge to address a charge presented in an imagined situation, termed Future Scene. Trained evaluators score student work and return it with feedback including suggestions for improvement. The top scoring teams and individuals on the qualifying problem are invited to Affiliate FPS Competitions. The winners of each respective Affiliate FPS Competition advance to the FPSP International Conference in June. Four divisions are offered:Junior (grades 4-6), Middle (grades 7-9), Senior (grades 10-12), and Adult.   Scenario Writing  is a competition in which individuals (grades 4 – 12) develop short stories related to one of five FPS topics for the year. The story (1500 words or less) is set at least 20 years in the future and is an imagined, but logical, outcome of actions or events taking place in the world today. The first place winner in each Affiliate Program is invited to the FPSP International Conference. Each Affiliate Director may submit its top three scenarios to the International Scenario Writing Competition. The top 5 international winners in each division are invited to the International Conference in June. Three divisions are offered: Junior (grades 4-6), Middle (grades 7-9), and Senior (grades 10-12).   Scenario Performance (ScP) was designed by FPSP Australia to develop and sustain the oral tradition of storytelling. Essentially, ScP is for students who enjoy telling stories. This option is ideally suited to students who show thinking abilities in different ways - particularly for those whose cultural heritage and/or learning styles prefer oral communication. Scenario Performances are connected to the annual FPSPI Scenario Writing topics as participants develop futuristic stories to present in a creative and entertaining manner. The stories do not have to be written, rather they are performed! Students are challenged to create a story that is between 4-5 minute duration, set at least 20 years in the future, and arises from any one of the topics set for Scenario Writing in the FPS year. Submission will take the form of a video file of the student delivering an oral telling of their story, undertaken in one take without any edits. The use of any props or aids, beyond the use of their voice, is forbidden. The performer may reference 15 cue cards (4x6 inches).  

FPSPI - International 1st Place

Team Award. $1000.

This award counts toward these ICS Academic Badges. Click on a badge for further info.

This badge demonstrates expertise in conducting a logical analysis of situations around us and creating innovative solutions to complex problems.

FPSPI - International 2nd Place

Fpspi - participation.

Team Award. $0.

Any student who completed participation in an FPSPI competition.

FPSPI - International 3rd Place

Team Award. $500.

Website: http://www.fpspi.org/

Managing Organization: Future Problem Solving Program International, Inc.

Contact: [email protected], [email protected]

Eligibility: Each FPSPI Affiliate Program determines its own processes, fees, and due dates for registration and entries. Your Affiliate Director can provide you with registration and submission materials and may be able to put you in touch with experienced FPSPI Coaches. See the competition website for more details.

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The Expat Woman

Infographic on International problem solving techniques

A simple and creative infographic “International Guidelines for Problem Solving”by designer  Jérôme Vadon .  These depictions are meant to be funny and are the artist’s perception of the country, so please take them with a pinch of salt.

Some of them are funny like the one depicting the Australians solving their problems with a barbecue or the English solving their problems with a cup of tea. As Bernard-Paul Heroux said “There is no trouble so great or grave that cannot be much diminished by a nice cup of tea.” And some don’t make much sense like the one for India depicting the cow as the solution.

Do you agree with these portrayals of how your country solves problems? Did he get them right or are they full of stereotypes? Do you recognize all the flags?

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• Global Issues
• Community Projects

Creative Writing

• Storytelling
• Problem-Solving Method
• Real World Issues
• Future Scenarios
• Authentic Assessments
• 5Cs of Learning
• Youth Protection
• DEIB Commitment
• International Conference
• Find FPS Near Me
• Partner With Us

At a Glance

Program overview, 3 competition divisions.

Junior – Grades 4 to 6 Middle – Grades 7 to 9 Senior – Grades 10 to 12

Individual Event

Students compete individually, often as a complement to Global Issues and/or Storytelling competitions.

1 Original Short Story

Students pick one of the four annual problem topics on which to write a related short story.

Student Work Requirements

Students write 1,500 words or less imagining the logical outcome of actions or events set at least 20 years in the future.

Non-Competitive Activities

Teachers often integrate Creative Writing as a standalone activity in their classrooms or other settings.

How It Works

Students get creative while refining their story writing skills, authentic assessment.

Registered students receive authentic assessment from trained evaluators on their competitive writing submission. Our rubric-based evaluations share learner-focused feedback to help students meet and exceed educational standards as they strengthen their writing skills.

Competition Season

Regional affiliates may use a one or two submission approach for their competition. If two are allowed, the first submission is non-competitive and receives written feedback to guide the story’s improvement. If a local affiliate does not offer Creative Writing, their students may compete with our Open affiliate.

World Finals Qualification

We invite all regional affiliate champions to attend our International Conference in June and compete alongside their peers. We announce the problem topic on March 1 each year for use at our world finals event. At the conference, students use a topic-related future scene with time, place, and topic parameters as inspiration for their story. They may write up to 1,000 words within a given time limit.

Season 2024-2025 Topics

Our real world topics are future-focused.

Food Security

How might food security issues of availability, access, and affordability essential for living a healthy life impact society in the future?

Rising Sea Levels

How might we address the impact of rising sea levels on coastlines, industries, and people in the future?

Agricultural Industry

How might the agricultural industry adapt to the needs of feeding a growing world population in the future?

Nanotechnology

How might the use of nanotechnology in medicine, healthcare, and other industries affect humanity in the future?

Student Showcase

Lifetime skills on display.

Antibiotic Resistance

Superbugged Junior Division 2019 2nd Place Champion Rachel (Singapore)

Building Green

The Big Bird Middle Division 2022 Champion Omar (Ohio)

Gamification

Easy Money Senior Division 2020 Champion Kaitlyn (Illinois)

Qualify for International Conference

Questions find the answers here..

Find everything else you need to know about Creative Writing in our Resources Library . In addition, check the answers to other common Future Problem Solving questions.

Visit our Resources Library to learn more about our future scenario writing program and be inspired by our students’ work. Find everything you need to know to get started as well as examples of the International Conference future scene and our rubric-based evaluations.

No, it is not a requirement. However, knowledge of the Future Problem Solving process helps students think about the future and organize a storyline. We do recommend students complete the background reading and research on their chosen topic since their stories must relate to the topic.

A submitted work must be original and fully student-created. Coaches may provide direct instruction on creative writing, read the student’s work, ask questions that occur to them as a reader, and make general suggestions for improvement. Authors may also receive assistance to correct spelling, grammar, and punctuation errors. Peer revision is a beneficial process, too. Be careful with automated writing tools (including AI). Only use them for proofreading or to spark ideas.

Students participate through schools, clubs, or independently through a Future Problem Solving regional affiliate . Every individual works alongside an adult who serves as their coach or adult liaison. While coaches are often educators who may utilize their classroom time for Future Problem Solving, anyone may serve as a coach. Parents, administrators, retired teachers, alumni, and other professionals interested in helping students become better prepared for the future are all welcome. Often, experienced Future Problem Solving students (with an adult sponsor) also serve as coaches for younger students.

All coaches gain access to program materials designed to help them guide their students through the problem-solving and creative writing processes as well as prepare for each topic. The registration fees also cover all evaluation and feedback on student submissions. Topic learning units are also available for purchase. Each unit contains background research, more suggested readings, discussion questions, learning prompts, and assessment resources. Additional fees may be required for regional affiliate and world finals. For more information on local fees and schedules, contact your Future Problem Solving regional affiliate .

Future Problem Solving Students – A Five Year Study

A comparison of reading and mathematics performance between students participating in a future problem solving program and nonparticipants.

Data from the The Minnesota Comprehensive Assessment (MCA) was collected by Grandview Middle School and provided to Scholastic Testing Service, Inc. for statistical analysis.

Findings reported by Scholastic Testing Service, Inc. Performance data on the MCA was collected from 2010-2014 for students in grade 6 at Grandview Middle School in Mound, MN (Westonka Public School District). Students were identified as either FPS: students participating in a Future Problem Solving program, or Non-FPS: students not participating in the program. Summary statistics using Reading and Mathematics Scaled Scores were developed for each group of students by year and across years. To determine if the mean scores across the years were significantly different, t-tests were used. A Cohen’s d test was then performed to measure the effect of the size of the found differences.

In all cases, students participating in the Future Problem Solving Program performed significantly higher on the MCA in both areas of Mathematics and Reading.

Effects of Group Training in Problem-Solving Style on Future Problem-Solving Performance

The journal of creative behavior (jcb) of the creative education foundation.

Seventy-five participants from one suburban high school formed 21 teams with 3–4 members each for Future Problem Solving (FPS). Students were selected to participate in either the regular FPS or an enhanced FPS, where multiple group training activities grounded in problem-solving style were incorporated into a 9-week treatment period.

An ANCOVA procedure was used to examine the difference in team responses to a creative problem-solving scenario for members of each group, after accounting for initial differences in creative problem-solving performance, years of experience in FPS, and creative thinking related to fluency, flexibility, and originality. The ANCOVA resulted in a significant difference in problem-solving performance in favor of students in the treatment group (F(1, 57) = 8.21, p = .006, partial eta squared = .126, medium), while there were no significant differences in years of experience or creativity scores. This result led researchers to conclude that students in both groups had equivalent creative ability and that participation in the group activities emphasizing problem-solving style significantly contributed to creative performance.

In the comparison group, a total of 47% had scores that qualified for entry to the state competition. In contrast, 89% of the students in the treatment group had scores that qualified them for the state bowl. None of the teams from the comparison group qualified for the international competition, while two teams from the treatment group were selected, with one earning sixth place.

The results of this study suggest that problem-solving performance by team members can be improved through direct instruction in problem-solving style, particularly when there is a focus on group dynamics.

The Journal of Creative Behavior, Vol. 0, Iss. 0, pp. 1–12 © 2017 by the Creative Education Foundation, Inc. DOI: 10.1002/jocb.176

Future Problem Solving Program International—Second Generation Study

“how important was future problem solving in the development of your following skill sets”.

In 2011, a team of researchers from the University of Virginia submitted a report titled “Future Problem Solving Program International—Second Generation Study.” (Callahan, Alimin, & Uguz, 2012). The study, based on a survey, collected data from over 150 Future Problem Solving alumni to understand the impact of their participation in Future Problem Solving as students or volunteers.

Percentage of Alumni Rating Important and Extremely Important in Developing Skill Sets

• 96% Look at the “Big Picture”
• 93% Critical Thinking
• 93% Teamwork and Collaboration
• 93% Identify and Solve Problems
• 93% Time Management
• 90% Researching
• 90% Evaluation and Decision Making
• 86% Creativity and Innovation
• 86% Written Communication

The report captured alumni’s positive experiences as students in Future Problem Solving and documented that the alumni continued to utilize the FPS-structured approach to solving problems in their adult lives.

Executive Director

A seasoned educator, April Michele has served as the Executive Director since 2018 and been with Future Problem Solving more than a decade. Her background in advanced curriculum strategies and highly engaging learning techniques translates well in the development of materials, publications, training, and marketing for the organization and its global network. April’s expertise includes pedagogy and strategies for critical and creative thinking and providing quality educational services for students and adults worldwide.

Prior to joining Future Problem Solving, April taught elementary and middle grades, spending most of her classroom career in gifted education. She earned the National Board certification (NBPTS) as a Middle Childhood/Generalist and later served as a National Board assessor for the certification of others. In addition, April facilitated the Theory and Development of Creativity course for the state of Florida’s certification of teachers. She has also collaborated on a variety of special projects through the Department of Education. Beyond her U.S. education credentials, she has been trained for the International Baccalaureate Middle Years Programme (MYP) in Humanities.

A graduate of the University of Central Florida with a bachelor’s in Elementary Education and the University of South Florida with a master’s in Gifted Education, April’s passion is providing a challenging curriculum for 21st century students so they are equipped with the problem-solving and ethical leadership skills they need to thrive in the future. As a board member in her local Rotary Club, she facilitates problem solving in leadership at the Rotary Youth Leadership Awards (RYLA). She is also a certified Project Management Professional (PMP) from the Project Management Institute and earned her certificate in Nonprofit Management from the Edyth Bush Institute at Rollins College.

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